Trang 1 DECLARATION I certify my authorship of the study report entitled “A study on the self-study activities of speaking skills for the first year English major students at Hung Yen Un
INTRODUCTION
Rationale of the study
In our country, self-study is a crucial factor for learners, significantly contributing to academic success and the acquisition of extensive knowledge.
Throughout our history, self-study has empowered many talented individuals to successfully combat formidable invaders by applying practical theories without formal education However, the current educational landscape has shifted dramatically, with the proliferation of extra classes sparking significant societal debate Despite their increasing numbers, concerns about the quality of learning persist, as students may struggle to solve problems independently and take responsibility for their futures.
This study investigates the self-study activities related to speaking skills among first-year English major students at Hung Yen University of Technology and Education It aims to identify the challenges and factors affecting English self-study while providing effective self-study activities and solutions to enhance students' English self-study capabilities.
Aim and objectives of the study
- Search the attitudes of the second year students of FFL at UTEHY towards English speaking self-study
- Find out the difficulties faced by the second year students of FFL at UTEHY in English speaking self-study
- Design activities to improve the effectiveness of English speaking self-study for second year English major students of FFL at UTEHY.
Research questions
1) What are the attitudes of the first year English major students of FFL at UTEHY towards English speaking self-study?
2) What are the difficulties faced by second year non-English major students of FFL at UTEHY in English speaking self-study?
3) What are some activities to improve English speaking self-study for second year non-English major students of FFL at UTEHY?
The scope of the study
This study is limited in scope due to constraints in time, knowledge, and available references, focusing specifically on identifying the factors that influence students' self-study English speaking skills Additionally, it does not encompass all students, highlighting the need for further research in this area.
The method of the study
This research employs a survey questionnaire aimed at freshman English majors, structured into three key sections The first section investigates students' attitudes towards self-study, while the second assesses their current self-study practices The final section offers solutions to enhance students' self-learning abilities Data will be analyzed using both qualitative and quantitative methods, and the findings will be presented through tables and charts for clarity.
Design of the study
The organization of this research includes four main chapters and is arranged as follow:
Chapter 1 is to introduce the theoretical basis of the research, the purpose of the research, the research question, the scope of the study, the research method, the design of the study
Chapter 2 is a Literary Overview that includes related studies and an overview of theories such as the definition of self-study, the definition of speech, the difficulties of self- learning speaking skills and some solutions to improve skills self-study force
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 summarizes the study as well as limitations of study and suggestions for further study.
LITERATURE REVIEW
Speaking is fundamental to human communication Although different linguists have different concepts of speaking they all agree with this idea
According to the Oxford Advanced Dictionary, speaking is defined as the act of expressing or communicating opinions, feelings, and ideas through verbal communication This process encompasses various activities involving the speaker, including psychological, articulatory, and acoustic stages.
Speaking is defined as the process of constructing and conveying meaning through verbal and non-verbal symbols across various contexts, as stated by Chaney Theodore Huebner emphasizes that language fundamentally revolves around speech, which is a form of communication through sound He notes that speaking is a skill utilized in everyday interactions, both in educational settings and beyond This skill is developed through repeated practice and is primarily a neuromuscular process rather than an intellectual one, involving the ability to effectively send and receive messages.
Speaking involves articulating ideas, opinions, or feelings through words or sounds to inform, persuade, or entertain others This essential skill can be developed using various teaching and learning methodologies.
Effective speaking skills are essential for communication, whether in one-on-one interactions or addressing larger audiences Proficient speaking enables individuals to convey their messages quickly and efficiently As highlighted by Flohn and Pasesler (2006), mastering speaking skills is crucial for success in learning a foreign language.
They also emphasize, “The focus on learning a foreign language is on communication activities, expressive abilities and the goal to become a fluent speaker”
A person who communicates well and has good speaking skill does not necessarily use big words and elaborate jar
In fact, those things can serve to turn a listener off They feel patronized, inadequate and structured if someone is using fancy language
The point of communicating is to convey information, to share with others and to have a two-way exchange
Speaking clearly and confidently captures an audience's attention, allowing speakers to effectively convey their message Skilled speakers engage and maintain audience interest through carefully selected words and structured delivery.
An effective presentation conveys a clear and informative message, which is essential for language learners who often view speaking skills as a key indicator of language proficiency Consequently, the teaching and learning of speaking skills are crucial in enhancing learners' abilities to communicate effectively in diverse situations.
2.1.3 Difficulties of speaking skills a) Vocabulary
Vocabulary plays a crucial role in language learning, as emphasized by theorists such as Huyen (2003) To effectively communicate in a foreign language like English, students must not only acquire a sufficient vocabulary but also understand the correct usage of these words.
According to Chen (2003, as cited in He and Chen, 2010), vocabulary knowledge plays a crucial role in oral communication A deficiency in vocabulary can hinder students' ability to produce language and articulate their thoughts in English, creating significant challenges (Smith, 2011) Additionally, pronunciation also impacts effective communication.
One of the most difficult issues faced by non-native speakers is pronunciation
Many students struggle with self-confidence when it comes to speaking in English, often due to difficulties in pronunciation and a fear of peer evaluation This lack of confidence can hinder their participation in class (Gillert, 2009) Additionally, Gillert notes that students frequently feel uncomfortable hearing their own voice while speaking in a second language, which further exacerbates their anxiety.
We know that correct and clear pronunciations are important in language learning because good pronunciation makes the communication easier to understand (Varasarin,
Many students, particularly those who are not majoring in English, often struggle with pronunciation issues Common challenges include difficulties with word stress, ending sounds, linking words, and intonation Additionally, there is a notable lack of understanding regarding grammatical sentence structures.
One significant challenge for language learners is mastering grammar, as differences between their native language and the target language can lead to interference This often results in learners applying structures from their first language to the foreign language, which can hinder their progress (Haryanto, 2007) Additionally, Nunan (2003) highlights that a learner's first language significantly influences the sequence in which they acquire grammatical elements.
Effective communication relies heavily on proper grammar, as noted by Savage (2010), and echoed by Foppoli (2009), who emphasizes that grammar equips students with the necessary framework to articulate their messages clearly Without a solid grasp of grammar patterns and structures, individuals struggle to express their ideas fully, highlighting the importance of understanding sentence structure in effective communication.
Different grammar between the mother tongue foreign languages is very often that students find this an obstacle in their learning to speak English Foppoli’ statement
(2009) says that grammar provides students with the structure they need in order to organize and put their message and ideas across e) Physical condition
Physical condition in the classroom, including factors like size and facilities such as chairs, desks, and electrical resources, plays a crucial role in student learning According to Hammer (1992), these conditions significantly influence students' attitudes towards the subject matter Inadequate facilities can diminish motivation and discourage students from participating in discussions, ultimately affecting their confidence and engagement in the learning process.
According to He and Chen (2010), a primary reason for students' lack of confidence in speaking English is their perception of their own language skills, as many believe their English is poor and feel unable to communicate effectively.
Learning resources encompass a diverse array of tools that students can utilize throughout their educational journey These resources play a crucial role in fostering self-directed learning, empowering students to engage with the material independently By leveraging various learning resources, students can enhance their study skills and deepen their understanding of the subject matter.
According to Nguyen Minh Hiep (2008) In the Vietnamese Libraries community, there has been embarrassment and no consistency when translating the term Resources in Information Resources and Learning Resources, etc
THE STUDY
This section outlines the methodology employed in the study, detailing the participants involved in the survey, the data collection procedures, and the data analysis techniques used By examining these aspects, we aim to clarify the challenges and advancements encountered in the research methodology process.
The study focused on the speaking abilities of second-year English major students at the Faculty of Foreign Languages, UTEHY A total of 85 students from the classes TAK18.1 and TAK18.3 were selected as subjects for this research.
Participants in the study include second-year non-English major students from the Faculty of Foreign Languages A significant number of these students have yet to discover effective self-study methods, relying primarily on traditional, passive approaches Many have not explored diverse self-study activities to enhance their learning experience.
Every student has unique learning needs, with many studying English to enhance their specialized knowledge for future careers, while others feel pressured to achieve high exam scores A significant challenge is that many students lack the habit of independent study, often relying heavily on the curriculum and teachers, which leads to passivity in English classes This observation has encouraged me to explore effective self-study methods for university-level students.
The writer used survey questionnaires and interview questions to complete the study The results of the questionnaire were the major source of data analysis
This article explores students' perceptions regarding the significance of speaking skills and the activities necessary for developing their English speaking self-study abilities It includes survey questions aimed at assessing how frequently certain self-study activities are implemented and which ones students are eager to engage in Additionally, the article discusses the application process for these activities to enhance learning outcomes.
The data collection aimed to provide insights into the frequency and creative adaptation of self-study speaking activities, as well as student involvement in these activities A questionnaire with fourteen questions was developed to guide the analysis of how communication activities influence speaking lessons Consequently, the collected data was summarized and analyzed for clarity.
Besides, the observation method is used to record the most honest results that the survey and interview questions can not cover
The questionnaires are designed based on the operation of the second-year English students of FFL After designing questionnaires, the writer distributed them to
86 students in FFL Twelve questions were included in each observation sheet to make it easier for the writer to collect the information needed
After gathering information, the data will be visually represented through statistics or chart tables During this process, all relevant details were organized into categories of difficulties to enhance the data analysis for the study.
3.2.1 The reality of self-learning English speaking skills
Chart 1: The importance of English speaking self-study
According to Chart 1, a significant 60% of students struggle with self-studying speaking skills, while 18% also find it challenging Only 20% feel neutral about their self-learning experience, and a mere 3% do not perceive any difficulty This data indicates that most students face difficulties when attempting to learn speaking skills independently.
Very difficult Difficult Nomal Not difficult
Chart 2: The importance of speaking skills
Chart 2 data found that 66% of students thought self-study of speaking skills was important to them, 38% thought self-study of speaking skills was important Also 3% thought that normal and the last 3% thought self-study was not important to them
Chart 3: The excitement of self-learning English speaking skills
Data from Chart 3 reveals that 67% of students find self-learning speaking skills interesting, while 22% consider it very interesting Additionally, 15% view it as normal, with no students expressing a lack of interest This indicates a strong overall engagement and interest among students in self-learning speaking skills.
Very important Important Nomarl Not important
Very interesting Exciting Normal Not Interesting
3.2.2 The difficulties of self-learning English speaking skills
Topics (Các chủ đề) Strongly
Disagree Disagree Neutral Agree Strongly
1.Talk about one of the members in your family
2.Talk about your favourite object 0% 23% 37% 37% 3%
3.Talk about your favourite places 0% 17% 43% 34% 6%
4.Talk about your favourite hometown 3% 20% 31% 40% 6%
5.Talk about your free time 0% 23% 40% 26% 11%
6 Talk about your favourite food 0% 26% 34% 29% 11%
7 Talk about your favourite journey 6% 11% 40% 29% 14%
8 Talk about your famous person 3% 24% 34% 46% 3%
9 Talk about your best friend 0% 26% 34% 29% 11%
10 Talk about your favourite film 3% 17% 34% 43% 3%
According to the data presented in Table 1, various topics yield differing perceptions among students regarding their learning experiences Specifically, 31% of students find Topic 1 to be a normal learning experience, while 37% feel similarly about Topic 2, although an equal percentage also consider it difficult Topic 3 shows that 43% perceive it as normal, with 34% acknowledging its difficulty For Topic 4, 40% of students agree that it is challenging, while 40% also find Topic 5 to be a normal experience In Topic 6, 34% feel at ease, and 40% express comfort with Topic 7 However, Topic 8 stands out, as 46% of students agree on its difficulty Lastly, Topic 10 reveals that 34% find it normal, while 43% struggle with it Overall, the data suggests that most students do not perceive these topics as particularly difficult in comparison to their personal experiences.
According to the survey data presented in Chart 4, 37% of students dedicate 15 to 30 minutes daily to self-study, while 29% allocate 1 to 1.5 hours for the same purpose Additionally, 20% of students study for less than 15 minutes each day, 11% exceed 1.5 hours, and 3% provided alternative responses This indicates that a significant portion of students is not investing substantial time in self-study.
Disagree Disagree Neutral Agree Strongly
Table 2: Difficulties of learning English speaking skills
According to the survey data presented in Table 2, a significant majority of students face challenges in language learning, with 57% finding vocabulary acquisition difficult, 59% struggling with grammar, and 54% expressing difficulties with pronunciation Additionally, 52% of students reported challenges related to learning resources Overall, these findings indicate that students commonly encounter obstacles in vocabulary, grammar, pronunciation, and access to effective learning materials.
Disagree Disagree Neutral Agree Strongly
Many students struggle with self-study using websites, as indicated by usage statistics: 49% for Ello, 40% for Fun Easy English, and 49% for Vocab Sushi Additionally, 43% of students reported feeling unskilled with TED Talks, while 46% felt the same about BBC Learning English Overall, data suggests that while these platforms are popular, mastering them for self-learning speaking skills remains a challenge for many students.
Disagree Disagree Neutral Agree Strongly
According to the data presented in Table 4, student experiences with various language learning apps vary significantly The Duolingo app sees 29% of students feeling comfortable using it, while 34% report difficulties In contrast, Memeries has 43% of students feeling at ease, with 31% finding it challenging Elsa Speak stands out with 46% of students struggling to use it On the other hand, Italki enjoys a higher satisfaction rate, with 51% of students reporting no difficulties, while Grammarly has a notable 54% of students who find it hard to navigate Texttospeech shows that 40% of students find it manageable, but 34% still face challenges Lastly, Otter.Ai has 43% of students feeling comfortable, with 34% experiencing difficulties Overall, the data indicates that students frequently encounter challenges with applications like Elsa Speak and Grammarly.
3.2.3 Solution for English speaking self-study at home or class
Disagree Disagree Neutral Agree Strongly
CONCLUSION
The study effectively surveys and analyzes data to identify the challenges faced by first-year English major students at FFL in developing their self-learning English speaking skills, while also proposing methods to enhance their understanding and proficiency.
This research investigates students' attitudes and perceptions regarding the self-learning process of speaking English It identifies the challenges students encounter in this area and provides practical suggestions for self-study activities aimed at enhancing their English speaking skills.
Due to the limited time and experience, the research cannot cover all information about self-study speaking skills for first-year students at FFL - UTEHY
Due to the lack of time, and knowledge, this research is difficult to avoid errors Any comments on using language games will be warmly welcomed
To enhance future research in this area, I have outlined several suggestions that address existing limitations Numerous unresolved issues present intriguing opportunities for further exploration I have developed study plans focusing on ten topics related to speaking skills; however, it's important to note that I cannot cover every activity within this scope The key to fostering growth lies in designing engaging and rewarding activities that spark excitement and curiosity among second-year students at FFL - UTEHY Ultimately, students will rely heavily on the study plan for their learning journey.
I have built in so I do not have much experience with design and dissemination to more students I hope further research will focus on that
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APPENDIX 1 SURVEY QUESTIONS GENERAL INFORMATION (THÔNG TIN CƠ BẢN)
1 What is your gender? (Giới tính của bạn)
2 How old are you? (Bạn bao nhiêu tuổi?) ……… Years old (tuổi)
3 How long have you been studying English (Bạn đã học tiếng Anh trong thời gian bao lâu?)
PART 1: STUDENT ATTITUDES ABOUT SELF-STUDY ENGLISH SPEAKING SKILL
(PHẦN 1: THÁI ĐỘ CỦA SINH VIÊN VỚI VIỆC TỰ HỌC KỸ NĂNG NÓI TIẾNG ANH)
1 How difficult do you feel about self-studying English speaking skills? (Bạn cảm thấy tự học kỹ năng nói tiếng Anh khó như thế nào?)
2 How important do you feel about self-study English speaking skill? (Bạn cảm thấy tự học kỹ năng nói tiếng Anh là quan trọng như thế nào?)
Very important (rất quan trọng)
Not important (không quan trọng)
3 How interesting do you feel self-study English speaking skill (Bạn có thấy tự học kỹ năng nói tiếng Anh thú vị như thế nào?)
Very interesting (rất thú vị)
Not interesting (không thú vị)
PART 2: DIFFICULTIES IN ENGLISH SPEAKING SELF-STUDY
(KHÓ KHĂN TRONG VIỆC TỰ HỌC TIẾNG ANH)
4 Which topics do you feel difficult? (Chủ đề học nào bạn cảm thấy khó?)
Strongly Disagree (Hoàn toàn không đồng ý)
1.Talk about one of members in your family
2.Talk about your favourite object
3.Talk about your favourite places
4.Talk about your favourite hometown
5.Talk about your free time
6 Talk about your favourite food
7 Talk about your favourite journey
8 Talk about your famous person
9 Talk about your best friend
10 Talk about your favourite film
5 How much time do you spend on English speaking self-study?
(Bạn dành thời gian bao lâu cho việc tự học kỹ năng nói? )
Less than 15 minutes/day (dưới 15 phút/ngày)
15 minutes – 30 minutes/day (15 phút – 30 phút/ngày)
1 hour – 1 hour 30 minutes/day (1 giờ - 1h30 phút/ngày)
More than 1 hour 30 minutes/day (hơn 1h30 phút/ngày)
6 What difficulties do you often encounter in self-learning speaking skills?
(Những khó khăn nào bạn hay gặp phải trong quá trình tự học nói?)
Strongly Disagree (Hoàn toàn không đồng ý)
7 What difficulties do you face in using the following websites in English speaking self- study? (Bạn gặp khó khăn nào trong việc sử dung các websites dưới đây in English speaking self-study?)
Strongly Disagree (Hoàn toàn không đồng ý)
8 What difficulties do you face in using applications that support in English speaking self-study? (Bạn gặp khó khăn nào trong việc sử dung các ứng dụng hỗ trợ in English speaking self-study?)
Strongly Disagree (Hoàn toàn không đồng ý)
PART 3: SOLUTIONS FOR SELF-STUDY ENGLISH SPEAKING SKILLS AT HOME AND CLASSROOM
(GIẢI PHÁP CHO VIỆC TỰ HỌC TIẾNG ANH TẠI NHÀ VÀ TRÊN LỚP)
9 Which of the following activities do you think helps you improve your vocabulary during self-study? (Theo bạn những hoạt động nào dưới đây giúp bạn cải thiện vốn vựng trong quá trình tự học?)
Strongly Disagree (Hoàn toàn không đồng ý)
10 In your opinion, which of the following activities helps you improve your grammar during self-study? (Theo bạn hoạt động nào dưới đây giúp bạn cải thiện ngữ pháp trong quá trình tự học?)
Strongly Agree (Rất đồng ý) toàn không đồng ý)
(qua một số trang web)
11 Which of the following activities do you think help you improve pronunciation during self-study? (Theo bạn hoạt động nào dưới đây giúp bạn cải thiện phát âm trong quá trình tự học?)
Strongly Disagree (Hoàn toàn không đồng ý)
(Luyện nghe và nhận diện)
2 Practice speaking by words and phrases (Luyện nói theo từ và cụm)
(Ghi âm và nghe lại)
(Tự kiểm tra với công cụ) (websites, app)
12 Which of the following activities do you think help you develop ideas in self- studying speaking skills? (Theo bạn những hoạt động nào dưới đây giúp bạn phát triển được ý tưởng trong tự học kỹ năng nói?)
Strongly Disagree (Hoàn toàn không đồng ý)
4 Read reference books (đọc sách tham khảo)
13 Which of the following activities help you self-study word matching skills in self- studying speaking skills? ( Những hoạt động nào dưới đây giúp bạn tự học được kỹ năng nối từ trong tự học kỹ năng nói? )
Strongly Disagree (Hoàn toàn không đồng ý)
14 In your opinion, which learning resources support you to self-study English? (Theo bạn những nguồn học nào hỗ trợ bạn tự học tiếng Anh?)
Strongly Disagree (Hoàn toàn không đồng ý)
Once again thank you very much for your cooperation!
Interview questions for second English major students at FFL
This interview questionnaire aims to assess the validity and reliability of our survey We sincerely appreciate your cooperation and encourage you to complete the questionnaire honestly.
Question 1 What are the difficulties when you self-study speaking English skills?
Question 2 How do you often self-study English speaking skills?
Question 3 What are the best activities to improve your English speaking skills?