Trang 1 GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON FACTORS AFFECTING THE PERFORMANCE OF SPEAKING SKILL OF THE FIRST-YEAR ENGLISH MAJOR STUDENT AT HUNG YEN UNIVERSITY OF TECHN
INTRODUCTION
Rationale
English is the most vital international language, serving as an essential tool for global communication, access to scholarship, and participation in world trade Consequently, the urgency to learn English is increasing, making it a mandatory subject for all educational levels in Vietnam Among the four key language skills—reading, writing, speaking, and listening—speaking is particularly emphasized, as it is the primary goal for learners Teachers are increasingly focusing on enhancing their students' speaking abilities to meet this demand.
The teaching and learning of English speaking in Vietnam face significant challenges, as many Vietnamese learners excel in grammar, reading, and writing but struggle with speaking fluently and correctly Achieving proficiency in spoken English requires considerable time and effort, yet learners often exhibit reluctance to practice speaking Despite various proposed solutions, including changes in teaching methods, textbooks, and teacher qualifications, students continue to experience difficulties in developing their speaking skills.
As a student and researcher at Hung Yen University of Technology and Education, I have observed that many students struggle with speaking English, often feeling reluctant to participate in lessons This lack of engagement stems from their difficulty in expressing thoughts in English, leading them to choose silence over participation Consequently, their inadequate speaking skills hinder their chances of securing competitive job opportunities in the labor market.
The writer was motivated to conduct research titled "A Study on Factors Affecting the Speaking Skill Performance of First-Year English Major Students at Hung Yen University of Technology and Education."
Aims of the study
This study investigates the challenges faced by first-year English major students at Hung Yen University of Technology and Education in developing their English speaking skills It identifies the factors contributing to these difficulties and proposes effective solutions to enhance the students' speaking proficiency.
In the light of that general aim, some specific objectives are drawn up to outline the actual directions of the study as follows:
1) To find out the real factors that cause speaking problems of the students
2) To give out some effective suggestions to improve the learners’ speaking skills
Research questions
In order to achieve the above-mentioned objective, the study was implemented to answer the question:
1 What are the factors that affect the first- year English major students’ speaking skills at UTEHY?
2 What could be done to enhance speaking skills for the students?
Scope of the study
Research on English speaking performance among foreign language learners has garnered significant attention This dissertation focuses on key factors influencing students’ speaking abilities, including motivation, language proficiency, personality traits, anxiety, family background, and the role of teachers It also examines teachers' knowledge, characteristics, teaching methods, classroom atmosphere, class size, and physical conditions The study involves 80 students from Hung Yen University of Technology and Education.
Methods of the study
This study utilized both quantitative and qualitative methods to gather data from two key sources: student respondents and English teacher respondents at Hung Yen University of Technology and Education.
Reviewing the relevant documents about factors affecting their acquisition of English speaking skills on using collocations to provide the background of the research
This study employs survey questionnaires and interview questions to explore students' speaking challenges, identify factors influencing their acquisition of English speaking skills, and gather their suggestions for overcoming these difficulties.
The study will utilize questionnaires and online interviews as data collection instruments, with all comments, recommendations, and conclusions derived from the analysis of the collected data.
Significance of the study
This study is beneficial for both English students and teachers, as it provides insights that can enhance teaching methods English teachers can reference the study's outcomes in their research, particularly when exploring factors that influence students' speaking performance Additionally, the findings may raise awareness among students regarding their challenges in learning English, ultimately leading to more effective educational outcomes.
Organization of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
CHAPTER 1: INTRODUCTION- deals with the rationale, aims, research questions, the scope, the methods and organization of the study
CHAPTER 2: LITERATURE REVIEW, presents the theoretical background of speaking in which definition of speaking, the role of speaking in foreign language teaching, approaches of teaching speaking; issues of students’ speaking performance including types of speaking performance and factors affecting students’ speaking performance
CHAPTER 3: THE STUDY, gives overview of the research site, the participants, data collections instruments, data collection procedures and data analysis procedures, provides the analysis of the survey questionnaire for students and the analysis of the survey questionnaire for teachers and give some major finding, suggestion and implications to improve students’ speaking performance
CHAPTER 4: CONCLUSION - summarizes all the key issues of the study aswell as the limitations and suggestion for further study
LITERATURE REVIEW
Speaking in foreign language learning and teaching
According to Florez (1991), speaking is defined as an interactive process that involves the construction of meaning through the production, reception, and processing of information (Bailey, 2005, p.2) While speaking is typically spontaneous, open-ended, and evolving, it still follows certain predictable patterns.
Speaking is defined as the process of constructing and sharing meaning through verbal and non-verbal symbols across various contexts (Chaney, 1998) It is recognized as a productive oral skill, involving the creation of systematic verbal utterances to effectively convey meaning (Bailey, 2005) As Jones (1989) emphasizes, effective communication is crucial, highlighting the importance of delivering messages in a clear and impactful manner.
Oral expression encompasses the correct use of sounds, rhythm, and intonation, along with the appropriate selection of words and inflections arranged in the right order to effectively convey meaning (Mackey, 1965, cited in Bygate, 1987, p 5).
According to Brown and Yule (1983), spoken language is characterized by short, fragmented utterances and varied pronunciations, making it less conceptually dense compared to other forms of communication.
Speaking skill is fundamentally linked to communication, representing a productive oral ability that involves accurately using language to convey meanings This skill is essential for exchanging knowledge and information in various life situations.
Speaking is a crucial language skill essential for effective human communication, as highlighted by Ur (1996, p.120) In everyday life, individuals engage in speaking far more than writing Hymes (1972) emphasizes the significance of this skill in our interactions.
The primary objective of language teaching is to cultivate communicative competence, which encompasses the ability to speak the language effectively According to Pattison (1992), learning a language fundamentally means acquiring the skill to communicate verbally Ur (1996) further emphasizes that individuals proficient in a language are often labeled as "speakers," suggesting that speaking is central to language mastery For many learners of English as a second or foreign language, achieving proficiency in speaking skills is a top priority (Jack C Richards, 2008, p.19).
Oral English plays a crucial role in enhancing reading and writing skills, as emphasized by Rivers (1968), who states, “when we read and write, we call upon what we know of the language orally” (p.20) He highlights the essential connection between reading and speaking, noting that students who engage in oral English while reading tend to perform better Conversely, a student with limited oral proficiency may struggle with reading comprehension Additionally, Rivers argues that effective writing is also linked to oral language abilities.
In social contexts, speaking is particularly useful as it is key to communication
Kayi (2006) and Bygate (1987) share the same view that the learners need to have ability to speak confidently to carry their most basic transactions
In general, because of the importance of oral skill in language teaching and learning, speaking skill should be paid more attention to
2.1.3 Types of classroom speaking performance
According to Brown (2000), there are six types of classroom speaking performance
Imitative speaking performance involves practicing intonation and specific language elements, primarily through the imitation of words, phrases, or sentences The key focus is on pronunciation Drilling is a teaching method that allows students to listen to and orally repeat words, enhancing their speaking skills.
Intensive speaking performance focuses on practicing specific phonological and grammatical aspects of language, enabling students to produce short segments of oral language that showcase their competence in targeted grammatical, phrasal, lexical, or phonological relationships Typically conducted in pairs or group settings, activities may include reading aloud, engaging in dialogue with a partner, or interpreting information from charts.
Responsive: Responsive performance includes interaction and test comprehension but at the somewhat limited level of very short conversation, standard greeting and small talk, simple request and comments
Transactional communication is a more advanced form of responsive communication, designed for the exchange of specific information and language Unlike responsive speech, conversations in this context often take on a more negotiating tone, emphasizing clarity and purpose in the dialogue.
Interpersonal dialogue primarily serves to strengthen social connections rather than simply convey information Key forms of interpersonal speaking include interviews, role plays, discussions, conversations, and games, all of which facilitate meaningful interactions.
Extensive: Oral production task include speeches, oral presentations, and story-telling
Language style is frequently more deliberative (planning is involved) and formal for extensive tasks, but we cannot rule out certain informal monologues such as casually delivered speech
Students must familiarize themselves with pronunciation, vocabulary, and language functions essential for their activities With adequate preparation, they are equipped to use the language effectively and appropriately.
Learning to speak English as a second language presents challenges for learners, as it necessitates a strong grasp of both grammatical structures and the appropriate use of English in various communicative contexts.
Achieving proficiency in spoken English can be challenging To develop strong English speaking skills, learners must utilize language that is suitable for themselves, their audience, and the specific context in which they are communicating.
Fitriani et al (2015) define speaking problems is the things that put someone off speaking or it “makes someone lack of speaking ability”
According to Leong et al (2017), speaking problems include inhibition, lack of topical knowledge, low participation, and mother tongue use Along the same lines, Heriansyah
Factors affecting students’ speaking performance
Numerous studies have analyzed various factors influencing students' speaking performance, highlighting the significance of elements such as students' effort, prior education, parental education, family income, self-motivation, age, and entry qualifications While not all factors apply universally, this review focuses on those deemed most relevant to the current study's context.
Many students often feel they have nothing to contribute on certain topics due to a lack of social and cultural knowledge This limited understanding can lead to boredom or a perception that the topic is irrelevant to their experiences Consequently, they struggle to engage confidently in discussions, recognizing the importance of active participation but feeling unable to express their thoughts effectively.
Many learners experience anxiety when trying to find appropriate vocabulary and expressions for different contexts, often due to limited exposure to diverse language structures This lack of familiarity can hinder their ability to communicate fluently in English, resulting in reluctance to speak Consequently, many students remain silent and disengaged during classroom activities, missing valuable opportunities for participation and practice.
Burns and Joyce (1996) highlight that students face challenges in English pronunciation, including issues with sounds, rhythms, and stress patterns Additionally, they struggle with grammar proficiency and encounter difficulties when transitioning from their native language to English.
Grammar, as defined by the Oxford Dictionary, encompasses the rules for altering word forms and constructing sentences, reflecting an individual's proficiency in a language Mastering grammar is essential for learners to communicate effectively and achieve fluency However, many English learners struggle with applying grammatical rules in conversation, often resulting in frequent pauses during speech.
Pronunciation refers to how individuals articulate the sounds of words in a language, including the intonation used while speaking Mispronouncing even a single sound or incorrectly applying stress and intonation can lead to misunderstandings (Bhattacharya, 2017).
2.2.2 Non-linguistic factors/ Affective factors
Low motivation levels significantly hinder students' active participation in speaking activities, leading to poor or no performance According to Lightbown and Spada (2006), motivation in second language learning is a complex phenomenon influenced by learners' communicative needs and their attitudes toward the second language community This motivation encompasses the effort and desire to achieve language learning goals, along with positive attitudes toward the language (Gardner, 1985) Gardner emphasizes that motivation is crucial for learners' readiness to communicate, comprising four key aspects: a clear goal, effortful behavior, a desire to achieve that goal, and a positive attitude Consequently, students with strong motivation and a proactive approach to learning English are likely to achieve better grades compared to those lacking motivation.
Lightbown and Spada (1999) emphasize that certain conditions can significantly enhance student motivation They suggest that creating a classroom environment where students look forward to attending—characterized by engaging content, achievable yet challenging goals, and a supportive, non-threatening atmosphere—can greatly contribute to boosting students' motivation.
Motivation is a crucial factor in the success of learning a second language, as it significantly influences students' engagement in speaking activities Higher levels of motivation lead to increased participation and involvement in speaking lessons, resulting in a more effective language learning experience.
Anxiety is defined as a subjective feeling of tension, apprehension, nervousness, and worry, often linked to the arousal of the automatic nervous system (Spielberger, 1983, cited in Brown, 2007) It encompasses emotions such as uneasiness, frustration, self-doubt, and worry (Scovel, 1978) Research by Horwitz, Horwitz, and Cope (1986) identifies three primary causes of language anxiety: communication apprehension, text anxiety, and fear of negative evaluation.
Anxiety significantly impacts speaking performance among students, often stemming from the fear of making mistakes or being ridiculed by peers This fear can lead to silence and a pervasive sense of failure, as noted by Tsui (1996), particularly during oral English lessons In extreme cases, anxiety may render students tongue-tied or at a loss for words, further discouraging them from participating Ultimately, the fear of errors and potential derision contributes to students' reluctance to engage in speaking activities.
Self-confidence is defined as an individual's belief in their abilities, perception by others, and recognition of their strengths It plays a crucial role in enabling learners to speak English effectively and confidently in public settings (Fitriani et al., 2015) Conversely, a lack of self-esteem can lead to feelings of guilt, shyness, and fear of criticism, causing students to remain silent during speaking lessons This fear of making mistakes and losing face hinders their willingness to participate, ultimately damaging their speaking performance and belief in their potential achievements.
As concerns grow regarding the Communicative Language Teaching (CLT) approach, which prioritizes learners in the educational process, the role of the teacher evolves significantly compared to other teaching methods According to Harmer (1999), teachers assume various roles including controller, organizer, assessor, prompter, participant, resource, tutor, and observer, each contributing to a more dynamic and interactive learning environment.
The teacher's teaching method encompasses various techniques and activities designed to engage students in the learning process and achieve educational goals Throughout history, numerous teaching methods have emerged and evolved, including the Grammar-Translation Method, Direct Method, Reading Method, Audio-Lingual Method, Audiovisual Method, and Communicative Language Teaching (CLT) (Stern, 1983).
In recent years, Communicative Language Teaching (CLT) has gained significant attention from language learners and educators due to its focus on developing communicative skills This approach shifts the emphasis from teacher-centered methods to learner-centered techniques, incorporating various interactive strategies such as role-play, problem-solving, games, pair work, group work, interviews, and discussions.
THE STUDY
Methodology
Many students exhibit passivity in learning English, particularly in speaking lessons, making it challenging to engage them in communicative activities A study involving 80 first-year students from the Faculty of Foreign Languages at UTEHY, aged 19 to 20, revealed that despite their seven years of English education (four years in secondary school and three years in high school), their English proficiency remains limited This limitation is largely due to their similar backgrounds, as most hail from rural areas in the North and were influenced by a curriculum that offered few opportunities for practical English usage Consequently, upon entering UTEHY, these students encounter significant difficulties in their English studies.
The Faculty of Foreign Language comprises 31 dedicated English teachers, all young professionals aged between 25 and over 40, who are passionately committed to their teaching roles For this study, the researcher also interviewed two lecturers specializing in speaking skills, each with 4 to 7 years of experience in teaching this area.
At UTEHY, English instruction primarily occurs in classrooms equipped with projectors and language labs, while each teacher is supplied with a cassette player for listening activities Despite these resources, the facilities are lacking, with insufficient equipment such as TV sets and reference materials Additionally, the library is limited in its offerings, lacking English books, newspapers, and magazines.
Questionnaires are widely used tools for collecting data on less observable phenomena, such as attitudes, motivation, and self-conceptions in social science This study aims to investigate students' speaking difficulties, the factors influencing their English speaking skills, and their suggestions for overcoming these challenges The questionnaires were crafted with a mix of closed and open-ended questions, which can provide essential insights for the research and propose effective solutions.
In the study, the questionnaire consists of 8 questions The link of questionnaire in English were given to the students in K18 Faculty of Foreign Languages, and all were collected
To enhance the reliability of the study, interview questions were crafted to gather insights on the factors influencing students' speaking skills The researcher aimed to uncover potential solutions for improving these skills through the interviews Additionally, online interviews were conducted with three randomly selected students to clarify ambiguous points in the questionnaires and to solicit their suggestions for enhancing their English speaking abilities.
A random selection of 80 students from the foreign language department participated in a questionnaire, approved by their teacher To facilitate understanding, the researcher translated the questions into Vietnamese and provided instructions as necessary Completing the questionnaire took approximately 15 minutes.
Then the data would be analyzed using desc riptive statistics with percentage, interpretations The results from the questionnaires will be then presented in the forms of tables and charts
Stage 1: Check the questionnaires carefully to make sure that the respondents have answered all the questions and supplied answer must be understandable and valuable
Stage 2: Gather statistics by counting and calculating data
Stage 3: Analyze the received data and discuss them in the form of tables, figures for better exemplification
Stage 1: Check note-taking with the recordings that were taken during the interviews to make sure that the researcher did not miss any information that the interviewees provided
Stage 2: Summarize the conducted data and analyze it basing on the two research questions.
Data analysis of questionnaire for students
Personal information of the students taking part in the survey
As mentioned in Chapter 2, Part 1 of the questionnaire includes five items seeking the participants’ background information The information collected is presented in Table 1 below:
Age Gender Number of Subjects
Classes Length of studying English
Table 1: Background information of the participants
The survey included a total of 80 students, with 74.1% identifying as male and 25.9% as female, averaging 18.5 years in age Participants were drawn from three different classes, each contributing approximately 3.3% to the total Despite varying lengths of English study ranging from 3 to 7 years, most students indicated they began learning English in secondary school, with an average starting point of 5 years.
3.2.1 Research Question 1: What are the factors that affect the first - year students student s’speaking skills at Hung Yen University of Technology and Education?
Question 1 How is speaking skill important to you?
Chart 1 Students’ perceived importance of English
According to Chart 1, a significant 41% of respondents rated speaking skills as quite important, while 26% deemed them as normal Additionally, 19% identified speaking as very important, with some even considering it the most crucial skill Conversely, 11% viewed speaking skills as having little importance, and only 3% believed they were not important at all.
Most students recognize the significance of English in their studies, although some do not acknowledge this due to their extrinsic motivation for learning the language It is crucial for teachers to implement strategies that engage students and encourage active participation in the classroom According to a survey, 19% of students view English as very important, 41% consider it important, while 26% see it as normal, 11% regard it as little important, and 3% believe it is not important at all.
Question 2 How often do you speak English in English class time?
Chart 2 Students’ frequency of speaking English in class time
The frequency of English spoken during class reflects students' commitment to mastering the language, with only 9% of respondents speaking it willingly, while 31% spoke rarely and 6% only when prompted by the teacher Additionally, 31% expressed a desire to speak but struggled with shyness and fear of making mistakes Conversations with the researcher revealed that students valued class time as an opportunity to practice and share their thoughts in English, yet they lacked a supportive environment for doing so Overall, speaking opportunities in class were uneven, highlighting the need for teachers to implement techniques and activities that foster students' intrinsic motivation and encourage participation in speaking activities.
Question3: What are your problems in speaking Englis
Reasons No of students Percentage
B Lack of vocabulary and grammar structures 91 78.5
Table 3: Student problems in speaking lessons
Table 3 indicates that the primary challenge for students in expressing their opinions in English is a lack of knowledge in vocabulary and grammatical structure, affecting 78.5% of respondents Additionally, 67.2% of students identified poor pronunciation as another significant barrier to their English speaking abilities.
A significant 57.8% of respondents acknowledged a lack of subject matter knowledge, while 38.7% admitted difficulties in listening, which hindered their ability to gather sufficient information for responses Additionally, 14 students, representing 12% of the group, expressed challenges in effectively translating their thoughts into the target language.
Non-linguistic problems/ Psychological problems
Question 4: What do you feel when speaking in front of class?
Options No of students Percentage
A I always fell shy and nervous when speaking infront of the crowd 35 30
B I am afraid of making mistakes and being laughed by other students 52 45
C I am ready to speak without concerning with people around 15 13
D I always feel confident to speak in the front of class 14 12
Table 4: Students’ personality and anxiety
Table 4 shows that 45% of students fear making mistakes and being laughed at by others, while 30% experience shyness and nervousness when speaking in crowds, indicating anxiety as a psychological issue In contrast, 12% of students are willing to speak regardless of their low language proficiency, and another 12% consistently feel confident speaking in class, categorizing them as extroverts.
Question 5: Why do you want to learn English speaking ?
In the first chapter of this study, the researcher identified various types of motivation, focusing specifically on the motivations of 80 freshmen from the Foreign Language Department at UTEHY These motivations included integrative, instrumental, resultative, intrinsic, and extrinsic factors.
Compulsory subject in the syllabus and the final exam
Interest in English language, people and culture 18 16%
To sing and listen to English songs 18 16%
Table 5 Types of motivations Table 5 reveals that passing the final exam is the main reason of students’ studying
A significant 72% of students expressed a desire to learn English, viewing it as a crucial subject for school and their final examinations Additionally, 30% acknowledged the importance of English for their future careers, highlighting its role as a key means of communication in modern life Furthermore, around 16% of participants indicated a genuine interest in English, particularly in its culture and people, with many enjoying the ability to sing along and listen to English songs.
Approximately 9% of respondents expressed a desire to study abroad in the future, although they were uncertain about their ability to realize this goal This uncertainty has motivated them to improve their English skills.
The lowest percentage of the students (4%) affirmed they were learning English because their average marks in English were higher than that in other subjects
Freshman students at UTEHY exhibit a diverse range of motivations for studying English, with the majority driven by extrinsic factors, primarily to pass exams and meet teacher requirements, as English is a compulsory subject A smaller segment of students is motivated by instrumental reasons, aiming for better job prospects or opportunities to study abroad Additionally, some students are intrinsically motivated, enjoying the English language and culture Notably, a subset of students combines both intrinsic and instrumental motivations Overall, those with extrinsic motivation often feel reluctant about learning English, while students with instrumental and integrative orientations display a greater eagerness to engage with the language.
Question 6 Which of the following activities do you like most in a speaking lesson?
Chart 6 Activities enjoyed most by students
The chart indicates that 57% of students prefer group work, primarily because it fosters responsibility and self-governance while alleviating anxiety and reluctance in communicative lessons Pair work is the second most favored option, with 33% of respondents appreciating its simplicity and effectiveness in activities like question exchanges and role-plays, which help reduce speaking anxiety Conversely, individual work is the least preferred, attracting only 10% of students, mainly those who excel academically and enjoy more interaction with teachers However, individual tasks can lead to boredom and decreased motivation among students Overall, both teachers and students favor pair and group work for speaking lessons, highlighting the collaborative benefits of these approaches.
Collaborative learning through pair work and group work is highly effective, as it allows participants to exchange ideas and support one another in correcting mistakes This approach fosters a cooperative environment where individuals can enhance their understanding and skills by sharing insights and feedback.
Question7: What do you think about your teacher’s teaching method and characteristic (You can choose more than one option)
Options No of students Percentage
Teacher talks too much in class
Teacher always speaks English without translation
Teacher does not carry down various speaking activities
Teacher does not build up pleasant and positive learning atmosphere
Table 7: Students’ opinion about teachers’ method and characteristic
According to the data presented in Table 7, a significant majority of students (70.7%) felt that the teacher spoke too quickly for them to follow the lesson effectively Additionally, 65.5% indicated that the teacher talked excessively during class, while 47% noted that the instruction was predominantly in English Despite these concerns, nearly half of the participants acknowledged that the teacher employed appropriate teaching methods However, only one-third reported that the teacher did not incorporate various speaking activities, and 33.6% expressed that the learning environment did not encourage them to speak Furthermore, a small number of students mentioned a lack of opportunities to engage in speaking activities.
As we can see above analysis, teacher’s teaching method is not appropriate with all students
To solve this problem, teachers should adjust their teaching method and characteristic to get more students involved in speaking lessons
Question 8: Which of the followings do you think your teachers should do to motivate you to take part in speaking activities?
What teachers do Students Percentage
Not interrupting you when you make mistakes
Accepting a variety of your answers
Encouraging you with marks and rewards
Being enthusiastic, friendly and helpful
Creating some interesting games and activities
Table 8 What teachers do to motivate students to take part in speaking activities
A recent survey revealed that 68% of students prefer teachers to incorporate engaging games and activities into speaking lessons, as these methods help alleviate stress and promote active participation One student emphasized that communicative games can reduce pressure, making it easier to speak Additionally, 52% of students expressed the desire for teachers to accept a variety of correct answers, while 47% highlighted the importance of clear instructions, noting that complicated questions and lengthy explanations can lead to confusion and demotivation Teacher behavior also significantly impacts students, with 45% focusing on how teachers handle mistakes and 37% valuing their enthusiasm and friendliness Overall, students wish for teachers to be more flexible, creative, and supportive, with about a quarter wanting a pleasant classroom atmosphere Interestingly, only 16% favored motivation through grades, although one student remarked on the importance of encouragement through high marks for good performance.
Major findings and discussion
Based of the results of questionnaires delivered of 80 students, major findings of the current research are summarized and discussed below:
1 What are the factors that affect the first- year English major students’ speaking skills at UTEHY?
2 What could be done to enhance speaking skills for the students?
3.3.1 The factors that affect the first- year English major students’ speaking skills at
Based on the findings from Chapter 3, various factors influenced the speaking acquisition of learners at UTEHY These factors can be categorized into two groups: internal factors, which originate from the students themselves, and external factors, which arise from external influences.
The participants' speaking skills were significantly hindered by inadequate vocabulary usage, leading to difficulties in selecting appropriate words for specific contexts and spontaneous translation Additionally, poor grammar contributed to frequent speech pauses when grammatical errors occurred, despite most students having studied English for at least three years This limited proficiency in vocabulary and grammar resulted in reluctance to express ideas in class, causing anxiety and silence when called upon by the teacher Consequently, students avoided speaking activities, hindering effective communication Furthermore, a lack of social and cultural knowledge left them feeling disengaged from topics, which diminished their confidence to participate actively in discussions.
Students' psychological factors significantly impact their classroom engagement, as many experience anxiety, hesitation, and a lack of self-confidence when speaking in front of peers and teachers This fear of making mistakes and being ridiculed often prevents them from taking risks and becoming more extroverted, leading to a tendency to remain within their comfort zones as introverts Additionally, students' motivation plays a crucial role in their speaking involvement; those with high interest are more likely to exert greater effort and set clear learning goals Consequently, increased positive motivation correlates with higher levels of participation in speaking activities.
The study highlights the significant impact of teachers' factors on students' speaking performance, particularly focusing on their roles, knowledge, characteristics, and teaching methods Notably, ineffective and monotonous teaching methods emerged as the primary barrier to student engagement in speaking activities Furthermore, the teachers' knowledge and personal attributes also play a crucial role in influencing students' participation and performance in speaking tasks.
Enthusiastic, friendly, and helpful teachers create a comfortable environment that encourages student participation in speaking activities The roles of teachers as facilitators, assessors, and resources are crucial for enhancing students' speaking skills Providing constructive feedback after each speaking task and offering vocabulary and structures in advance significantly boosts student engagement Ultimately, the active involvement of teachers is vital for increasing student participation in speaking exercises.
Implications
To enhance English speaking skills, students must cultivate positive motivation to achieve their learning goals, which guides their efforts in speaking activities Self-study beyond the classroom is essential; in addition to grammar and vocabulary acquired through books and newspapers, listening skills can be developed by engaging with media such as TV shows and music Furthermore, students should seize every opportunity to practice speaking English, whether by connecting with fellow learners, conversing with foreigners, or even rehearsing in front of a mirror to improve pronunciation.
Students should cultivate self-confidence in public speaking by implementing the strategies mentioned earlier Additionally, taking risks is essential to overcoming psychological barriers like anxiety and nervousness Successfully facing these challenges even once can significantly boost their motivation to engage in future activities.
Students should focus on overcoming challenges related to their family background rather than feeling dissatisfied By striving to improve their studies and skills, they can not only meet their family's expectations but also work towards achieving their career goals for a better future.
Also for the aim of improving students’ speaking performance in English, first of all, teacher should use suitable teaching methods in the real teaching context However,
The Communicative Language Teaching (CLT) method is recognized as one of the most effective approaches for teaching speaking skills, emphasizing a student-centered rather than a teacher-centered environment This approach provides students with more opportunities to engage in conversation, while teachers can adapt and combine various methods to enhance effectiveness To keep students engaged and prevent boredom, teachers should incorporate a variety of speaking activities such as games, role-plays, discussions, information gaps, and picture descriptions.
Teachers play various roles in the classroom, including controller, organizer, assessor, prompter, participant, resource, tutor, and observer, depending on the context They act as resources when students require assistance with words, phrases, or directions, and as organizers to facilitate speaking activities by dividing groups Additionally, they serve as prompters when students feel stuck It is essential for teachers to be enthusiastic, friendly, and helpful, fostering a pleasant and supportive classroom atmosphere while building close relationships with students This approach helps students feel more relaxed and confident in expressing their opinions in front of others.
In short, teachers should well aware of their responsibility of improving students’ speaking performance
The researcher summarizes findings from questionnaires and interviews, offering recommendations for learners, teachers, and schools to enhance students' speaking skills.
Several key factors influence pupils' oral competence, primarily including a limited vocabulary, grammatical issues, poor pronunciation, and anxiety These factors can be classified into two categories: internal factors, which are personal to the learners, and external factors, which arise from their environment.
The researcher aims to identify students' speaking challenges and gather suggestions from participants to enhance learners' speaking skills By offering recommendations based on these insights, the researcher intends to provide valuable implications for language teachers and learners alike.
CONCLUSIONS
Conclusions
The study investigates the factors influencing the speaking performance of first-year English major students at UTEHY A total of 80 freshmen from the foreign language department were randomly selected as participants To gather data, a questionnaire was administered to the students, and the results were analyzed to address the research question.
1 “What are the factors affecting students’ speaking performance at UTEHY?”
2 “What could be done to enhance speaking skills for the students?”
To investigate the factors influencing students' speaking performance, the researcher analyzed various theoretical categories, identifying key elements that impact oral competence Major factors included insufficient vocabulary, grammatical issues, poor pronunciation, and anxiety These factors were classified into two groups: internal and external The study's findings led to several recommendations aimed at enhancing students' speaking abilities.
Limitations and suggestion for further study
Despite the researcher's dedication to the study, limitations such as time constraints, insufficient resources, and a lack of experience in research have led to unavoidable shortcomings.
Firstly, the study is carried down with 80 first year students so to some extend, the results of the study can not cover for all students
Secondly, the researcher used questionnaires and interviews as the research instruments, it might restrict the variety of data source
Despite of above limitations, the researcher hopes that this study will be valuable and beneficial to the learning and teaching speaking skill at UTEHY.
Suggestion for further study
This study focuses exclusively on the factors influencing students' speaking performance Based on the findings and limitations identified, future research could explore additional topics to further enhance our understanding in this area.
- A study on strategies to improve students’ speaking performance
- A study on impacts of students’ speaking performance on speaking assessments in class
In order to pilot the effectiveness of the study, the further research should be implemented by an experimental or an action research
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This survey aims to investigate the factors influencing the speaking skills of first-year English major students at Hung Yen University of Technology and Education Your participation in completing this questionnaire is greatly valued, and all information provided will be utilized exclusively for research purposes Thank you for your cooperation! Please circle your answers where applicable.
2 How long have you been learning English? … years
PART II FACTORS AFFECTING STUDENTS’ PERFORMANCE IN LEARNING SPEAKING ENGLISH
1 How is speaking skill important to you?
A very B rather C normal D little E not at all
2 How often do you speak English in English class time?
A always B usually C sometimes D rarely E never except when asked by teacher
3 What are your problems in speaking English ?
B Lack of vocabulary and grammar structures
4 What do you feel when speaking in front of class?
A I always fell shy and nervous when speaking infront of the crowd
B I am afraid of making mistakes and being laughed by other students
C I am ready to speak without concerning with people around
D I always feel confident to speak in the front of class
5 Why do you want to learn English speaking ?
B A compulsory subject in the syllabus and the final exam
C Interest in English language, people and culture
D To sing and listen to English songs
6 Which of the following activities do you like most in a speaking lesson?
C Working in groups (of 3 to 5 students)
7 What do you think about your teacher’s teaching method and characteristics? (You can choose more than one option)
B Teacher talks too much in class
D Teacher always speaks English without translation
E Teacher does not carry out various speaking activities
F Teacher does not build up pleasant and positive learning atmosphere
8 Which of the followings do you think your teachers should do to motivate you to take part in speaking activities? (You can have more than one choice)
A Not interrupting you when you make mistakes
B Accepting a variety of your answers
C Encouraging you with marks and rewards
D Being enthusiastic, friendly and helpful
E Creating some interesting games and activities
APPENDIX 2: INTERVIEW QUESTIONS FOR STUDENTS
Q1: Do you think what the roles of teachers in improving your English speaking skills ?
Q2: Can you give any suggestions for yourself, and for other students to enhance their speaking skill