Trang 1 --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ERRORS IN ENGLISH SPEAKING SKILLS OF THE FIRST YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY ANG ED
INTRODUCTION
English is a crucial global language, widely taught and learned across the world Many individuals struggle to navigate daily life without English proficiency For Vietnamese people, English is seen as essential for innovation, development, and global integration Learners pursue English for various reasons, including education and career advancement.
Teaching and learning English have gained significant attention, leading to notable changes in curricula, studies, and teaching methods that focus on the four essential skills: speaking, listening, reading, and writing Among these, speaking is considered the most crucial yet challenging skill for Vietnamese students, particularly those at the Faculty of Foreign Languages, UTEHY, who often struggle with it despite their proficiency in writing, listening, and reading These students recognize that lacking fluency in speaking could be a major disadvantage in their future careers, emphasizing the importance of developing strong speaking skills in English.
At Hung Yen University of Technology and Education (UTEHY), first-year students in the Faculty of Foreign Language (FFL) express a fear of making mistakes and a lack of confidence in their communication skills Various factors, including psychological and linguistic barriers, hinder English major students from speaking To overcome these challenges and improve their English speaking abilities, students must confront their fears, engage in conversation, and commit to consistent practice.
The researcher conducted a study titled “A Study on Errors in English Speaking Skills of First-Year English Major Students at Hung Yen University of Technology and Education,” aiming to identify common speaking errors and propose effective solutions This research is intended to benefit first-year students in the Faculty of Foreign Languages by enhancing their speaking skills.
The main aims of this study are to:
- Investigate the current situation of learning speaking for the first-year students of FFL at UTEHY
- Study the errors in Speaking of the first-year students of FFL at UTEHY
- Suggest some solutions to help students speak English well
This study aims to address key research questions regarding first-year students in the Faculty of Foreign Languages (FFL) It seeks to assess the current situation of these students, identify the specific errors they encounter while developing their speaking skills, and propose effective strategies to enhance their speaking abilities at UTEHY.
This study focuses on the challenges faced by first-year students at the Faculty of Foreign Languages at UTEHY in speaking English, narrowing the scope to address the complexities of language acquisition within a manageable framework.
The author employs both quantitative and qualitative research methods, utilizing questionnaires and interviews tailored to the study's primary objectives Upon obtaining the results, data will be presented using tables and charts, while interview findings will be meticulously recorded, with the transcript included in the appendices.
The study has four chapters which conclude introduction, literature review, the study and conclusion
❖ Chapter 1: Introduction: States the rationale, the aims, research questions, the methods and the design of the study
❖ Chapter 2: Literature review: Provides overview of learning speaking skills and give the basic knowledge of the concepts related to the study
❖ Chapter 3: The study: Methodology, data analysis, finding and discussion
❖ Chapter 4: Conclusion: Summarize of the study as well as limitation of it.
LITERATURE REVIEW
Definitions of speaking
Speaking is an interactive process that involves the production, reception, and processing of information, shaped by context, participants, and their experiences It is influenced by the physical environment and the purpose behind the communication Often characterized by spontaneity and openness, speaking is a dynamic and evolving form of expression.
Speech often follows predictable patterns in specific contexts, such as declining invitations or requesting time off (Burns & Joyce, 1997) For instance, a typical interaction with a salesperson begins with the question "May I help you?" and progresses through a sequence that includes expressing a need, responding, showing appreciation, acknowledging that appreciation, and concluding the conversation Effective speaking requires learners to master not only the mechanics of language, such as grammar and vocabulary (linguistic competence), but also to grasp the appropriate contexts and reasons for using language (sociolinguistic competence).
Speech involves distinct skills, structures, and conventions that set it apart from written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996) To effectively perform in a speech act, a proficient speaker must integrate these diverse skills and knowledge.
Previous research on defining speaking reveals two primary approaches: the bottom-up and top-down methods The bottom-up perspective, as noted by Bygate (1987: 5-6), emphasizes motor perceptive skills, defining speaking as the production of auditory signals intended to elicit distinct verbal responses from a listener.
The bottom-up approach to teaching speaking emphasizes the systematic combination of sounds based on language-specific principles to create meaningful utterances, as highlighted by audio-lingualism This method advocates starting with the smallest linguistic units, such as sounds, and progressively advancing to the mastery of words, sentences, and ultimately discourse (Cornbleet & Carter, 2001: 18).
The issue with the traditional approach to teaching speaking is that it neglects the interactive and social dimensions, focusing solely on the psychomotor aspect This limitation makes it challenging to achieve a seamless transition from classroom learning to practical application In contrast, Bygate (1998: 23) suggests defining speaking through interactional skills that emphasize decision-making in communication, promoting a top-down perspective on the speaking process.
Eckard & Kearny (1981), Florez (1999), and Howarth (2001) define speaking as a two-way process that facilitates genuine communication of ideas, information, or feelings This perspective emphasizes that spoken interactions are collaborative efforts between participants in a shared context Consequently, advocates of this approach argue that instead of focusing solely on teaching learners to construct well-formed sentences before engaging in discourse, we should encourage them to participate in spoken communication from the outset, allowing them to naturally acquire smaller linguistic units (Nunan, 1989, 32).
Attempting to elaborate more on the interactive nature of speaking, Burns & Joyce
Speaking is an interactive process of constructing meaning, involving the production, reception, and processing of information The context—comprising the participants, physical environment, and speaking purposes—significantly influences its form and meaning While speech is often spontaneous and evolving, it can also exhibit predictable patterns or functions that recur in specific discourse situations.
This study adopts an approach that defines speaking as the learner's capacity to express themselves orally in a coherent, fluent, and contextually appropriate manner.
Definitions of errors
Errors in language learning are defined as deviations stemming from a lack of understanding of language rules or the incorrect application of these rules, as noted by Hosssein Nassaji (2015) in his work on interactional feedback in instructed second language learning.
V de Keyser, A Leonova (2012) says that errors are defined as incorrect actions or statements Errors was also regarded as a particular case of failure: “an accidental even amounting to partial or complete loss of workability of a system or individual when the performance of functions become impossible” (Sereda et al, 1976)
Richards (1972) see errors as deviations from a standard form of the language
Corder (1967) holding that errors are systematic consistent deviances characteristics of the learner’s linguistic system at a given stage of learning
According to Krushna Chandra Mishra (2005), an error is defined as an utterance or structure that a language teacher considers unacceptable due to its improper use or absence in reading discourse.
Dulay, Burt, and Krashen (1982) assert that errors represent the imperfect aspects of a learner's speech These errors manifest in conversations or compositions as deviations from established linguistic norms or standard language performance.
According to Hosssein Nassaji (2015), errors can be categorized based on their linguistic origin, including grammatical, lexical, and phonological errors Grammatical errors arise when a learner's speech deviates from established grammar rules of the language.
H.D Brown (1994) explains that learners may err by assuming similarities between their native language and the target language, despite the actual differences An error is defined as a noticeable deviation from the grammar of a native speaker, reflecting the learner's interlanguage competence These errors reveal the learner's proficiency level, with beginner errors differing from those of advanced students; what were once considered errors can evolve into simple mistakes over time.
The importance of speaking
In today's interconnected world, effective communication is essential for success across various fields, with language serving as the primary tool for this interaction Without a common language, individuals struggle to achieve their goals and objectives English, recognized as the global lingua franca, facilitates communication among people from diverse regions, countries, and continents, highlighting the necessity of language in fostering understanding and collaboration worldwide.
Speaking is the most crucial skill in learning a foreign or second language, as it is the primary means by which students are assessed in real-life situations (Brown and Yuke, 1983) Despite its significance, the teaching of speaking skills has often been undervalued, with many educators focusing on rote memorization and repetitive drills In today's world, effective communication skills are essential for learners to enhance their speaking abilities and succeed in practical scenarios Unfortunately, oral skills are frequently overlooked in the current educational landscape, even though effective communication is more vital for employability than technological skills Traditionally, greater emphasis has been placed on reading and writing, but there is now a growing recognition of the need to develop speaking skills for academic success and career advancement Additionally, proficiency in English is increasingly linked to better employment opportunities and achieving personal goals.
Emden and Becker (2004) in their work "Presentation Skills for Students" emphasize that effective speaking skills are crucial for engaging, influencing, and persuading others Mastering these skills is a significant advantage for individuals in their future endeavors, potentially leading to unexpected personal growth and transformation.
Effective speaking skills are essential for professional success, as job candidates often need to demonstrate their abilities during interviews, debates, and group discussions Many hiring decisions hinge on the candidates' oral communication skills Additionally, professionals must deliver presentations to promote products, train colleagues, and engage audiences A skilled speaker can captivate listeners, holding their attention and immersing them in the message being conveyed Ultimately, strong speaking skills are crucial, as effective communication significantly influences how messages are received and understood.
Errors in speaking
Learning a foreign language often leads to interference from the learner's native language, as they may apply familiar grammatical structures to unfamiliar ones (Haryanto, 2007) Many students struggle with English grammar, which is essential for constructing correct sentences Without a solid grasp of grammar, students may feel embarrassed and hesitant to speak English fluently The complexity of English grammar can make it challenging to remember and apply correctly, particularly in fast-paced conversations Proper grammar is crucial, as mistakes can lead to confusion and alter the intended meaning of communication.
Expanding vocabulary is crucial for effective language learning, as a rich word bank enhances comprehension and communication skills While acquiring vocabulary may appear straightforward, it often becomes challenging at advanced levels Limited vocabulary can hinder students' abilities to understand and articulate their thoughts in English, creating barriers to effective expression (Smith, 2011).
Pronunciation poses a significant challenge for non-native speakers, as incorrect pronunciation can hinder communication and lead to misunderstandings Mastering pronunciation is essential for effective speaking, requiring the learning of new movements, rules, and consistent practice until they become instinctive By focusing on the four key aspects of speech—sounds, structure, intonation, and spelling rules—students can enhance their English proficiency and modify their accents Many first-year students at FFL struggle with pronunciation issues, often lacking confidence and facing difficulties with word stress, ending sounds, linking words, and intonation.
Intonation in English communication is the variation in pitch that helps convey meaning and emotions It plays a crucial role in ensuring clarity and engagement during conversations However, many English learners often neglect intonation, leading to dull interactions and misunderstandings of feelings and intent For instance, statements and Wh-questions typically require falling intonation, while Yes/No questions should end with rising intonation.
English speaking learners often experience hesitation when trying to articulate their thoughts, which can stem from anxiety or stress To overcome this, it is essential to practice vocabulary and grammatical structures relevant to various contexts repeatedly, aiding in the development of fluency While it's natural to pause for thought, incorporating phrases like "Well, let me think " or "That's an interesting question" can help bridge the gaps during conversation Additionally, using linking words such as "However," "Although," and "In addition" can effectively connect ideas and clarify shifts in thought By mastering these strategies, learners can enhance their communication skills and express themselves more confidently.
Speaking quickly may seem fluent, but it's essential to ensure accuracy in grammar, vocabulary, and pronunciation before doing so Rushing can hinder your ability to think ahead and lead to errors Instead, aim for a moderate pace that allows for clear articulation without mumbling Speaking slowly helps emphasize key points and accents, but it’s important to avoid speaking too slowly.
Many students struggle with a lack of confidence in expressing their opinions, often feeling fearful and timid in classroom settings (Ni, 2012) Despite years of English study, they hesitate to communicate effectively due to the fear of making mistakes and being laughed at, leading to diminished performance and academic satisfaction (Al-Hebaish, 2012) Experts recommend that students focus less on how they sound and embrace the possibility of making errors to improve their communication skills.
Background knowledge encompasses various issues related to social, political, cultural, sports, and education, and plays a crucial role in learning to speak English It significantly influences what learners can express on given topics Many students find speaking topics challenging due to a lack of understanding or insufficient information This gap in background knowledge can hinder their ability to articulate thoughts on unfamiliar subjects Therefore, enhancing background knowledge is essential This can be achieved by engaging with diverse sources such as newspapers, newsletters, movies, current events, and breaking news.
Eye contact is a crucial aspect of body language in communication, often reflecting one's inner emotions The adage "eyes are a reflection of your inner self" is particularly relevant, as eye contact can convey a range of meanings, from defiance to anger through a glaring look Understanding the nuances of eye contact can enhance interpersonal interactions.
Maintaining eye contact during a conversation demonstrates focus and attentiveness, which is essential for effective communication It plays a significant role in building trust, as individuals are more likely to trust and respect someone who engages in direct eye contact, reflecting openness and sincerity in their interaction.
When learning a foreign language, especially one with a different grammatical structure, students often translate word-for-word from their native language Many Vietnamese speakers, for instance, tend to think in Vietnamese, search for English words, and construct sentences based on Vietnamese grammar This common habit can hinder English proficiency and fluency Therefore, it is essential to minimize thinking in your mother tongue to enhance language learning and improve communication skills.
The causes of speaking errors
Learning English often presents challenges such as grammar, vocabulary, pronunciation, and fluency errors One major reason for these difficulties is a lack of perseverance in practice Many learners start off eager but lose motivation over time, which disrupts their progress It's essential to establish clear learning goals and develop a personalized strategy to practice consistently and joyfully Success in speaking English hinges on individual determination and effort; therefore, regular speaking practice is crucial for achieving fluency more quickly.
One key reason for limited improvement in English speaking skills is the lack of an effective study method While hard work is essential, finding the right approach is crucial for progress To enhance your English speaking ability, it’s important to engage multiple senses during learning This can include visualizing concepts through drawings, using body language to convey meaning, and immersing yourself in the language by listening to English audio and watching films.
Creating an immersive English learning environment is crucial for language acquisition You can establish this environment by incorporating daily activities such as watching movies, listening to music, and forming study groups for discussions Joining an English-speaking club can also enhance your learning experience School English clubs serve as foundational platforms that facilitate learning through engaging and entertaining methods outside of regular classes.
2013) The more you approach English the more you Speak English faster
Many English learners experience fear and anxiety when it comes to speaking the language, often due to a fear of making mistakes, a lack of confidence, and feelings of shame It's crucial to understand that mistakes are a natural part of the learning process; just as babies must overcome the fear of tripping to learn to walk, English learners must embrace their errors to improve Therefore, it's essential to encourage oneself to "stop being scared when speaking English" and to "learn from mistakes" to foster growth and confidence in communication skills.
Many students often rely on informal sources for English pronunciation, mimicking how others speak rather than seeking accurate pronunciation This has led to the rise of "Vietlish," where incorrect but popular usage becomes accepted Additionally, a lack of focus on improving vocabulary, grammar, and background knowledge hinders their ability to form coherent sentences Just as artists use tools like markers and paintbrushes to enhance their work, strong grammatical concepts are essential for writers to create clear and engaging content (Sean Ruday, 2014).
Summary
This chapter explores key issues related to speaking skills, beginning with a review of relevant concepts and previous research It provides an overview of the nature of speaking, including its definition and significance, while also highlighting the challenges students face in developing their speaking abilities Additionally, it presents effective strategies aimed at enhancing students' speaking skills.
STUDY
Background of the study
The term "physical setting" encompasses the environment in which English lessons occur, including the size of the class, the number of students, and the variety of equipment and materials accessible to both teachers and learners.
All the teachers graduated from well-known university such as: Hanoi University Foreign Language University, Hanoi National University Education, etc All of them have
The Faculty of Foreign Languages employs 30 educators, including two Chinese instructors, with most having graduated from Hanoi National University or Hanoi University Over 14 academic years, from K5 to K18, the department has focused on training English majors across three campuses: Khoai Chau, Pho Noi, and Hai Duong The faculty is committed to continuous innovation and development to enhance both teaching and learning experiences.
The textbook is Let’s Talk 1&2 with Self-study Audio CD by Leo Jones were published by Cambridge University, Press
At Hung Yen University of Technology and Education, first-year English major students utilize the textbook "Let’s Talk 1&2," which comprises 16 units divided into two parts (A and B) focusing on Speaking, Listening, and Vocabulary The course spans 60 periods, equivalent to 3 credits, and is structured across two academic terms, with students attending 4 periods of 45 minutes each week The supplementary materials included in the "Let’s Talk" textbook provide valuable speaking topics and vocabulary suggestions, enhancing students' English speaking skills both in the classroom and at home.
The study focuses on three classes of first-year English major students (TAK 18.1, TAK 18.2, and TAK 18.3) at UTEHY, comprising a total of 107 students Due to absences on the research day, questionnaires were distributed to only 79 students Additionally, interviews were conducted with five students from these classes, all of whom expressed willingness and enthusiasm to participate in the study.
The data collection instruments used in the study is survey questionnaire and interview
Questionnaires for students were delivered to 79 students of TAK 18.1, TAK 18.2 and TAK 18.3 at UTEHY to work out some issues of the research:
Part I: Question 1,2,3,4,5 and 6 are aimed at gathering the current situation of learning speaking for the first-year students
Part II: Question 7 and 8 were designed to survey student’s errors in speaking English> Part III: Questions 9 and 10 suggest some solutions to improve students’ speaking
This study is guided by three key questions that focus on the teaching and learning of speaking skills among students at the university The data collected provides valuable insights into the effectiveness of these educational practices.
- How important is practicing speaking English every day?
- What the common errors do you have when speaking English?
To enhance English speaking skills among students, it is essential to analyze interview results thoroughly The data collected from interviews will be meticulously recorded, with transcripts included in the appendices Additionally, the analysis will integrate findings from questionnaires, providing a comprehensive overview of the collected data.
A total of 107 online questionnaires were distributed to first-year students at the Faculty of Foreign Languages to gather data for the study, and in addition, five students were invited for interviews.
This chapter has presented the method of the study which conclude participants, data collection instrument as well as procedure of data collection.
Data analysis
This chapter presents the data collected from questionnaires and interviews, which will inform suggested solutions to enhance the speaking skills of first-year FFL students at UTEHY The findings are analyzed through tables and charts illustrating responses to the questionnaire, while the interview data analysis complements the collected information.
3.2.1.1 The current situation of learning speaking for the first-year students
Question 1: How many periods per week do you have speaking lessons?
Chart 3.1: The number of periods per week for speaking lessons
Chart 3.1 shows the number of periods per week that students have speaking lessons It can be seen clearly from the chart, 100% students choose 4 periods per week So, there are
4 periods per week that the first-year students have speaking lessons This duration is not
5 periods 4 periods 3 periods 2 periods 1 period too hard work for the students It is suitable for the length of study for each subject of the first-year students
Question 2: How many hours per day do you spend practicing speaking English at home?
Chart 3.2: Students’ practicing speaking time per day at home
A recent survey revealed that 43% of students dedicate just 15 minutes daily to practicing their English speaking skills, while 26.6% spend 30 minutes, and 15.2% allocate one hour Additionally, 7.6% of students manage to practice for two hours or more Overall, the findings indicate that the majority of students do not invest sufficient time in speaking practice at home, highlighting the need for increased effort to enhance their speaking abilities.
Question 3: How often do you get chance to speak in class?
15 minutes 30 minutes 1 hour 2 hours Other
Chart 3.3: The chances to speak that teachers give students in class
The chart illustrates the opportunities for first-year students to speak in class, revealing that 8.9% of students report being given the chance to speak very often, while 44.3% say it occurs almost often Additionally, 36.7% of students indicate that teachers sometimes provide speaking opportunities, and only 10.1% feel that this happens rarely Overall, the majority of students have the chance to engage in class discussions, which significantly contributes to enhancing their speaking skills.
Question 4: What do you think about speaking topics given to you in class?
Chart 3.4: Students’ opinions about speaking topics in class
DifficultVery difficultEasyNormal
The chart illustrates students' perceptions of speaking topics in class, revealing that 20.3% find them difficult and 35.4% deem them very difficult Conversely, 30.4% consider the topics easy, while 13.9% view them as normal Overall, the data indicates that a significant portion of first-year students perceive the speaking topics as either very difficult or easy.
Question 5: How often does your teacher give you feedback?
Chart 3.5: Students’ thinking about feedback to students
Chart 3.5 reveals that 13.9% of students report receiving feedback from teachers very often, while 41.8% indicate that feedback is provided almost regularly Additionally, 27.8% of students state that feedback is given sometimes, and only 16.5% claim it is rarely offered This data suggests that the majority of teachers frequently provide feedback, which is crucial for enhancing students' speaking skills.
Question 6: What types of speaking activities are you asked to take in your speaking class?
Very often Almost often Sometimes Rarely
Chart 3.6: The speaking activities in class
According to Chart 3.6, 30.4% of students prefer discussions, while 65.8% favor pair and group work as speaking activities in class Additionally, 67.1% of students choose presentations, and 44.3% enjoy playing games during speaking activities, with only 16.5% opting for other methods Students also report that teachers assign home tasks and incorporate role-playing or Q&A sessions in class These findings indicate a variety of activities in the speaking curriculum that effectively enhance the speaking skills of first-year students.
Question 7: How often do you get the following errors in your speaking?
No Errors Very often Almost often Sometimes Rarely
Discussion Pair work and group work
Table 3.1: Students’ errors in speaking
According to the data in Table 3.1, the most prevalent error in student speaking is "incorrect grammar," with 62% of students frequently making this mistake Additionally, 79.7% of students often encounter "wrong vocabulary," while 45.6% report "non-standard pronunciation" occurring sometimes The frequency of these errors highlights the challenges students face in developing their speaking skills.
The analysis of speaking errors among students reveals that 38% frequently encounter the "Non-standard intonation" issue, with another 38% experiencing it sometimes, while only 24% report it occurring very often Additionally, the "Not fluently" error affects 34.2% of students very often, alongside 32.9% who face it almost often and 32.9% who experience it sometimes Furthermore, the "Lack of confidence" error is prevalent, with 48.1% of students reporting it almost often, 30.4% very often, and 21.5% sometimes.
A significant error observed in student speaking is unnatural speed, with 50.6% of students reporting this issue almost always, followed by 24.1% very often, 21.5% sometimes, and only 3.8% rarely Similarly, the "poor idea" error is prevalent, affecting 50.6% of students almost always, 26.6% very often, 20.3% sometimes, and just 2.5% rarely Additionally, the "poor vocabulary" error is noted by 45.5% of students almost always, 26.6% very often, 26.6% sometimes, and a mere 1.3% rarely.
The error of "Hesitation" is prevalent among students, with 44.3% experiencing it almost often, 32.9% sometimes, and 22.8% very often during speaking Similarly, "Poor eye contact" affects 34.45% of students almost often and sometimes, with 26.6% encountering it very often, while only 2.5% report rarely facing this issue The "Mother tongue-based translation" error is the most common, as 34.2% of students almost often make this mistake, 30.4% sometimes, 26.6% very often, and 8.8% rarely.
In short, most students sometimes, very often and almost often get errors about grammar, confidence, speed, intonation and pronunciation
Question 8: How much do you agree/disagree with the following causes of speaking errors?
4 Not having suitable learning environment 1,3% 40,5% 38% 20,2%
5 Not listening to standard pronunciation sources 6,3% 21,5% 54,4% 17,8%
Table 3.2: Students’ ideas about causes of the speaking errors
Table 3.3 reveals that 40.3% of students attribute speaking errors to a lack of perseverance in practice, while 30.4% disagree, 24.1% strongly agree, and 2.5% strongly disagree Regarding unsuitable studying methods, 50.6% of students disagree with this cause, 46.8% agree, and only 1.3% strongly agree or disagree For the fear of making mistakes, 45.6% disagree, 41.8% agree, 10.1% strongly agree, and 2.5% strongly disagree Lastly, concerning the lack of a suitable learning environment, 40.5% disagree, 38% agree, 20.2% strongly agree, and 2.5% strongly disagree.
A significant number of first-year students identify key factors contributing to errors in their speaking skills Notably, 54.4% agree that "not listening to standard pronunciation sources" is a major issue, while 35.4% acknowledge the lack of improvement in background knowledge as a contributing factor Additionally, 35.4% of students believe that insufficient enhancement of grammar and vocabulary plays a role Overall, these findings indicate that a majority of students recognize these challenges as barriers to effective communication.
3.2.1.3 Solution to improve speaking skills of the first-year students
Question 9: Which of the followings may help you improve your speaking skills?
Chart 3.7: The student’ strategies to improve speaking skills
According to Chart 3.7, a significant majority of students (67.1%) believe that engaging with English songs and movies, enhancing their knowledge across various fields, participating in English clubs, and conversing with native speakers are the most effective methods for improving their speaking skills.
According to recent findings, 58.2% of students believe that practicing speaking skills is essential, with 49.4% advocating for solo practice in front of a mirror to enhance grammar, vocabulary, and pronunciation Additionally, 26.6% of students prefer practicing with a partner and recording their sessions In conclusion, these strategies are vital for first-year students to improve their speaking abilities effectively.
Question 10: What should your teachers do to help you improve your speaking skills?
Give students appropriate and immediate feedback on their speaking in class 17,7%
Table 3.3: Students’ thinking about teacher’s strategies to help improve speaking skills
A significant majority of students (50% - 62%) believe that teachers need to adopt new teaching methods, present engaging topics, and utilize technology such as videos and PowerPoint presentations Additionally, they seek clearer instructions before speaking activities and opportunities for class discussions Furthermore, 43% of students suggest incorporating interesting games and correcting grammar and vocabulary errors, while 39.2% emphasize the importance of correcting pronunciation during speaking exercises Lastly, 17.7% of students feel that immediate and appropriate feedback on their speaking is essential Overall, these strategies are crucial for first-year students to enhance their speaking skills.
3.2.2 An analysis of interview questions
• Question 1: How important is practicing speaking English every day? b Give students chances to discussion in class 50,6% c
Give students clearer instructions before any speaking activity
Finding and discussion
This part discusses the findings of the study in order to answer three research questions proposed in the introduction
3.3.1 The current situation of learning speaking for the first-year students
A recent survey indicates that students have four speaking lessons per week, yet many do not dedicate sufficient time to daily speaking practice First-year students find the assigned speaking topics both easy and challenging, but teachers frequently provide opportunities for speaking and constructive feedback in class Engaging activities such as discussions, pair work, group work, presentations, and games significantly enhance their speaking skills Given that English is one of the most widely used languages globally and that more foreigners are visiting our country, it is essential for students to invest time in improving their English skills, particularly their speaking abilities, to seize future opportunities.
3.3.2 The errors in students’ speaking
Surveys indicate that students frequently encounter speaking errors in English, including issues with vocabulary, pronunciation, grammar, intonation, fluency, coherence, speaking speed, lack of confidence, background knowledge, eye contact, and reliance on mother tongue translation These errors stem from a lack of perseverance in practice, inadequate study methods and environments, insufficient exposure to standard pronunciation, and limited improvement in vocabulary, grammar, and background knowledge, compounded by a fear of making mistakes.
3.3.3 The strategies for improving student’s speaking skills
To enhance students' speaking skills, a multifaceted approach is essential Students should actively engage in practices such as expanding their vocabulary, mastering grammar and pronunciation, and enriching their background knowledge across various subjects Effective strategies include partnering with native speakers, participating in English clubs, and utilizing media like songs and movies for practice Teachers play a crucial role by providing clear instructions, timely feedback, and fostering an engaging classroom environment with interesting topics and interactive games Incorporating technology, such as videos and PowerPoint presentations, along with encouraging class discussions and adopting innovative teaching methods, significantly contributes to improving speaking proficiency.
Students recognize the importance of correct grammar, vocabulary, and pronunciation in their speaking skills Engaging in pair work enhances speaking activities, providing a supportive environment However, shy and introverted students may feel reluctant to speak in front of the entire class.
In this situation, if teachers practice group work and pair work, then those shy students can also participate in the class
In conclusion, students frequently encounter speaking errors that hinder their communication, making it essential for them to address these challenges Implementing the strategies outlined above can significantly enhance their speaking skills.
Recommendations
Many students excel in listening, reading, and writing English but struggle with conversing fluently with native speakers To truly achieve speaking fluency, it is essential to engage in extensive listening followed by ample practice.
To enhance English speaking skills, it's essential to engage with native speakers through conversation partners Students surrounded by English speakers can seize opportunities to converse with neighbors and local business owners Joining an English club or volunteering can facilitate connections with others Additionally, many learners utilize online platforms like Skype or Google Hangouts to meet with tutors or practice speaking with friends in person.
Practicing with music and movies is an effective way to enhance your English skills Listening to English songs and singing along can improve your intonation and pronunciation Engaging with music not only aids in vocabulary retention but also helps you grasp the natural rhythm of English speech, especially when the lyrics are easy to understand.
Unconsciously imitating singers can help you master native pronunciation, while watching movies proves to be an even more effective method for learning English Through films, you can enhance your vocabulary, grasp idioms and slang, improve your pronunciation, and develop your listening skills.
Improving your knowledge of society and the economy is essential for developing fluency and confidence in English Many students feel hindered by a lack of background knowledge, which makes it challenging to engage in conversations Start by exploring minor topics and gradually expand your understanding Additionally, enhancing your grammar is crucial, as it serves as the foundation of the English language A solid grasp of grammar opens up new perspectives and opportunities To achieve this, plan your studies and familiarize yourself with English grammar Reading diverse materials such as comics, blogs, videos, books, or magazines that interest you can significantly enhance your understanding While reading, pay close attention to the author's writing style, sentence structure, and overall organization to see how grammar is applied in context.
To enhance your grammar and vocabulary, engage in continuous practice through online tests and grammar books A reliable, updated dictionary is essential for vocabulary improvement; choose one that is no more than five years old and features clear English definitions Longman's dictionaries are highly recommended for their clarity and excellent examples in both British and American English Utilize a vocabulary notebook to record new words and phrases, applying them in daily contexts, and review them weekly to reinforce memory Flashcards can also be effective for on-the-go learning Additionally, read materials that interest you, such as newspapers or novels, and highlight unfamiliar words while noting synonyms and antonyms Consistency and habit formation are key to successfully expanding your vocabulary.
To improve your English pronunciation like a native speaker, develop the habit of using phonetic transcriptions when learning new words This practice ensures you read words correctly from the start, preventing long-term errors Additionally, focus on mastering English sounds that distinguish words and listen to native programs such as BBC, CNN, or VOA to mimic their pronunciation, speed, and rhythm Consistent practice is key, so seek feedback from native speakers, teachers, or experienced learners to identify and correct your pronunciation mistakes effectively.
Practicing speaking English alone, especially in front of a mirror, can significantly boost your confidence in communication This exercise allows you to observe your mouth, face, and body language while speaking Dedicate a few minutes each day to stand in front of a mirror and discuss any topic from your daily life for 2-3 minutes This technique not only helps you refine your pronunciation by adjusting your mouth and tongue but also encourages you to maintain eye contact during conversations Additionally, recording your voice can be a valuable tool for identifying and correcting any pronunciation errors.
CONCLUSION
Summary of study
Speaking is considered a crucial language skill for students This study aims to identify the errors in English speaking among first-year English major students at UTEHY and propose effective solutions to enhance their speaking abilities.
To achieve the study's primary objective, the researcher employed a mixed-methods approach, utilizing questionnaires and interviews with students A total of 79 online survey questionnaires were distributed to first-year students at FFL, and an additional five students participated in interviews The key findings of the research are outlined below.
A recent survey highlighted the significance and challenges of speaking English among first-year students at the university's Faculty of Foreign Languages (FFL) The students exhibited various speaking errors, including incorrect grammar, limited vocabulary, pronunciation issues, a lack of confidence, and reliance on mother tongue-based translation, which hindered their fluency.
Finally, some suggestions are recommended for the first-year students and lecturers of FFL at UTEHY to improve speaking English skills.
Limitations of the study
This study is limited to first-year students at UTEHY, representing a small sample size, which restricts the generalizability of the findings.
This study focuses on common speaking errors made by students learning English and offers suggestions for improving their speaking skills However, due to its limitations, the research does not encompass all aspects of the topic.
Although the mentioned limitations, the researcher hopes that this exploratory research will contribute to the better situation of teaching and learning speaking skill at FFL, UTEHY.
Suggestions for further study
The following directions should be taken into consideration in the future research:
- The study on the motivation in learning speaking English of the first-year English major students at UTEHY.
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APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENT
This survey aims to investigate the errors in English speaking skills among first-year English major students at Hung Yen University of Technology and Education Your participation is greatly valued, and all information collected will be used solely for research purposes Rest assured, your identity will remain confidential and will not be disclosed in any discussions regarding the data.
Please complete the following questions by circling your chosen options, write your answer in the provided blanks
How long have you been learning English? ………
Thank you so much for your cooperation!
PART I: The current situation of learning speaking for the first-year students
1 How many periods per week do you have speaking lessons?
☐1 period ☐ 2 periods ☐ 3 periods ☐4 periods ☐5 periods
2 How many hours per day you spend practicing speaking English at home?
☐15 minutes ☐30 minutes ☐1 hour ☐2 hours ☐Others
3 How often do you get chance to speak in class?
4 What do you think about speaking topics given to you in class?
5 How often does your teacher give you feedback?
6 What types of speaking activities are you asked to take in your speaking class?
☐Pair work and group work
PART II: Errors in speaking English
7 How often do you get the following errors in your speaking?
No Errors Very often Almost often
8 How much do you agree/disagree with the following causes of speaking errors?
Not having suitable learning environment
Not listening to standard pronunciation sources
PART III: Solutions to improve speaking skills of the first-year students?
9 Which of the followings may help you improve your speaking skills?
(You can choose more than one)
☐Take part in English clubs
☐Learn speaking through English songs, movies
☐Improve background knowledge of many fields
☐Practice alone in front of the mirror
10 What should your teacher do to help you improve your speaking skills?
(You can choose more than one)
☐Give students appropriate and immediate feedback on their speaking in class
☐Give students chances to discuss in class
☐Given students clearer instructions before any speaking activity
☐Use technologies like video, power point, etc…
☐Correct grammar and vocabulary errors for students
☐Correct pronunciation for students during speaking
This is the end of the questionnaire Thank you so much for your time!
• Question 1: How important is practicing speaking English every day?
• Question 2: What the errors do you have when speaking English?
• Question 3: What do you consider as solutions for students to improve speaking English skills?
• Question 1: How important is practicing speaking English every day?
According to interview data, the majority of students agree that daily practice of speaking English significantly enhances their speaking skills Many students reported that this regular practice boosts their confidence in communication, while others noted improvements in grammar, vocabulary, and pronunciation Consequently, they believe that mastering English will lead to better job opportunities in the future.
• Question 2: What the errors do you have when speaking English?
Many students reported experiencing frequent issues with non-standard pronunciation, incorrect grammar, and vocabulary Additionally, some expressed a lack of confidence and fear of making mistakes while speaking Others highlighted difficulties in generating ideas and articulating thoughts on given speaking topics.
• Question 3: What do you consider as solution for students to improve speaking English skills?
According to data gathered from interviews, students believe that the most effective way to enhance their speaking skills is through consistent daily practice Many emphasized the importance of practicing with partners and native speakers to gain confidence and fluency Additionally, one student highlighted the need to focus on improving grammar, vocabulary, and pronunciation Other students suggested that engaging with English songs and movies can also serve as valuable tools for developing speaking abilities.
The student’ strategies to improve speaking skills
According to Chart 3.7, a significant majority of students (67.1%) believe that enhancing their English speaking skills is best achieved through engaging with English songs and movies, expanding their background knowledge across various fields, participating in English clubs, and conversing with native speakers.
A significant percentage of first-year students, specifically 58.2% to 55.7%, believe that practicing alone in front of a mirror is essential for enhancing their speaking skills, with 49.4% to 46.8% emphasizing the importance of improving grammar, vocabulary, and pronunciation Additionally, collaborative practice with a partner and recording their sessions are preferred by 26.6% to 22.8% of students In conclusion, these strategies are crucial for first-year students to effectively develop their speaking abilities.
Question 10: What should your teachers do to help you improve your speaking skills?
Give students appropriate and immediate feedback on their speaking in class 17,7%
Table 3.3: Students’ thinking about teacher’s strategies to help improve speaking skills
According to the data presented in Table 3.5, a significant majority of students (50% - 62%) believe that teachers should adopt new teaching methods, engage them with interesting topics, and utilize technology such as videos and PowerPoint presentations Students also express the need for clearer instructions prior to speaking activities and opportunities for classroom discussions Additionally, 43% of students suggest incorporating engaging games and correcting grammar and vocabulary errors, while 39.2% emphasize the importance of pronunciation correction during speaking exercises Furthermore, 17.7% of students feel that immediate and appropriate feedback on their speaking performance is essential Overall, these strategies are crucial for enhancing the speaking skills of first-year students.
3.2.2 An analysis of interview questions
• Question 1: How important is practicing speaking English every day? b Give students chances to discussion in class 50,6% c
Give students clearer instructions before any speaking activity
Incorporating technology into the classroom is essential, with 51.9% of educators utilizing tools like videos and PowerPoint presentations Additionally, 58.2% emphasize the importance of updating teaching methods, while 62% focus on providing students with engaging topics Organizing interesting games is another effective strategy, supported by 59.5% of teachers Furthermore, addressing grammar and vocabulary errors is crucial, as indicated by 43% of respondents, along with correcting pronunciation during speaking, which 39.2% prioritize.
According to interview data, a majority of students agree that daily practice in speaking English significantly enhances their speaking skills Many students reported that this consistent practice boosts their confidence in communication, while others noted improvements in grammar, vocabulary, and pronunciation Consequently, they believe that strong English speaking abilities will lead to better job opportunities in the future.
• Question 2: What the errors do you have when speaking English?
A recent interview revealed that many students frequently struggle with pronunciation errors, incorrect grammar, and vocabulary issues Additionally, some students reported a lack of confidence and fear of making mistakes while speaking Furthermore, when faced with speaking topics, they often find themselves at a loss for ideas, making it challenging to articulate their thoughts effectively.
• Question 3: What do you consider as solution for students to improve speaking English skills?
Based on interview data, many students believe that the key to improving speaking skills is to practice consistently and dedicate more time to daily speaking exercises Additionally, collaborating with partners and native speakers is seen as beneficial for enhancing fluency Some students emphasize the importance of improving grammar, vocabulary, and pronunciation, while others suggest that engaging with English songs and movies can also aid in developing speaking skills.
This part discusses the findings of the study in order to answer three research questions proposed in the introduction
3.3.1 The current situation of learning speaking for the first-year students
A recent survey reveals that students engage in four speaking lessons per week, yet many do not dedicate sufficient time to daily speaking practice First-year students perceive the assigned speaking topics as both easy and challenging Fortunately, teachers frequently provide opportunities for students to speak and receive feedback during class Additionally, various activities such as discussions, pair work, group projects, presentations, and games are incorporated to enhance speaking skills Given that English is one of the most widely spoken languages globally and increasingly important for interacting with foreigners, students should prioritize improving their English skills, particularly in speaking, to unlock greater opportunities.
3.3.2 The errors in students’ speaking
Survey findings indicate that students frequently encounter errors in English speaking, including issues with vocabulary, pronunciation, grammar, intonation, fluency, coherence, speaking speed, confidence, background knowledge, eye contact, and reliance on mother tongue translation These speaking errors are largely attributed to a lack of perseverance in practice, inadequate study methods and environments, insufficient exposure to standard pronunciation, and a failure to enhance vocabulary, grammar, and background knowledge, compounded by a fear of making mistakes.
3.3.3 The strategies for improving student’s speaking skills
To enhance students' speaking skills, consistent practice and effort are essential Effective strategies include planning vocabulary and grammar study, improving pronunciation, expanding background knowledge, practicing with partners and native speakers, participating in English clubs, and engaging with English songs and movies Students also benefit from clear instructions and immediate feedback from teachers during speaking activities Additionally, providing engaging topics, organizing interactive games, utilizing technology like videos and PowerPoint, facilitating classroom discussions, and adopting innovative teaching methods are all effective ways to boost speaking proficiency.
Students recognize the importance of correct grammar, vocabulary, and pronunciation in their speaking skills Engaging in pair work enhances speaking activities, providing a supportive environment However, shy and introverted students may feel reluctant to speak in front of the entire class.
In this situation, if teachers practice group work and pair work, then those shy students can also participate in the class
In conclusion, students frequently encounter speaking errors that need to be addressed Implementing the strategies outlined above can significantly enhance their speaking skills.
Many students excel in listening, reading, and writing English but struggle with conversing with native speakers To achieve fluency in speaking, it is essential to engage in extensive listening followed by ample practice.
To enhance your English speaking skills, seek out a conversation partner who is a native speaker Engaging with locals, such as neighbors or business owners, can provide valuable practice opportunities Joining an English club or a volunteer organization is also an effective way to connect with others Additionally, many students utilize online platforms like Skype or Google Hangouts to find tutors or practice speaking with friends in person.
To enhance your English language skills, practice with music and movies by listening to English songs and singing along Music serves as an effective tool for mastering intonation and pronunciation, while also aiding in vocabulary retention Engaging with songs that are easy to understand can improve your ability to pronounce English with a more natural rhythm.