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Trang 1 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON THE DIFFICULTIES AND SOLUTIONS TO IMPROVE
HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON THE DIFFICULTIES AND SOLUTIONS TO IMPROVE ENGLISH SPEAKING SKILL FOR THE FIRST YEAR STUDENTS IN FACULTY OF INFORMATION TECHNOLOGY AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU VỀ KHÓ KHĂN VÀ GIẢI PHÁP ĐỂ CẢI THIỆN KĨ NĂNG NÓI CHO SINH VIÊN KHOA CÔNG NGHỆ THÔNG TIN TẠI TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT HƯNG YÊN) Supervisor: Hoang Thi Hoa Student: Le Thi Hang Student’s number: 11317115 Hung Yen – 2021 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES - GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON THE DIFFICULTIES AND SOLUTIONS TO IMPROVE ENGLISH SPEAKING SKILL FOR THE FIRST YEAR STUDENTS IN FACULTY OF INFORMATION TECHNOLOGY AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU VỀ KHÓ KHĂN VÀ GIẢI PHÁP ĐỂ CẢI THIỆN KĨ NĂNG NĨI CHO SINH VIÊN KHOA CƠNG NGHỆ THƠNG TIN TẠI TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT HƯNG YÊN) Student: Le Thi Hang Student’s number: 11317115 Supervisor: Hoang Thi Hoa Hung Yen – 2021 i DECLARATION I certify that the thesis entitled “A study on the difficulties and solutions in learning English skill of the first years students in Faculty of Information Technology at Hung Yen University of Technology and Education” is the results of my research and substance of this thesis has not been submitted for a degree to any other university institution Hung Yen, June 2021 Signature Le Thi Hang ii ACKNOWLEDGEMENTS In the process of implementing my graduation paper, I have received lots of encouragement, precious ideas, and experiences from my teachers, family, and friends I would like to thank all my teachers in Hung Yen University of Technology and Education for their useful pieces of advice First of all, I would like to express my profound gratitude to my supervisor Ms.Hoang Thi Hoa, who gives me a great deal of supports and guidance Without her help, my paper would have never been completed Besides, my sincere thanks are also extended to all the teachers in the Foreign Languages Department of Hung Yen University of Technology and Education for their lectures and wholehearted advice to help me complete this study In my study, the ideas of many writers in the field are inevitably reflected and developed To all the authors of the publications in the list of references, I offer my sincere thanks I also would like to express my special thanks to the first-year students who helped me with my research Last but not least, I would like to thank my parents and friends who have encouraged and supported me a lot iii ABSTRACT This research paper mainly discusses the difficulties and solutions to improve English speaking skills for first-year students in Faculty of Information Technology at Hung Yen University of Technology and Education To achieve the aims of the study, I combined both qualitative and quantitative methods to analyze and three instruments are employed to collect the data including two survey questionnaires for students and teachers and interview questions for students The subjects of the study are 40 the first-year students in Faculty of Information Technology from K18 and teachers of English at Faculty of Foreign Languages, Hung Yen University of Technology and Education The researcher carried our survey questionnaires among 40 firstyear students and teachers teaching at Faculty of Foreign Languages, UTEHY to get their opinions Among them, students also invited to answers the interview questions After collecting and analyzing the data, the findings of the study reveal that the first-year students in Faculty of Information Technology at UTEHY have many difficulties in learning speaking skill The major problems include limited English vocabulary, not confident, bad pronunciation of the first-year students in Faculty of Information Technology Some of the researchers' suggestions for first-year students in Faculty of Information Technology are to practice pronunciation and learn vocabulary so that the vocabulary becomes rich Review grammar and background knowledge to make sure they are not forgotten Some ways to increase your confidence in speaking English are to practice speaking every day with anyone you want and wherever you feel most comfortable Have a learning plan that matches your ability to improve your speaking skills in the best way iv LIST OF TABLE CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF CHART vi LIST OF ABBREVIATIONS…………………………………………………… vii CHAPTER 1: INTRODUCTION…………………………………………………… 1.1.Rationale of the study……………………………………………………… 1.2 Aims of the study 1.3 Research questions 1.4 The scope of the study 1.5 Methods of the study 1.6 Design of the study .2 CHAPTER 2: LITERATURE REVIEW…………………………………………… 2.1 Definitions of speaking skill…………………………………………………… 2.2 Stages of speaking 2.3 The importance of speaking skill 2.3.1.Importance of English Language 2.3.2.The Importance of Speaking Skill 2.4 Criteria of good speaking skill .7 2.5 Speaking problems .7 2.6 Factors affecting speaking skill CHAPTER 3: THE STUDY…………………………………… .………… … 12 3.1 The participants……………………………………………………………… 12 3.1.1.The teachers………………………………………………………………… 12 3.1.2.The students………………………………………………………………… 12 3.2 Data collection instrument……………… 12 3.2.1.The survey questionnaires 12 3.2.2.The interview 13 3.2.3.Procedures of data collection 13 3.3 Data analysis and discussion………………………………………………… 14 v 3.3.1 Data analysis……………………………………………………………… 14 3.3.1.1 Teacher's and student's opinions on speaking skill…………… …………14 3.3.3.2 The difficulties of speaking skill……………………………………….….18 3.3.3.3 Suggestions for improving students' speaking skill…………………… 22 3.3.2 An analysis of interview questions………………………………………….25 3.4 Mains finding and discussion ……………………………………………… 26 3.4.1 Teacher's and student's opionion about speaking skill………………………26 3.4.2 Difficulties in learning speaking skill………………………………… … 26 3.4.3 Teacher's and student's suggestions to improve speaking skill…………… 26 3.5 Recommendations 26 3.5.1 For students .26 3.5.2 For teachers .27 3.6 Summary…………………………………………………………………… 28 CHAPTER 4: CONCLUSION 29 4.1 Summary of the study 29 4.2 Limitations of the study 29 4.3 Suggestions for the further study 29 REFERENCES I APPENDIX 1: SURVEY QUESTIONNARES FOR STUDENTS IV APPENDIX 2: INTERVIEW QUESTIONS ( FOR STUDENTS) IX APPENDIXE 3: SURVEY QUESTIONNAIRES FOR TEACHERS X vi LIST OF CHART Chart 3.1 Teachers' and students' opinion on the difficulties of speaking skill 14 Chart 3.2 Teachers' and students' awareness on the importance of speaking skill 15 Figure 3.3 Students' interest in speaking skill 15 Chart 3.4 Teachers' opinion for English speaking ability first-year students in Faculty of Information Technology……………… 16 Chart 3.5 The issues affecting on student's speaking ability 16 Chart 3.6 Teachers' and students' opinions on the most important stage is speaking 17 Chart 3.7 Students difficulties in speaking skill 18 Chart 3.8 Teachers’ opinions on students’ difficulties in speaking skill 18 Chart 3.9 Common psychology of students in speaking skill 19 Chart 3.10 Teachers' opinion on common psychology of students in speaking skill 19 Chart 3.11 Other factors affecting students’ speaking skill 20 Chart 3.12 Teachers' opinions on other factors affecting students’ speaking skill 21 Chart 3.13 Aspects of the teacher affect students speaking skill 21 Chart 3.14 Teachers' opinions on aspects of the teacher affect students speaking skill 22 Chart 3.15 Necessary techniques to improve speaking skill 22 Chart 3.16 Teachers' opinions on necessary techniques to improve speaking skill……………23 Chart 3.17 Activities students often to improve speaking skill 23 Chart 3.18 Speaking activities applied by teachers 24 Chart 3.19 Solutions to improve the general psychology of students when learning speaking skill ………………………………… 24 Chart 3.20 Teachers' opinion on solutions to improve the general psychology of students when learning speaking skill 25 29 CHAPTER 4: CONCLUSION This chapter will deal with a summary of the major findings, limitations of the study, and some suggestions for further studies 4.1 Summary of the study With the hope of finding the difficulties and solutions in speaking skill for the first-year students of Faculty of Information Technology, the researcher has carried out this study The study included fours chapter, chapter I is introduction, chapter II is literature review The third chapter presented the research methodology and author’s findings of the approach to listening at Faculty of Information Technology through the questionnaires and interview This chapter also helps the author find the answers for research questions that stated in the introduction The last chapter is some recommendations and suggestions to improve English listening skill at UTEHY 4.2 Limitations of the study In the process of conducting the study, although the researcher has made a great effort, the mistake and shortcomings are inevitable First of all, due to the limitation of time, experience to some extent, the study only concentrates on first-year students in Faculty of Information Technology Secondly, the researcher only focuses on investigating the current situation of learning speaking skill, finding out the difficulties in learning to speak, and suggesting some solutions to improve speaking skill for the first year students in Faculty of Information Technology at UTEHY Although the mentioned limitations, the researcher hopes that this exploratory research will contribute to the better situation of teaching and learning speaking skill in Faculty of Information Technology at UTEHY 4.3 Suggestion for the further study The researcher of this study hopes that in the coming time she can have a thorough study on students of all levels at UTEHY Moreover, the teacher’s role should be identified more clearly and paid more attention to further study More ambitiously, the researcher expects to word out her own suggestions or strategies for bettering speaking for the students but not just collecting them from different sources appropriate to the situation at UTEHY I REFERENCES David Nunan, Guralnik, Language Teaching Methodology a Textbook for Teachers, (NY: Phoenix Ltd., 1995), p 593 Oxford University Press, Oxford Learner’s Pocket Dictionary, (New York: Pindar Graphies Origination Scarborough, 1995), p 403 David Nunan, Guralnik, loc cit., p 39 Scott Thornbury, How to Teach Speaking, (Longman, Pearson education limited 2005), Jack C Richards, New Ways in Teaching Speaking, (USA: Paragraph Printing, Bloomington, Illinois, 1994), p Brown, D (2007) Teaching by principles New York, NY: Pearson Education, Inc Tarigan, Henry Guntur.1990 Membaca sebagai Suatu Keterampilant Berbahasa Bandung: Angkasa Sarah Jane Seril (2014) Stages of speaking Jo McDonough and Christopher Shaw, Materials and Method in ELT; A Teacher’s Guide, (UK: Blackwell Publishing Ltd, 1993), p 134 10 Brown, H.D 2007 Principles of Language Learning and Teaching (5th Edition) New York: Pearson Education Inc 11 2004 Language Assessment New York: Addison Wesley Longman, Inc 12 2001 Teaching by Principles, Second Edition New York: Longman 13 Harris, T L and Hodges, R E 1995 The Literacy Dictionary: The Vocabulary of Reading and Writing New York: International Reading Association 14 Tuan, N H., & Mai, T N (2015) Factors Affecting Students’ Speaking Performance at LE Thanh Hien High School Asian Journal of Educational Research, 3(2), 8-23 15 Littlewood, W (2007) Communicative Language Teaching Cambridge: Cambridge II University Press 16 Rivers, W M (1968) Teaching Foreign Language Skills Chicago: University of Chicago Press 17 Baker, J., & Westrup, H (2003) Essential Speaking Skills: A Handbook for English Language Teachers London: Continuum 18 Harmer, J (1991) The Practice of English Language Teaching The 3th Edition Longman: London and New York 19 Hyland, K (1997) Is EAP Necessary? A Survey of Hong Kong Undergraduates Asian Journal of English Language Teaching, 7, 77-99 20 Evans, S., & Green, C (2007) Why EAP Is Necessary: A Survey of Hong Kong Tertiary Students Journal of English for Academic Purposes, 6, 3-17 21 Nation, I S P., & Newton, J (2009) Teaching ESL/EFL Listening and Speaking ESL & Applied Linguistics Professional Series Routledge Taylor & Francis Group 22 Oxford, R L (1990) Language Learning Strategies: What Every Teacher Should Know New York: Newbury House Publishers 23 Krashen, S D (1982) Principles and Practice in Second Language Acquisition New York: Pergamon Press 24 Doff, A (1998) Teach English: A Training Course for Teacher Cambridge University Press 25 Shumin, K (1997) Factors to Consider: Developing Adult EFL Students' Speaking Abilities English Teaching Forum, 35(3) 26 Bachman, L., & Palmer, A S (1996) Language Testing in Practice Oxford: Oxford University Press 27 Mahripah, S (2014) Exploring Factors Affecting EFL Learners’ Speaking Performance: from Theories into Practices Proceedings of the 3rd UAD TEFL International Conference III 2014 “Materials Development in Asia and Beyond: Directions, Issues, and Challenges.” English Education Department, Universitas Ahmad Dahlan, Yogyakarta, Indonesia 28 Latha, B M (2012) Teaching English as a Second Language: Factors Affecting Learning Speaking Skills International Journal of Engineering Research & Technology (IJERT), 1(7), 1-6 29 Merisuo-Storm, T (2007) Pupil’s Attitudes towards Foreign-Language Learning and the Development of Literacy Skills in Bilingual Education Teaching and Teacher Education, 23, 226-235 30 Bashir, M., Azeem, M., & Dogar, A H (2011) Factor Effecting Students’ English Speaking Skills British Journal of Arts and Social Sciences, 2(1),34-50 31 Woodrow, L (2006) Anxiety and Speaking English as a Second Language RELC Journal, 37(3), 308-328 32 Brown, H D (2000) Principles of Language Learning and Teaching 4thEd New York: Pearson Education IV APPENDIXE 1: QUESTIONNAIRES SURVEY FOR STUDENTS This survey questionnaire is designed for the study “A study on difficulties and solutions in learning English skill off the first year students in Faculty of Information Technology at Hung Yen University of Technology and Education” Please complete the following items You can be confident that your personal information as well as your answers will be kept confidential and not be used for other purposes Part I General information Your gender □ Female □ Male Your age: …………………… Class: ………………………… How long have you been learning English? ……………………………………………………………………………………… How long have you been learning English speaking skill? ……………………………………………………………………………………… Part II Your opinions on learning speaking skill What you think of English speaking skill? □ Very difficult □ difficult □ Normal □ Easy □ Very easy What you think of the importance of learning speaking English? □ Very important □ important □ Normal □ Not important Do you like speaking skill? □ Very like □ Like □ Quite like □ Not like V In your opinion, which of the following issues affect your speaking ability? a Teacher’s methods b Student’s spoken aptitudes c The English- speaking environment d All of the above factors In your opinions, which stage is the most important in speaking lesson? a Pre-speaking b While-speaking c Post-speaking d All of the above stages Part III The difficulties of the students when learning speaking skill What problems you encounter when learning speaking skill? Problems Strongly Agree Neutral agree Limited vocabulary Error with pronunciation and stress Problem with grammar Lack of background knowledge Others What is your common psychology when learning to speak? Disagree Strongly disagree VI Common psychology Strongly Agree Neutral Disagree agree Strongly disagree Fear of wrong Lack of confident Lack of interaction Low motivation Others What factors from the teacher affect your speaking skill? Factors Strongly Agree Neutral Disagree agree Strongly disagree Poor quality facilities The number of students in a class is still big Lack of suitable study methods and study strategies There is no environment to practice Textbook Others What aspects of the teacher affect your speaking skill? Aspects Strongly agree Teaching method Interaction Physical appearance and personality Agree Neutral Disagree Strongly disagree VII Motivation Others Part IV Suggestions to improve speaking skill 1.What techniques necessary to improve your speaking skill? Techniques Very Important Normal Not Important important Enhance vocabulary Practice pronunciation Improve grammar and structures Enrich background knowledge Others Which activities you often to improve your speaking skill? Activities Asks and answers Presentation Situational dialogues Discuss and debate Others Very often Often Occasionally Rarely Never VIII What you think about some solutions to improve the general psychology of first year students when learning speaking skill? Solutions Strong Like Normal Dislike like Strong dislike Practice speaking in front of a mirror Listen and “parody” Practice communicating every day with friends Watch TED talk, youtube, film, Join a language club Others 4.State your feelings and techniques when learning your speaking skill? ………………………………………………………………………………………….……… ………………………………………………………………………………….……………… ………………………………………………………………………………………………… This is the end of the questionnaire Thanks for your time! IX APPENDIX 2: INTERVIEW QUESTIONS (FOR STUDENTS) What are your difficulties in speaking English ? How you often learn to speaking skill? What are the effective techniques you use when learning to speaking skill? What you expect your teacher to in speaking lessons? Do you have suggestions or solutions to improve the quality of first year students' speaking skill? X APPENDIXE 3: SURVEY QUESTIONNAIRES FOR TEACHERS This survey questionnaires is designed for my study on “A study on difficulties and solutions in learning English skill off the first year students in Faculty of Information Technology at Hung Yen University of Technology and Education.” Your assistance in completing this survey is highly appreciated You can be certain that this is for the study purpose only and your identification will not be revealed in any discussion of the data Put a tick () in the appreciate box, circle the letters a, b, c or in some cases, you may write your own answers You can use either English or Vietnamese I General information Your age: ………………………………… How long have you been teaching English? ……………………………………… II The survey questionnaires Part I Your opinions on learning speaking skill What you think of English speaking skill? □ Very difficult □ difficult □ Normal □ Easy □ Very easy What you think about the importance of speaking skill? □ Very important □ important □ Not very important □ Normal □ not important at all What you think about English speaking ability of the first year students in Faculty of Information Technology? □ Very good □ Good □ Normal □ Not very good □ Very bad In your opinion, which of the following issues affect the students’ speaking ability? a Teacher’s methods b Student’s spoken aptitudes c The English- speaking environment XI d All of the above factors In your opinions, which stage is the most important in speaking lesson? a Pre-speaking b While-speaking c Post-speaking Part II The difficulties of the students when learning speaking skill What problems first-year students in Faculty of Information Technology encounter when learning speaking skill? Problems Strongly Agree Neutral Disagree Strongly agree disagree Limited vocabulary Error with pronunciation and stress Problem with grammar Lack of background knowledge Others What is the common psychology of first year students in Faculty of Information Technology when learning speaking skill? Common psychology Very Often Occasionally often Fear of wrong and shame Lack of confident Lack of interaction Low motivation Others What factors from the teacher affect your speaking skill? Rarely Never XII Factors Strongly Agree Neutral Disagree agree Strongly disagree Poor quality facilities The number of students in a class is still big Lack of suitable study methods and study strategies There is no environment to practice Textbook Others What aspects of the teachers affect your speaking skill? Aspects Strongly Agree Neutral Disagree agree Strongly disagree Teaching method Pedagogical skills Interaction Physical appearance and personality Motivation Others Part III Suggestion to improve speaking skill What techniques are necessary to improve your students’ speaking skill? Techniques Strongly Agree agree Enhance vocabulary Practice pronunciation Improve grammar and structures Neutral Disagree Strongly disagree XIII Enrich background knowledge How often you use activities to improve your students’ speaking skill? Activities Very Often often Occasionally Rarely Never Asks and answers Reading Loudly Role-Play and Simulation Situational Dialogues Discussion Interview Others What you think about some solutions to improve the general psychology of first year students when learning speaking skill? Solutions Strongly Agree Neutral agree Disagree Strongly disagree Practice speaking in front of a mirror Listen and "parody" Practice communicating every day with friends Watch TED talk, YouTube, film… Speak about your favorite topics Join a language club Others This is the end of the questionnaire Thanks for your time! XIV