A study on activities to improve speaking skills for the second year non english major students of faculty of electrical and electronics engineering at hung yen university of technology and education

Trang 1 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ACTIVITIES TO IMPROVE SPEAKING SKILLS FOR

INTRODUCTION

Rationale of the study

English has emerged as a global language, spoken by over 400 million native speakers and an additional 700 million who use it as a second language It serves as the primary medium in various fields such as science, technology, business, tourism, and medicine, facilitating communication and cultural exchange worldwide.

Language is a fundamental trait that distinguishes humans, and proficiency in one’s native language, along with at least one additional language, should be considered essential for an educated individual (Nunan, 1999: 71).

[17] The world has become smaller It is said it has turned into the size of the so-called

In today's global village, technological advancements have significantly enhanced communication beyond local speech communities (Ellis, 1997) Lifelong learning, particularly in language education, has become essential, as acquiring a second language is crucial for keeping pace with our rapidly changing world Foreign languages, especially English, are now integral to curricula from primary schools to universities, reflecting their importance in the job market where survival often hinges on language proficiency The growing demand for English in Vietnam aligns with the country's policies of innovation and modernization, highlighting the necessity for learners to communicate effectively in diverse environments for their future careers.

The increasing demand for English language proficiency in Vietnam is driven by global integration and the country's modernization efforts Many learners recognize the significance of effective communication in English for their future careers, particularly in a market economy where interactions with foreigners are common However, non-English major students at Hung Yen University of Technology and Education (UTEHY) often struggle with speaking skills due to a lack of practice opportunities and fear of making mistakes To address these challenges, it is crucial to create an engaging environment that fosters speaking skills development Implementing enjoyable English activities can encourage students to communicate more naturally and effectively This necessity has inspired a study focused on enhancing speaking skills among second-year non-English major students in the Faculty of Electrical and Electronics Engineering at UTEHY.

Aims of the study and research questions

This study is aimed at:

- Finding out the attitudes of the second-year non-English major students and teachers towards speaking skills at Hung Yen University of Technology and Education of towards speaking skills

- Finding out the reality of using English speaking activities of the second-year non-English major students and teachers at Hung Yen University of technology and Education

- Giving some suggested activities for improving English speaking skills for the second-year non-English major students at Hung Yen University of technology and Education

To gain the previous aims, the study has three following research questions

1 What are the attitudes of the second-year non-English major students and teachers at Hung Yen University of technology and Education?

2 What is the reality of using English activities of the second-year non-English students and teachers at Hung Yen University of technology and Education?

3 What are suggested activities for improving English speaking skills for the second-year non-English major students at Hung Yen University of technology and Education?

Scope of the study

Due to time constraints, our focus is specifically on second-year students in the Faculty of Information Technology at Hung Yen University of Technology and Education.

Methods of the study

The study uses a quantitative method and qualitative method This involves the following instruments:

To collect data for the study, the questionnaires were designed to survey directly for 60 students and 10 teachers in the Faculty of Electrical and Electronics Engineering at

Hung Yen University of Technology and Education conducted a study to assess the attitudes of both teachers and students regarding the practice of English speaking skills within the Faculty of Electrical and Electronics Engineering.

The author conducted interviews with seven students from the Faculty of Electrical and Electronics at Hung Yen University of Technology and Education to assess the validity and reliability of the questionnaire Additionally, interviews were also held with both students and teachers to enhance the research findings.

The survey and interview results aim to provide recommendations for enhancing the quality of English speaking skills among students and teachers in the Faculty of Electrical and Electronics Engineering at Hung Yen University of Technology and Education.

A quantitative survey research method was employed to effectively achieve the study's objectives, focusing on analyzing outcomes through numerical data Data collection was conducted using questionnaires distributed to a specific population, ensuring that the responses remained entirely objective and unbiased by the researcher.

Interviews play a crucial role in language teacher education and supervision By conducting interviews with members of the Faculty of Electrical and Electronics Engineering, valuable data will be gathered and analyzed to enhance the interpretation of findings.

Design of the study

The study organized has 4 chapters and is arranged as follow:

Chapter 1 is introduction consists of the rationale for the study, aims of the study and research questions, scope of the study, methods, and design of the study

Chapter 2 gives an overview of the literature review including some theories related to speaking skills and activities

Chapter three outlines the study's background, detailing the methods, instruments, and procedures employed for data collection It provides a comprehensive description of the data analysis process, along with the results and discussions derived from the findings Additionally, this chapter includes recommendations based on the study's outcomes.

Chapter 4 is the Conclusion which the achievement of the objective of the study as well as limitations of study and suggestions for further study

LITERATURE REVIEW

An overview of speaking skills

Speaking is a crucial component of language development, alongside listening, reading, and writing For centuries, renowned linguists have conducted research, providing diverse perspectives and definitions on the nature of communication In this article, we will explore the concepts put forth by various researchers regarding the art of speech.

Richard emphasizes that speaking serves various purposes, such as accomplishing tasks, exploring ideas, and fostering connection Fluency in English enables students to communicate effectively and share their thoughts, while also providing access to current information in diverse fields like science, technology, and health.

Speaking is a productive skill that involves the active coordination of speech organs, such as the lips, tongue, and vocal cords, to convey meaning effectively This skill serves the purpose of verbal communication, allowing speakers to express their ideas and experiences clearly to listeners Additionally, speaking can be directly observed and measured, enabling an assessment of the speaker's correctness and effectiveness in conveying their message.

Speaking is defined as the expression of ideas, feelings, and thoughts through spoken language, reflecting human spirit, psychology, attitudes, aspirations, and desires According to researcher Chaney, this form of communication plays a crucial role in conveying not just words, but also the underlying emotions and intentions behind them.

10 speaking is a process of building and sharing thoughts through the use of words (language) and expressed by a series of actions (non-verbal) in different contexts

Speaking serves as the cornerstone of human communication, enabling individuals to convey information, express thoughts, and share views through words and actions It plays a crucial role in teaching and learning, as well as in everyday interactions within the community.

2.1.2 The importance of speaking skills

It is believed that knowing the language means knowing how to speak As a result, different linguists and methodologists have recognized the essential role of speaking skills for various reasons

Effective speaking skills are essential for learners, as they enable meaningful communication, which is the primary goal of language teaching When learners communicate effectively, they can gather information and engage with others, leading to a more productive and fulfilling life Mastering a foreign language boosts confidence and facilitates self-expression, reducing conflicts and anxiety while fostering better relationships.

According to Littlewood, effective communication is both a goal and a means of learning, facilitating the achievement of language proficiency Consequently, speaking skills play a crucial role in enhancing the successful acquisition of reading, listening, and writing, ultimately contributing to a comprehensive understanding of English.

In conclusion, effective speaking skills are crucial for learners, as they enhance language comprehension and facilitate successful communication, ultimately enriching academic knowledge Mastery of English is achieved when learners can use the language for genuine communication Ultimately, speaking ability serves as a key indicator of a person's true proficiency in the language.

Numerous researchers suggest a variety of interactive activities focused on information and interaction routines, as well as behavioral criteria, such as tasks that involve drawing, creating, or arranging items Consequently, many oral activities are developed to enhance engagement and learning.

Little Wood proposed two main types of activities for language learners: functional communication activities, which focus on conveying information through tasks like identifying similarities in pictures or reconstructing story sequences, and social interaction activities, which emphasize using English for conversations, discussions, role-plays, and debates Similarly, Harmer differentiated between practice activities, such as oral drills and games, and communicative activities that involve consensus-building, instruction relaying, and interpersonal exchanges Additionally, activities can be categorized into those aimed at accuracy, which enhance learners' ability to produce correct language, and those focused on fluency, which help learners maintain a smooth flow of speech.

When designing speaking activities properly, we should be aware of students'

English proficiency levels require careful consideration of various syllabi, teaching methods, techniques, speaking materials, and activities tailored to each stage of language learning According to Byrne, teaching speaking skills at the elementary level emphasizes accuracy over fluency, while at the advanced level, students are expected to navigate daily conversations with ease, communicate facts informally, and connect sentences cohesively with greater detail.

In addition, when we describe some problems happening to the students Firstly, they are often inhibited about trying to say something in English class, but they are often

Many students struggle with speaking in class due to a fear of making mistakes, criticism, or embarrassment, which can inhibit their willingness to participate Additionally, some students may lack the motivation or content to express themselves, leading to low engagement in speaking activities Often, the mother tongue overshadows the target language, resulting in its neglect Understanding these challenges allows teachers to design more effective speaking activities that encourage participation and improve language skills.

All speaking activities are inherently interactive, enabling students to develop their speaking skills through a progression from controlled exercises to communicative tasks Key methods such as repetition and reading aloud are essential for building confidence and fluency However, to foster natural communication in English, it is vital to encourage student interaction through pair or small group work Therefore, providing engaging speaking activities is essential for nurturing creative language use among learners One effective technique is brainstorming, which allows students to freely share ideas without fear of criticism, promoting a collaborative learning environment.

Language learning, particularly in acquiring a second foreign language, is influenced by various factors that shape learners' spoken language development Key elements include the learner's awareness and the supportive learning environment, with attitude and motivation being critical components in mastering English speaking skills.

Gardner and Lambert identified key emotional factors influencing foreign language success, specifically attitudes and motivations These elements are interconnected, as a learner's attitude significantly affects their motivation Therefore, understanding the attitudes of English-speaking learners is crucial for clarifying their learning purposes.

As they all know, there are many definitions of learners' English speaking attitudes, such as

Activities

According to Collins English Dictionary [5], activity is:

1 The state or quality of being active

3 Tiny specific deed, action, pursuit, recreational activities

4 The number of disintegrations of a radioactive substance in a given unit of time usually expressed in curies or disintegrations per second

5 a The capacity of a substance to undergo a chemical change b The effective concentration of a substance in a chemical system The absolute activity of a substance B, λB, is defined as exp (μBRT) where μB is the chemical potential

Collaborative activity involves a group of students engaging in collective learning tasks to enhance their academic outcomes and foster interactive experiences As noted by Johnson and Johnson, collaborative learning (CL) is an effective teaching strategy that encourages students to work together, improving their understanding of one another In this approach, each participant has specific duties and responsibilities, which include studying and assisting peers to ensure everyone comprehends and completes the assigned tasks.

In competitive activities, there are four issues that need to be addressed To understand what competition is about, we need to go through the following five elements:

15 positive reliance on reciprocity, direct interaction through practical experiences, and personal responsibility, the problem of social-environmental skills, ultimately handling the tasks of the group

Dependency among group members is crucial for active learning, as highlighted by Johnson, Johnson & Smith When learners collaborate and recognize their reliance on one another to achieve common goals, it fosters creativity and enhances the learning experience Engaging in competitive activities encourages students to seek and provide assistance, promoting positive interactions Instructors can facilitate this process by organizing diverse activities that require collaboration, allowing students to maximize their skills For instance, rewarding completed tasks through marks or public praise can motivate learners, increasing their enthusiasm for education Ultimately, this approach not only enriches personal thinking but also prepares students for future career and social success.

Effective language learning requires students to comprehend both spoken and written content, prompting teachers to assess their understanding of tasks Educators facilitate high-level thinking activities that involve analyzing, explaining, and constructing learning models through cooperative exercises, providing practical experiences that are especially beneficial for English learners These interactive activities, such as word guessing games, enhance students' memorization and engagement with instructors while fostering trust and teamwork Additionally, such activities promote communication skills and equip students to navigate social situations effectively.

The third is the responsibility of the individual

In the learning process, students must cultivate a sense of responsibility to enhance both their own learning and that of their peers Research by Stahl highlights that group activities organized by teachers are more effective than individual efforts Jolliffe emphasizes that each team member must be accountable for their specific roles Therefore, learners should demonstrate responsibility and collaborate with others to reach their educational objectives.

According to Johnson, Johnson, and Holubec, effective learning hinges on the use of essential social skills such as leadership, decision-making, trust-building, communication, and conflict management To foster these skills, teachers must create a collaborative environment that encourages students to apply their learning effectively However, as Stahl notes, simply placing students in groups does not guarantee the automatic use of these skills Through effective teamwork, students can develop critical abilities such as leadership, trust-building, encouragement, compromise, and clarification Therefore, when organizing group activities, teachers should clearly outline expected behaviors and attitudes, assigning roles and responsibilities that align with students' intentions and knowledge, ensuring accountability throughout the collaborative process.

Effective group activities require dedicated time for discussion among team members to address tasks and assess progress towards goals, as emphasized by Johnson, Johnson, and Holubec To foster teamwork, it is important for educators to recognize groups for their successful completion of assignments while also addressing areas needing improvement during meetings Teachers should provide timely feedback, offering praise or constructive suggestions to groups that may be struggling, ensuring that all members are guided towards achieving their objectives.

In the curriculum, teachers must establish clear goals—knowledge, skill, and attitude objectives—while crafting lesson content and selecting appropriate teaching and learning activities These elements should align with the time required for effective delivery, ensuring students fully grasp and master the material presented Beyond traditional teaching, educators are tasked with guiding students in engaging activities that enhance lesson effectiveness Thoughtfully designed teaching activities not only clarify the teaching approach and objectives but also stimulate student engagement, fostering a successful learning environment tailored to students' competencies.

Effective teaching prioritizes student engagement, emphasizing what learners are doing rather than solely what the teacher knows or presents Educators should design lectures and curricula that foster students' application of knowledge and skills, as learning occurs through active participation rather than passive listening By tailoring teaching activities to the diverse needs of both small and large groups, teachers can create more effective learning environments that enhance student understanding and competence.

Concept mapping is a valuable tool for both academic faculty and students at all levels, facilitating personal and collaborative learning It enhances students' understanding of complex concepts by illustrating the relationships between them, thereby fostering a deeper grasp of the material Additionally, concept mapping enables educators to evaluate students' comprehension and identify knowledge gaps, allowing for targeted remediation and tailored instructional strategies.

Participatory Learning in Action (PLA) techniques

PLA, or Participatory Learning Activities, encompasses various methods, behaviors, attitudes, and relationships that empower individuals to share, analyze, and enhance their knowledge It fosters awareness of personal circumstances, encourages planning and action, and involves continuous monitoring, evaluation, and reflection In educational programs, teachers effectively implement these strategies to enhance the learning experience.

The UWC educator highlights the effectiveness of various Participatory Learning and Action (PLA) techniques, including analysis, monitoring, and evaluation, in enhancing teaching and learning These techniques promote knowledge sharing and help educators understand student attitudes and consciousness throughout the learning process To maximize the benefits of PLA techniques, users must possess the necessary skills to implement them effectively.

Questioning is a vital teaching skill that significantly enhances student engagement in lectures Various types of questions, including choice and theoretical questions, play an essential role in this process Teachers should first pose choice questions to gauge students' understanding, followed by theoretical questions that encourage deeper thinking based on their acquired knowledge An effective questioning technique known as the "social method" involves using targeted questions to create tasks or scenarios, prompting students to articulate their understanding and identify gaps in their knowledge Consequently, the practice of asking insightful questions is crucial for teachers, as it enriches learning experiences and facilitates meaningful assessments.

Quizzes are an effective learning activity that significantly benefits students by enhancing their critical thinking skills and allowing teachers to assess their understanding of fundamental concepts They foster interest in learning and strengthen the connection between students' knowledge and comprehension of the material Additionally, quizzes promote interaction between teachers and students, transforming lessons from mere lectures into engaging discussions As a result, the incorporation of quizzes in teaching and learning is widely practiced.

Problem-solving skills are essential not only in educational settings but also in a wide range of professions and everyday challenges The methods individuals use to acquire knowledge significantly influence their approach to identifying problems and devising effective solutions.

Summary

This chapter presents research on the theories surrounding the speaking skills of second-year non-English major students, as explored by various authors It emphasizes the significance of enhancing speaking abilities through targeted activities To clarify the challenges faced and the potential solutions, the research proceeds to analyze the study based on collected data.

THE STUDY

Overview of the program to English teaching program for non-English major students

Second-year non-English major students utilize Antonia Clare and J.J Wilson's "Speak Out" (2nd ed.) from the Vietnam News Agency Publishing House, alongside Falla and Davies' "Solutions Elementary Student’s Book" (2008), as foundational resources to enhance their speaking skills This module not only focuses on speaking but also integrates reading, writing, and listening exercises, allowing students to engage with essential topics such as life, work, travel, and personal experiences Through pre- and post-speaking activities, students further develop their language proficiency They also have access to online exercises in "Speak Out" to reinforce their skills The curriculum includes practical conversations and interviews on everyday subjects like family, shopping, accommodation, and study, enriching students' understanding of cultural behaviors The Speaking 2 course comprises 3 credits, with a structured schedule of 45 class hours dedicated to diverse topics outlined in the curriculum.

Table 3.1 Teaching program for non-English major students at UTEHY

Weeks Main content Forms of teaching

Theory 4 Complete Getting ready page 8 and over to you page 14

Exercises 1 Complete Getting ready page 16

Exercise 1 Complete Getting ready page 76

Theory 4 Complete Getting ready page 98 and over to you page

11.4 Is TV Bad for Kids

The program is designed for 2nd-year students enrolled in English 1, focusing on a comprehensive approach to language learning It incorporates speaking skills alongside other competencies, ensuring that communication is practiced beyond just the speaking class In addition to the content covered in the first four lessons, students engage in practical exercises to enhance their overall language proficiency.

26 exercises related to each skill through the online exercise system of the Speak Out curriculum.

The research methodology

To collect the data for studying the author used qualitative and quantitative methods including survey questionnaires for both students and teachers and interviews

Survey questionnaires are a widely utilized and effective tool for research, prompting the researcher to select them as a primary instrument for data collection These questionnaires facilitate the gathering of information from study subjects and allow for easy summarization and reporting of the collected data, saving the researcher valuable time.

This study utilized two distinct questionnaires: one for students and another for teachers The student questionnaire was administered to 175 second-year non-English major students at UTEHY, comprising six questions that assess their perceptions of speaking skills, the effectiveness of English speaking activities, and suggestions for enhancing their speaking abilities In parallel, the teacher questionnaire also consists of six questions, focusing on teachers' evaluations of their students' speaking skills, the current use of English speaking activities, and their recommendations for improvement.

The writer used survey questionnaires, interview, and observation to complete the study

An interview was done with 7 students in the class of K17 second-year non-English major students of Faculty of Electrical and Electronics Engineering at UTEHY After the

In this study, the researcher conducted 27 interviews to analyze the collected data thoroughly The interview results were meticulously recorded, and the transcriptions are included in the appendices Additionally, the analysis of the interview data will be integrated with the findings from the questionnaires, providing a comprehensive overview in each section.

Data collection

The study involves 5 teachers and 175 second-year non-English major students from the Faculty of Electrical and Electronics Engineering at UTEHY The participants were selected from the K17 cohort, focusing on students who have been taught speaking skills by the invited teachers.

Due to time constraints for the graduation paper, the study focused on second-year non-English major students at UTEHY's Faculty of Electrical and Electronics Engineering The research involved 175 students, all of whom have studied English for a minimum of eight years during secondary and high school The participants, aged between 20 and 22 years, are predominantly male.

At UTEHY, a team of five experienced English teachers, all holding MA degrees and doctorates, specializes in teaching speaking skills to second-year non-English major students in the Faculty of Electrical and Electronics Engineering Their expertise in instructing both English and non-English majors provides a significant advantage for these students, particularly in developing their speaking abilities.

Data analysis and discussion

3.4.1 Results and discussion from questionnaires of students and teachers: a) Students' and Teachers’ attitudes towards learning English speaking skills

Pie chart 1: Students’ opinion about the importance of speaking English skills

A recent survey illustrated in Pie Chart 1 highlights the significance of English speaking skills among students The data reveals that a substantial majority, 74.8%, consider learning to speak English as very important, while 24.3% also recognize its importance Conversely, only 0.9% of non-English major students perceive speaking skills as less important Overall, the findings indicate that most students regard English speaking skills as essential for their academic and professional success.

Pie chart 2: Lecturers’ opinion about the importance of speaking English skills

Pie chart 2 shows the importance of speaking English skills As can be seen from the chart, a total of 100% of teachers thought that English speaking skills are very

29 important In conclusion, based on the results between teachers and students in pie chart1 and pie chart 2, it can be seen that English speaking skills are very important

Pie chart 3: Students’ reasons for learning English speaking skills

According to Pie Chart 3, the primary motivation for students learning English speaking skills is job-related, with 74.5% indicating that they need these skills to secure a good job Additionally, 16.5% of students learn English to communicate with foreigners, while 8% focus on passing speaking tests Only 1% of students aim to improve their English speaking skills for personal development This data highlights that the majority of students prioritize English proficiency for employment opportunities.

Pie chart 4: Lecturers’ opinion about students’ reasons for learning English speaking skills

1 Find a good job 2 Communicate with the foreigners

4 To improveEnglish speaking skills

According to pie chart 4, the primary motivation for students learning English speaking skills is to secure good job opportunities, with 60% of teachers supporting this view Additionally, 40% of educators believe that the ability to communicate with foreigners is another significant reason for students to enhance their English speaking skills In summary, teachers predominantly perceive that students learn English primarily for career advancement.

In conclusion, according to pie chart 3 and pie chart 4, students and teachers all agree that students learning English speaking skills to find a good job

Chart 5: Students’ perception towards difficulties in learning English skills

A survey conducted among non-English major students at UTEHY revealed that 55.8% of respondents identified limited vocabulary and pronunciation knowledge as the primary challenges in developing English speaking skills Additionally, 47.1% noted a lack of grammar understanding, while 30.8% cited motivational issues, and 28.8% expressed a lack of confidence Overall, the findings indicate that difficulties in speaking English are predominantly linked to insufficient vocabulary and pronunciation skills.

Chart 6: Lecturers’ opinion about students’ perception towards difficulties in learning English speaking skills

The diagram highlights students' perceptions of the challenges faced in learning English speaking skills It reveals that teachers unanimously identify a lack of vocabulary as the primary issue, with 100% agreement Additionally, 80% of educators note that insufficient pronunciation knowledge and motivation are significant obstacles Furthermore, 60% believe that students struggle with grammar and confidence Consequently, teachers recognize five key factors contributing to these difficulties, with vocabulary, pronunciation, and motivation being the most critical.

A comparison of charts 5 and 6 reveals a discrepancy between teachers' and students' perceptions of speaking difficulties; while students identified five key challenges, teachers recognized only three—vocabulary, pronunciation, and motivation This indicates that students feel various factors significantly impact their speaking skills Consequently, it is essential for teachers to focus more on addressing grammar deficiencies to enhance students' speaking abilities effectively Additionally, the implementation of English speaking activities for non-English students remains a crucial area for improvement.

Chart 7: Co-operative activities for students

According to Chart 7 on co-operative activities, 48% of members believe that practicing English with a natural sound is essential, while 44.1% prioritize engaging in conversations Additionally, 38.2% feel that teachers frequently conduct listen-and-repeat exercises, and 33.3% support the use of sample questions and answers, with only 22.5% favoring sentence-making activities Overall, the desire to enhance English speaking skills among students is reflected in the preference for activities that promote natural speech and conversation.

Chart 8: Lecturers’ opinion about Co-operative activities for students

According to Chart 8 on co-operative activities, all teachers believe their students are eager to engage in English conversation practice Additionally, 80% of teachers allocate time for listening and repeating exercises, as well as for practicing sample questions and answers However, 60% of teachers feel that students frequently express a desire to participate in sentence-making activities.

Teachers believe that organizing cooperative activities, such as conversations, listening and repeating exercises, and sample question-and-answer sessions, is essential for enhancing students' English speaking skills.

Comparing charts 7 and 8 reveals a disparity between teachers' and students' preferences regarding speaking activities Students express a desire for activities that focus on organizing natural sound, conversation, and listening and repeating, while teachers believe students prefer a more structured approach that includes conversation, listening, repeating, and sample questions and answers Despite this, students agree that all activities organized by teachers contribute to enhancing their speaking skills This highlights the need for teachers to focus more on activities that promote natural sound to effectively improve students' speaking abilities.

Chart 9: Competitive activities for students

According to chart 5 on competitive activities, 57.7% of non-major students enjoy word guessing activities organized by teachers to enhance their speaking skills Additionally, 32.7% expressed a preference for "find someone who" activities, while 29.8% favored role-play activities Only 17.3% preferred the hot seat activity, making it the least popular choice Overall, students generally desire activities that align with their preferences to improve their English speaking skills within the club.

Chart 10: Lecturers’ opinion about competitive activities for students

Chart 10 shows the competitive activities that students want teachers to organize during learning English speaking skills As can be seen from the chart, 100% of the teachers think that their students want they to organize speaking English activities with the guess word, 80% spend for role-play and find someone who activities However, 60% of them have opinions that students often want to organize make a hot seat activities is the lowest In general, teachers thought that organizing activities such as guess word, role-play and find someone who is competitive activities are the desire to improve the English speaking skills of students

In conclusion, according to chart 9 and chart 10, students and teachers all agree that students want to organize English speaking activities is guess word

Chart 11: The speaking activities preference for students

According to Chart 11, student preferences for activities vary significantly, with 51% of non-English major students expressing a liking for a specific activity, while 46% enjoyed it, and only 4% did not When engaging in partner activities, 56% of students indicated a strong preference, compared to 40% of non-English majors who also enjoyed it, with 4% disliking it Group work received high ratings, with 64% of club members expressing fondness and 31% showing a general liking In paired activities, 58% of students reported enjoyment, while 40% indicated a moderate preference Overall, the findings suggest that most activities are beneficial for enhancing students' speaking skills, particularly teamwork-related tasks, which received the highest ratings.

Chart 12: Lecturers’ opinion about the speaking activities preference for students

According to Chart 12, teachers' ratings reveal varying levels of student enjoyment for different activities Notably, 50% of teachers strongly agree that students favor group and pair work, while 40% believe students enjoy partner activities, with only 10% indicating a very high level of enjoyment In contrast, 20% of teachers feel that students are very fond of individual activities, whereas 30% report that students do not love them as much Overall, educators perceive most activities as beneficial for enhancing students' speaking skills, particularly highlighting the effectiveness of pair and group work, which receive the highest approval ratings.

Charts 11 and 12 reveal a consensus between teachers and students on the effectiveness of pair work and group work in enhancing students' speaking skills Both groups recognize the value of collaborative activities in improving communication abilities.

Chart 13: The useful speaking activities for students

Interviews

In order to check the validity and reliability of the questionnaire, the researcher also conducted interviews for the students In the first question, the researcher asked randomly

In a recent survey of seven students regarding their preferred classroom activities, a strong preference for group activities emerged Many students expressed enjoyment in pair and group work, stating, "I like pair work and group work activities the most because it is fun Everyone can share with each other." Additionally, the "guess word" activity was highlighted as a favorite, with students noting, "Every time we organize this activity, we are very happy." Some participants also appreciated a balance between group and individual tasks, with one remarking, "Group activities are fun, and individual activities make me confident because I often have to present in front of the club." Overall, the feedback indicates that nearly all students value teamwork and collaborative learning experiences.

In response to the interview question about how activities enhance their English speaking skills, most students highlighted the significant role of classroom participation One student expressed enthusiasm for these activities, noting considerable improvement in their speaking abilities, although they acknowledged a need to expand their vocabulary Another student shared a desire for more support at home, stating that the lack of feedback on their speaking hindered their progress, and requested pronunciation-focused activities from teachers Overall, the feedback indicates that students recognize the value of structured activities in boosting their English speaking proficiency.

38 is improved In general, these activities are of great help to students, such as improving vocabulary and pronunciation.

Some suggested to improve teaching and learning English speaking skills

3.6.1 Some suggested to improve learning English speaking skills for students

A recent survey reveals that students struggle primarily due to a lack of vocabulary, which hampers their ability to communicate and perform well on tests To enhance vocabulary, learners should group new words by context and explore diverse speaking topics Additionally, utilizing grammar resources like Grammar Bytes, Daily Grammar, and the Oxford English Grammar Course can help reinforce grammatical structures Pronunciation issues further inhibit communication, so it's essential for students to integrate pronunciation exercises with vocabulary activities Engaging in specific classroom activities can facilitate learning new words while correcting pronunciation errors Furthermore, students are encouraged to practice pronunciation at home or with peers, utilizing resources such as "Hello English" for IPA pronunciation and Hana's Lexis for speaking tips.

Many students struggle with English speaking skills due to a lack of vocabulary, grammar, pronunciation, motivation, and confidence Prolonged periods without practice can weaken their abilities, and low confidence in group settings hampers their communication To combat this, teachers are encouraged to incorporate English games into lessons, creating a more engaging atmosphere Activities such as role-playing, "find someone who," and public speaking on various topics can help boost students' confidence As a result, students gradually overcome their lack of motivation and fear of speaking in front of others.

There are some suggestions to help students can overcome difficulties in learning English skills Students can rely on it to find the best plan for themselves

3.6.2 Some suggested to teachers improve learning English speaking skills for students

To enhance speaking skills, teachers must understand students' motivations and continuously innovate their teaching methods by collaborating and sharing experiences with colleagues It is essential to explore various teaching strategies and utilize diverse data sources with varying difficulty levels to keep students engaged and motivated, preventing feelings of boredom or abandonment.

To address students' vocabulary and grammar deficiencies, teachers should promote collaboration and mutual support among learners while encouraging self-study and vocabulary building related to specific topics Additionally, incentivizing students with rewards for the winning team and lighthearted penalties, like singing or dancing for the losing team, can enhance motivation Furthermore, organizing presentation-related activities can significantly improve students' speaking skills.

Summary

This chapter explores the factors influencing the speaking skills of second-year non-English major students and identifies activities that can enhance these skills The study also presents recommended activities aimed at improving their speaking abilities In conclusion, the research summarizes the key findings and insights discussed throughout the chapter.

The achievement of the objectives of the study

Non-English major students at Hung Yen University of Technology and Education can enhance their English speaking skills through engaging activities and games This article presents effective strategies to improve speaking abilities for these students, particularly within the context of an English club.

Current methodology emphasizes the importance of learners' ability to communicate effectively in the target language A successful speaking lesson prioritizes student participation over teacher dominance, allowing for more speaking opportunities Incorporating language games and interactive activities enhances students' speaking skills both theoretically and practically Research indicates that when teachers organize engaging activities, they create a stimulating environment that encourages learners to express themselves in English with greater accuracy and confidence This approach not only alleviates the pressure and monotony often associated with learning a foreign language but also provides meaningful practice with new language concepts.

Incorporating activities into the classroom is essential for enhancing speaking skills among non-English major students Regular engagement in interactive tasks not only encourages students to articulate their knowledge but also fosters significant improvements in their communication abilities.

Limitation of the study

Due to limited time and experience, the study cannot cover all the information about activities through teaching English speaking skills for non-English majors

To sum up, for the lack of time and knowledge, mistakes and shortcoming are these studies is unavoidable Any comments on using language games will be warmly welcomed.

Students’ perception towards difficulties in learning English skills

A recent evaluation of non-English major students at UTEHY reveals that 55.8% identify limited vocabulary and pronunciation knowledge as their primary challenges in learning English speaking skills Additionally, 47.1% of students report difficulties with grammar, while 30.8% cite motivation issues, and 28.8% express a lack of confidence Overall, the findings indicate that the main obstacles to speaking English effectively are rooted in insufficient vocabulary and pronunciation skills.

Lecturers’ opinion about students’ perception towards difficulties in learning

The diagram highlights students' perceptions of challenges in learning English speaking skills Teachers unanimously agree that a lack of vocabulary is the primary obstacle, with 100% acknowledging this issue Additionally, 80% of educators identify deficiencies in pronunciation knowledge and motivation as significant hurdles Furthermore, 60% believe that grammar and confidence issues also affect students' learning experiences Consequently, teachers recognize five key elements contributing to students' difficulties, particularly emphasizing vocabulary, pronunciation, and motivation as the most critical factors.

A comparison of charts 5 and 6 reveals a discrepancy between teachers' and students' perceptions of speaking difficulties While students identify challenges in five key areas, teachers recognize only three: vocabulary, pronunciation, and motivation This suggests that students feel all aspects of speaking significantly impact their learning Consequently, it is crucial for teachers to focus more on addressing grammar deficiencies to enhance students' speaking skills effectively Furthermore, the reality of implementing English speaking activities for non-English students highlights the need for tailored approaches to improve their proficiency.

Co-operative activities for students

According to the data from Chart 7 on cooperative activities, 48% of members believe that practicing speaking English with a natural sound is essential, while 44.1% focus on engaging in conversations However, 38.2% feel that teachers frequently organize listening and repeating exercises, and 33.3% support sample question-and-answer activities, with only 22.5% favoring sentence-making activities, which is the least preferred Overall, the desire to enhance English speaking skills among students is reflected in the preference for activities that promote natural sound and conversation.

Lecturers’ opinion about co-operative activities for students

According to Chart 8 on co-operative activities, all teachers believe their students desire to engage in English conversation, while 80% allocate time for listening and repeating sample questions and answers Additionally, 60% of teachers feel that students frequently prefer sentence-making activities.

Teachers believe that organizing cooperative activities like conversations, listening exercises, and sample question-and-answer sessions is essential for enhancing students' English speaking skills However, the effectiveness of these natural sound activities is considered to be the lowest among various teaching methods.

A comparison of charts 7 and 8 reveals a disparity between teachers' and students' preferences for speaking activities Students express a desire for activities that focus on natural sound, conversation, and listening and repeating, while teachers believe their students prioritize conversation, listening and repeating, and sample questions and answers Despite this difference, students agree that all teacher-organized activities contribute to enhancing their speaking skills This indicates that teachers should place greater emphasis on activities that promote natural sound to effectively improve their students' speaking abilities.

Competitive activities for students

According to Chart 5 on competitive activities, 57.7% of non-major students expressed a preference for word guessing activities, which teachers frequently use to enhance speaking skills Additionally, 32.7% of respondents indicated a desire for "find someone who" activities, while 29.8% preferred role-play activities Only 17.3% showed interest in the "hot seat" activity, making it the least favored option Overall, students are eager for teachers to organize activities that align with their preferences to improve their English speaking skills.

Lecturers’ opinion about competitive activities for students

Chart 10 illustrates the competitive activities students prefer teachers to organize for enhancing their English speaking skills Notably, 100% of teachers believe that students favor guess word activities, while 80% support role-play and find someone who activities Conversely, only 60% of teachers feel that students are interested in make a hot seat activities, which is the least favored option Overall, teachers agree that activities like guess word, role-play, and find someone who are essential for fostering students' English speaking skills.

In conclusion, according to chart 9 and chart 10, students and teachers all agree that students want to organize English speaking activities is guess word.

The speaking activities preference for students

According to Chart 11, students' favorite activities vary in ratings, with 51% of non-English major students expressing enjoyment, while 46% liked the activity and 4% did not When paired with a partner, 56% of students loved the activity, and 40% of non-English majors shared this sentiment, with 4% disliking it Group work was particularly favored, with 64% of club members rating it highly and 31% liking it In paired activities, 58% of students reported enjoyment, and 40% expressed a normal level of affection for it Overall, these activities significantly enhance students' speaking skills, particularly teamwork and collaborative exercises, which received the highest ratings.

Lecturers’ opinion about the speaking activities preference for students

According to Chart 12, teachers rated students' preferences for various activities, revealing that 50% strongly agree that students enjoy group and pair work Additionally, 40% of teachers believe students love partner activities, while only 10% indicate that students like them very much In contrast, individual activities received mixed reviews, with 20% of teachers rating them as very fondly received by students and 30% noting that students do not love them as much Overall, teachers consider most activities beneficial for enhancing students' speaking skills, particularly highlighting the effectiveness of pair and group work, which received the highest ratings.

Charts 11 and 12 reveal a notable agreement between teachers and students regarding the effectiveness of pair work and group work in enhancing students' speaking skills Both groups recognize these collaborative methods as valuable tools for improving communication abilities.

The useful speaking activities for students

According to Chart 13, students rated the usefulness of class activities, with presentation activities receiving the highest evaluation; 70% of students found them very helpful In contrast, role-play activities were deemed useful by only half of the students.

A recent survey revealed that over 62% of students found interviews to be beneficial, while 60% enjoyed discussion activities However, students rated role-play activities as less useful In contrast, presentations received high praise, with all students deeming them very helpful, and only 3% considering these activities unhelpful Overall, the majority of students in the class believed that these activities significantly contributed to their learning experience.

Lecturers’ opinion about the useful speaking activities for students

According to Chart 13, students evaluated the usefulness of class activities, with teachers overwhelmingly agreeing that discussion activities were the most beneficial, receiving a 100% approval rating for their helpfulness In contrast, only 20% of teachers considered role-play activities to be very useful Meanwhile, 40% of teachers found interview and presentation activities to be valuable in enhancing student learning.

A comparison of Chart 13 and Chart 14 reveals a notable difference in perceptions between teachers and students; students rated their enjoyment of presentations highly, while teachers emphasized the value of discussion activities This indicates that teachers should focus more on presentation activities to enhance students' speaking skills effectively.

In order to check the validity and reliability of the questionnaire, the researcher also conducted interviews for the students In the first question, the researcher asked randomly

In a recent survey of seven students regarding their preferred classroom activities, a significant number expressed a strong preference for group activities Many highlighted the enjoyment of pair and group work, stating, "I like pair work and group work activities the most because it is fun Everyone can share with each other." Additionally, students mentioned their enthusiasm for interactive games, such as the "guess word" activity, noting that it brings them happiness Some students also appreciated a balance between group and individual tasks, with one stating, "I like both group and individual activities Group activities are fun and individual activities make me confident because I often have to present in front of the club." Overall, the feedback indicates a clear inclination among students towards teamwork-oriented activities in the classroom.

In response to the interview question about how activities enhance their English speaking abilities, most students emphasized that classroom participation significantly boosts their skills One student expressed enthusiasm for these activities, noting substantial improvement in speaking, though they acknowledged a need to expand their vocabulary Another student highlighted the lack of feedback at home, which hinders their learning, and requested more pronunciation-focused activities from teachers to aid their progress Overall, the interviews reveal a strong belief among students that engagement in class activities is crucial for developing their English speaking proficiency.

38 is improved In general, these activities are of great help to students, such as improving vocabulary and pronunciation

3.6 Some suggested to improve teaching and learning English speaking skills

3.6.1 Some suggested to improve learning English speaking skills for students

A recent survey reveals that students struggle primarily due to a lack of vocabulary, hindering their ability to communicate and perform on tests To enhance vocabulary, learners should group new words by context and explore diverse speaking topics Additionally, utilizing grammar resources like Grammar Bytes, Daily Grammar, and the Oxford English Grammar Course can reinforce grammar structures Pronunciation challenges further impede students' confidence in speaking, making it essential to integrate pronunciation practice with vocabulary activities Engaging in specific classroom exercises can help students learn new words while correcting pronunciation errors Furthermore, practicing pronunciation at home or with friends is beneficial, with resources like "Hello English" for IPA pronunciation and Hana's Lexis for speaking tips serving as valuable tools.

Many students struggle with English speaking skills due to a lack of vocabulary, grammar, and pronunciation, but motivation and confidence are equally critical factors Prolonged periods without practice can weaken their speaking abilities, while low confidence can hinder effective communication in group settings To combat this, teachers are encouraged to incorporate English games into lessons to create a more engaging atmosphere and alleviate discouragement Activities such as role-playing, "find someone who," and class presentations foster teamwork and help students build confidence in their communication skills As a result, students can overcome their lack of motivation and fear of speaking in front of others.

There are some suggestions to help students can overcome difficulties in learning English skills Students can rely on it to find the best plan for themselves

3.6.2 Some suggested to teachers improve learning English speaking skills for students

Teachers must recognize students' desires to engage and continuously learn from their peers to innovate speaking skills instruction, which is crucial for effective communication Collaboration and sharing experiences among educators are essential to identify the most effective teaching methods for speaking lessons Additionally, employing a diverse range of teaching strategies and varied data sources is vital to keep students engaged and prevent feelings of boredom or abandonment.

To address students' vocabulary and grammar challenges, teachers should promote collaboration and mutual support among learners while fostering self-study habits and topic-based vocabulary building Additionally, incentivizing students with rewards for winning teams and light-hearted consequences like singing or dancing for losing teams can enhance motivation Organizing presentation-related activities further aids in effectively improving students' speaking skills.

This chapter examines the factors influencing the speaking skills of second-year non-English major students and identifies activities that can enhance their speaking abilities Additionally, the study presents recommended activities aimed at improving these skills In conclusion, the research summarizes the key findings and insights discussed throughout the chapter.

CHAPTER 4 CONCLUSION 4.1 The achievement of the objectives of the study

Non-English major students at Hung Yen University of Technology and Education can enhance their English speaking skills through engaging activities and games This article presents effective strategies for improving speaking abilities among these students within an English club setting.

Current educational methodologies emphasize the importance of learners' ability to communicate effectively in the target language A successful speaking lesson prioritizes student participation over teacher dominance, allowing for more speaking opportunities Engaging activities, such as language games, enhance students' speaking skills both theoretically and practically Research indicates that when teachers organize interactive activities, they foster a stimulating environment where learners can express themselves in English with greater confidence and accuracy This approach not only alleviates the stress and monotony often associated with learning a foreign language but also offers meaningful practice with new language concepts.

Engaging activities play a crucial role in helping students articulate their learning and enhance their speaking skills To foster better communication abilities, it is essential to incorporate these activities more frequently in classes for non-English major students.

Due to limited time and experience, the study cannot cover all the information about activities through teaching English speaking skills for non-English majors

To sum up, for the lack of time and knowledge, mistakes and shortcoming are these studies is unavoidable Any comments on using language games will be warmly welcomed

To enhance future studies in the field of language education, we recommend exploring various unresolved issues that present intriguing research opportunities Specifically, we advise teachers and students to engage in activities that effectively improve English speaking skills Designing innovative and engaging activities can foster greater interest and curiosity among students, making it a valuable focus for subsequent research.

[1] Brown, H.D (1994) Teaching by Principles: An interactive approach to language pedogogy Englewood Cliffs, NJ: Prentice Hall Regents

[2] Byrne, D (1995), Games Teaching Oral English, Harlow: Longman Group UK Limited

[3] Chaney, A L., & Burk, T L (1998) Teaching Oral Communication in Grades K-8

[4] Cameron, L (2001), Teaching Languages To Young Learner

[6] Ellis J (1997), Interference of L1 (Urdu) in L2 (English) in Pakistan:

Teaching English as a Second Language

[7] Frost, R (2002), Presenting vocabulary, Bristish Council, From http://www.teachingenglish.org.uk/think/vocabulary/present_vocab.shtml

[8] Gardner, R and Lambert, W.E (1972) Attitude and motivation in secondary language learning New York: Newbury House

[9] Harmer, J (2001) The practice of language teaching New York: Longman

[10] John Biggs (Biggs 2012 [1999]) Focuses on what students are doing

[11] Johnson, D W., & Johnson, R., “New Developments in Social Interdependence Theory”, Genetic, Social, & General Psychology Monographs, 131 (4), pp.285- 358, 2005

[12] Johnson, D., Johnson, R., & Holubec, E., Cooperation in the classroom, Edina: Interaction Book Company, 1993

[13] Johnson, D W., Johnson, R T., & Smith, K A., Cooperative Learning: Increasing College Faculty Instructional Productivity Washington, D.C: The George Washington University, School of Education and Human Development, 1991

[14] Jolliffe W., Cooperative Learning in the Classroom: Putting it into Practice, Thousand Oaks: Sage Publications, 2007

[15] Littlewood, J (1991), Communicative Language Teaching, Cambridge University

[16] McKay, SL (2002), Teaching English as an international language: Rethinking goals and perspectives

[17] NUNAN, D (1999) A foot in the world of ideas: graduate study through the

Internet Language Learning& Technology, 3 (1), July 1999, pp.52-74

[18] Oxford Advanced Dictionary, p 13 A L Chaney and T L Burke

[19] Richard, J.C (2008), Communicative language toda, Newyork: Cambridge University

[20] Stahl, R.I., The essential elements of cooperative learning in the classroom, 1994 Retrieved online September 20th 2014 from http:/www.ed.gov/pubs/OR/ConsumerGuides/ cooplear.html

APPENDICES APPENDIX 1 SURVEY QUESTIONNAIRE FOR STUDENTS

My name is Nguyen Thi Nhung, a student in TAK15.1 at the Faculty of Foreign Language at Hung Yen University of Technology and Education (UTEHY) I am conducting a graduation research study titled “A Study on Activities to Improve Speaking Skills for Second-Year Non-English Major Students of the Faculty of Electrical and Electronics Engineering at UTEHY.” I kindly request your participation in this survey questionnaire to aid in my research Your honest responses are greatly appreciated, and I assure you that all information provided will be used solely for research purposes, ensuring your anonymity and confidentiality in any discussions of the data.

Thank you very much for your cooperation

• You have been learning English for………years

• You have been learning speaking English for………years

For the following questions, please circle the appropriate choice for each question or write down the answer where necessary

(Đối với các câu hỏi sau, vui lòng khoanh tròn lựa chọn phù hợp cho từng câu hỏi hoặc viết ra câu trả lời khi cần thiết.)

1 How do you think about the importance of English speaking skills in the English club?

(Bạn nghĩ thế nào về tầm quan trọng của việc học kỹ năng nói tiếng Anh?) a) Very important (Rất quan trọng) b) Important (Quan trọng)

II c) Less important (Ít quan trọng) d) Not important (Không quan trọng)

Practicing English speaking skills in the English club is essential for various reasons Firstly, it helps individuals prepare for and pass speaking tests, enhancing their confidence and proficiency Additionally, engaging in conversations with peers allows for real-time feedback and improvement Moreover, the club provides a supportive environment for learners to practice and refine their speaking abilities, making it an ideal setting for language development.

(qua bài kiểm tra nói) b) communicate with the foreigners

(giao tiếp với người nước ngoài) c) find a good job

(tìm một công việc tốt)

3 Which difficulties do you encounter when you practise English speaking skills? (more than one option is possible)

Tiêu đề	A study on activities to improve speaking skills for the second-year non-English major students of Faculty of Electrical and Electronics Engineering at Hung Yen University of Technology and Education
Tác giả	Nguyen Thi Nhung
Người hướng dẫn	Nguyen Thi Thanh Muoi, M.A
Trường học	Hung Yen University of Technology and Education
Chuyên ngành	English Linguistics
Thể loại	Graduation Paper
Năm xuất bản	2021
Thành phố	Hung Yen

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