Trang 1 --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON DIFFICULTIES AND SOLUTIONS IN LEARNING ENGLISH SPEAKING SKILL OF THE SECOND YEAR STUDENTS AT THE FACULTY OF AUTOMOBILE
INTRODUCTION
Aims of the study
The study is carried out to find out learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY with the following aims:
- To survey the opinions of learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY
- To find the common difficulties of the second-year Automobile Engineering major student’s learning English speaking skill at UTEHY
- To suggest some possible solutions to overcome difficulties in learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY.
Research questions
The study have three research questions:
Research question 1: What are the student’s opinions of learning English speaking skill for the second- year students in the Faculty of Automobile Engineering at UTEHY?
Research question 2: What are the difficulties of learning English speaking skill for the second-year students in Faculty of Automobile Engineering at UTEHY?
Research question 3: What are some suggested solutions to improve their English listening skill for the second-year students in Faculty of Automobile Engineering at UTEHY ?
Scope of the study
This study examines the common challenges faced by second-year students at UTEHY's Faculty of Automobile Engineering in learning English speaking skills, due to time constraints and a limited scope It also proposes effective solutions and techniques to enhance their speaking abilities in English.
Significance of the study
This study aims to identify the challenges faced by second-year students in the Faculty of Automobile Engineering when learning English speaking skills, along with proposed solutions The findings are intended to serve as a valuable reference to enhance students' speaking abilities in future semesters.
This study aims to enhance the understanding of the challenges faced by second-year students in the Faculty of Automobile Engineering at UTEHY when learning speaking skills.
Methodology
This study aims to explore the challenges faced by second-year students in the Faculty of Automobile Engineering at UTEHY in developing their speaking skills Utilizing both quantitative and qualitative research methods, the investigation will involve administering survey questionnaires and conducting interviews with students to gather comprehensive insights into their learning experiences.
After getting the results, the researcher will use the tables and charts for presenting the collect data.
Design of the study
The study includes four main chapters, organize as follows:
Chapter 1: INTRODUCTION - presents the rationale, the aims, the research questions, the scope, the methodology, the limitations and the design of the study
Chapter 2: LITERATURE REVIEW - presents the concepts relevant to the study
Chapter 3: THE STUDY - presents an overview of the context of investigation, summarizes most common difficulties and gives some suggested solutions for them to overcome those difficulties
Chapter 4: CONCLUSION - addresses the key issues, limitations of the study and suggestions for further researches
LITERATURE REVIEW
Speaking skill
Speaking skills are crucial in the language learning process and serve as a key measure of learners' success Many students assess their language proficiency based on their speaking abilities Without opportunities to practice speaking in the classroom, learners may feel demotivated and disengaged However, when teachers incorporate engaging activities into speaking lessons, the experience can become enjoyable and stimulating for students.
Speaking is a crucial aspect of human communication, acknowledged by various linguists According to Bygate (1997), it is an essential skill that deserves as much focus as other language abilities in both first and second languages For learners, the ability to speak is vital for engaging in basic interactions and effectively expressing their ideas.
Interaction in language is essential for effective communication among participants, as highlighted by Bygate (1997), who notes that interaction skills involve knowing what to say, when to say it, and how to express it clearly Thus, learners of speaking skills must develop not only linguistic competence—covering grammar, pronunciation, and vocabulary—but also sociolinguistic competence, which encompasses understanding the context and purpose of language use Additionally, Brown, Burns, and Joyce (1994; 1997) describe speaking as an interactive process that involves producing, receiving, and processing information to construct meaning effectively.
Chaney and Burk (1998, p.13) states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in many different contexts
According to Brown (1994), interaction is fundamental to communication, encompassing the processes of sending, receiving, and interpreting messages within specific contexts It involves negotiating meanings and collaborating to achieve shared objectives This collaborative exchange of thoughts, feelings, or ideas between individuals leads to a mutual influence, highlighting the essence of effective communication.
Speaking skill, as defined by Byrne (1986), is a crucial aspect of oral communication and is considered a productive skill It requires the speaker to encode their message in suitable language while the listener decodes and interprets it Florez (1999) further emphasizes that speaking is an interactive process of meaning construction, involving the production, reception, and processing of information, often characterized by spontaneity and evolution.
Speaking encompasses various definitions, each with its unique strengths For this study, the researcher adopts Bygate's (1997) definition, emphasizing that effective speaking involves not only grammatical competence but also sociolinguistic competence.
According to Bygate (1997), speaking encompasses two main types of routines: information routines and interactional routines Information routines can be divided into two sub-routines: expository, which includes description, narration, comparison, and instruction, and evaluation, which involves explanation, prediction, justification, preference, and decision-making On the other hand, interactional routines are structured around typical sequences found in various conversational contexts, such as telephone calls, interviews, casual encounters, and lessons, each exhibiting distinct organizational patterns.
According to Brown (1983), speaking possesses three key characteristics: it is context-dependent, often spontaneous and evolving, yet can also be predictable First, the form and meaning of speech are influenced by the context, including participants, their experiences, the environment, and the purpose of communication Second, effective speaking requires learners to have both linguistic competence—knowing grammar, pronunciation, and vocabulary—and sociolinguistic competence—understanding the appropriate contexts for language use Lastly, speaking involves unique skills, structures, and conventions that distinguish it from written language.
Bygate (1987) argues that speaking is often an undervalued skill, as it is commonly assumed that everyone can speak, leading to its frequent underappreciation He emphasizes that speaking deserves equal attention as literacy skills, as learners require confidence in speaking for essential interactions and transactions Furthermore, Bygate highlights that speaking serves as a crucial medium for language acquisition.
In conclusion, effective speaking is essential for successful communication By analyzing the practices of proficient speakers, incorporating relevant speaking tasks in the classroom, and addressing the specific needs of learners, educators can significantly enhance their students' speaking abilities.
Difficulties in learning speaking skill
Scholars have varying perspectives on the challenges of developing speaking skills in language learning Hymes (1974) emphasized that speaking proficiency encompasses linguistic, socio-linguistic, and discourse competencies, suggesting that factors such as student psychology, culture, learning materials, teacher characteristics, class size, and the learning environment significantly influence students' ability to achieve communicative competence Larsen (1986) noted that both teachers and students, along with external factors, contribute to the difficulties encountered in language teaching, particularly in speaking skills The researcher chose to adopt Larsen's framework for her study.
Nunan (1991) emphasized the significance of teacher talk in the classroom, asserting that it plays a vital role in both classroom organization and language acquisition He argued that effective teacher communication is essential for successfully executing teaching plans and managing the classroom environment Furthermore, teacher talk serves as the primary source of comprehensible input for learners, making it crucial for their understanding and acquisition of the target language.
Research indicates that teachers account for over 70% of the total talk in classrooms (Legarretta, 1977; Chaudron, 1988; Zhao, 1998; Cook, 2000) This dominance of teacher talk limits students' opportunities for language practice, hindering their expected language proficiency development.
According to Brown (2002), students' errors provide crucial insights into their language acquisition strategies, highlighting the importance of error correction by teachers Effective correction is essential for enhancing students' understanding of language meaning and structure, ultimately aiding their conversational mastery There is a debate on the best approach to correction, with some advocating for gentle and tactful methods, while others support a more assertive and encouraging style Ur (2000) emphasizes the latter approach, warning that insensitive corrections can undermine students' confidence and lead to disappointment.
Teachers must approach corrections with sensitivity and tact, enabling students to identify and understand their mistakes without feeling shy or embarrassed This supportive environment encourages comfortable self-correction and fosters a positive learning experience.
Byrner (1986, p.2) identifies three key roles of teachers in the stages of teaching speaking: the presentation stage, the practice stage, and the production stage In the presentation stage, teachers serve as informants, carefully managing time to ensure students can engage in essential activities During the practice stage, teachers act as conductors, maximizing student practice time with the language presented Finally, in the production stage, teachers take on the roles of managers and guides, encouraging students to use the language freely, despite potential mistakes At the conclusion of these activities, teachers are expected to provide feedback on students' speaking performance.
Teachers play a crucial role as motivators, fostering students' interest in learning; without this motivation, speaking activities are unlikely to succeed.
Students face various challenges when learning a foreign language, particularly in developing speaking skills Nunan (1999) identifies unmotivation as a significant barrier to mastering speaking abilities, which can stem from factors such as insufficient progress perception, uninspiring teaching methods, boredom, inadequate resources, unclear instructional goals, and lack of constructive feedback Additionally, Tsui (1996) highlights five key factors that contribute to learners' difficulties in speaking during class, emphasizing the complexities teachers encounter in fostering communicative competence among students.
Students often experience anxiety about making mistakes and fear losing face among their peers, which can be exacerbated by a low self-assessment of their proficiency Additionally, teachers may struggle with an intolerance for silence, leading to uneven participation in class and resulting in incomprehensive input for students.
Dwyer and Murphy (1996) identified several factors contributing to communication challenges in English, including fear of public failure, fear of making mistakes, lack of confidence, low English proficiency, and difficulty keeping pace with native speakers Additionally, issues such as incompetence in English conversational rules and norms, along with disorientation, were noted These findings have been corroborated by various scholars, including Jones.
(1999), Cortazzi & Jin (1996); Jackson (1999, 2001, 2002); Li (1998); Zou (2004) According to Burns and Joyce (1997), cultural, linguistic and affective factors are the three main causes of students' difficulties in learning a foreign language
Cultural factors significantly influence students' learning experiences and expectations According to American linguist Sapir, language and culture are interconnected, with culture reflecting societal thoughts and actions, while language conveys these ideas To master a language, learners must understand its social context Cultural factors also shape learning styles, which Keefe defines as stable cognitive, affective, and physiological traits that affect how learners engage with their environment Willing categorizes learners into four types: concrete learners, who focus on social aspects; analytical learners, who prefer individual study of reading and grammar; communicative learners, who enjoy interaction; and authority-oriented learners, who thrive in independent, non-communicative settings.
According to Ellis (1985), learners' styles can be categorized into extrovert and introvert types, with extroverts typically excelling in oral communication due to their eagerness to engage with others Lightbown and Spada (1995) identify several personality traits that significantly influence second language learning success, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness.
It is important for teachers to take into consideration students’ different learning styles to improve their students’ performance in learning speaking
Linguistic factors, as defined by Scarcella and Oxford (1992), encompass grammar competence, which includes grammar structures such as morphology and syntax, vocabulary, and mechanics like phonetics and pronunciation Additionally, it is important to consider how learners' first languages influence their acquisition of the target language, particularly in relation to sounds, rhythms, and stress patterns.
Affective factors: Affective factors that cause difficulties for students in learning a foreign language may be low motivation, anxiety in class, negative social experiences and culture shock
Motivation plays a crucial role in determining success or failure in learning situations, as highlighted by Melton (1990) Dornyei (2001) identifies three key components of motivation: course-specific, lecturer-specific, and group-specific For teachers to effectively motivate students, they must address all three components, which can be quite challenging Nunan (1999) identifies several factors contributing to student demotivation, including a lack of perceived progress, uninspired teaching methods, boredom, irrelevant materials, unclear instructional goals, and insufficient feedback.
Anxiety, as defined by Shank & Terril (1995), refers to the subjective experience of tension, apprehension, nervousness, and worry linked to the activation of the autonomic nervous system Zhang (2006) identified six primary causes of language anxiety, with low proficiency being a significant factor.
English, students’ fear of mistakes and derision, large class size, unwilling to take risks, low tolerance of ambiguity, competitiveness
THE STUDY
The context
Description of the students at the second-year students in Faculty of Automobile Engineering at UTEHY
Second-year students at UTEHY's Faculty of Automotive Engineering hail from various provinces, including Hanoi, Ha Nam, and Hai Phong While most have prior exposure to English, their proficiency levels are generally low, as English is not prioritized in their education During college entrance exams, non-English subjects are emphasized, leading students to view English as less important and resulting in a lack of thorough study Consequently, students exhibit a wide range of English skills, with some being reasonably proficient yet struggling to speak fluently Their motivations for learning English also differ significantly.
The study
A study was conducted involving 300 second-year students aged 20 to 21 from the Faculty of Automobile Engineering at UTEHY during the second semester of the 2020-2021 academic year Due to the influence of their high school English curriculum, these students had limited opportunities to practice their English skills, resulting in restricted proficiency levels upon entering university Consequently, they encountered numerous challenges in their studies.
This study aims to investigate the common difficulties faced by second-year students at the Faculty of Automobile Engineering at UTEHY in learning speaking skills To achieve this, the researcher employs a survey research methodology, aligning with the descriptive nature of the study The focus is on gathering information directly from students about their current experiences, specifically identifying the most prevalent challenges they encounter in developing their English speaking skills.
This study utilizes questionnaires from second-year students in the Faculty of Automobile Engineering at UTEHY to gather data, ensuring the accuracy of the findings.
The researcher distributed questionnaires to students to identify common challenges in learning English speaking skills from their perspectives, receiving 300 completed responses for analysis The survey included personal information such as age, gender, and major, along with questions regarding their attitudes towards learning English speaking skills and the difficulties they face To ensure the reliability and validity of the data, the questionnaires were administered directly to K17 learners during breaks between online lessons, encouraging focused responses Prior to the survey, the researcher explained the study's purpose and clarified any potential misunderstandings, providing instructions in both English and Vietnamese to eliminate ambiguity The collected data was then summarized into statistical tables for analysis, aiming to answer the research questions and draw possible implications.
An interview was conducted with five students from the K17 class in the Faculty of Automobile Engineering at UTEHY, all of whom willingly participated The purpose was to gather insights on the factors influencing English speaking skills and to obtain suggestions for improvement Following the interviews, the researcher analyzed the data derived from the responses, ensuring that all findings were meticulously recorded.
Data analysis
Results from survey questionnaires for students
Question 1: General information about participants
The information about the students participating in the survey is presented in the following table:
Table 1: Information about students participating in the survey
From the table above, it can be seen that 300 students participated in the survey The second-year students in the Faculty of Automobile Engineering are 100% male
Part 2: Students’ opinions about learning speaking skills
Question 2: Students’ opinion about the important of English speaking skill
Chart 1: Students’ opinion about the importance of speaking skill
A recent survey revealed that a significant majority of students, specifically 78%, view English speaking skills as highly important Conversely, only a small fraction of students regard these skills as either not very important or not important at all.
Question 3: Students’ opinion about the importance of English speaking skill in comparison with other skills
Chart 2: Students’ opinion about the importance speaking skill in comparison with other skills
This question was used to investigate students' opinions about the importance of speaking English compared to other skills (reading, listening and writing) In student group, only 4%
Very important Quite important Important Not very important
A significant majority of students prioritize English speaking skills, with 92% recognizing it as equally important as other skills Only a small fraction, just 3% or 19 out of 300 students, views English speaking as less important than other skills.
Question 4: Students’ opinions about favor of learning English
Chart 3: Students’ opinions about favor of learning English speaking skill
From the chart above, it can be seen that students who do not like learning to speak English account for 54% (160 students) And students prefer to speak English only 12%
Question 5: What is students’ judgment about speaking competence?
Very much Quite much Normal Not really Not at all
Very good Good Bad Very bad
Chart 4: Students’ judgment about speaking competence
According to the data presented, only 30% of students rate their English speaking competence as good, while a significant 50% consider their skills to be poor It's important to note that this information may not be entirely reliable, as some students may not accurately assess their own English proficiency.
Question 6: What is the reason students learn English speaking skills?
Students’ reasons for learning English speaking skill Number
A because it is a compulsory subject 0 0
C Because it is necessary for your future job 94 31,3
D Because it is helpful for you to communicate with foregners
E Because it is helpful for you to improve your
Table 2: Students’ reasons for learning English speaking skill
When asked about the reason for learning English, only 20 students out of 300 students (6.6%) learned English speaking skills because they find it interesting There are 94 out of
A significant portion of students, 31.3%, focus on improving their English speaking skills to enhance their future job prospects However, only a small number pursue these skills to communicate with foreigners or expand their knowledge, with no other motivations identified among the students.
Part 4: Students’ common difficulties in learning speaking skill
Question 7: Students’ common difficulties in learning speaking skill
Factors causing difficulties in learning speaking
- In appropriate teachers’ role in the class 0 0 b Teachers’ characeristics:
From students a Students learning style (passive, intrinsic)
293 97,6 b Students’ low motivation 218 72,6 c Students’ anxiety 292 97,3 d Students’ lack of background knowledge, ideas
224 74,6 e Lack of vocabulary 237 79 f Lack of grammar structure 252 84 g Poor pronunciation, stress and intonation
From factors a Large classes 262 87,3 b Multilevel 263 87,6 c Uninteresting textbooks 113 37,6
Table 3: Students’ common difficulties in learning speaking skill
Many students face challenges in developing their English speaking skills, largely due to the teaching methods employed by their instructors A significant portion of students believe that the way teachers conduct classes contributes to their difficulties, with only 6% attributing their struggles to excessive teacher talk and insufficient practice opportunities Moreover, the absence of acknowledgment regarding the teacher's role in fostering a supportive environment leaves students feeling shy and lacking confidence, ultimately hindering their ability to effectively engage in speaking activities.
Students generally express high levels of satisfaction with their teachers, as indicated by the data Only 4% perceive their teachers as unfriendly, and an equal percentage feels their teachers lack motivation However, 22.6% of students report challenges in learning speaking skills, attributing this difficulty to a perceived lack of enthusiasm from their teachers.
The data reveals that a significant majority of students struggle with English speaking skills primarily due to their learning styles An overwhelming 97.6% of the 300 surveyed students identify as passive learners, which hinders their ability to engage with the language effectively Additionally, 72.6% of students report a lack of motivation, further exacerbating their difficulties Nervousness affects 97.3% of the students, while 74.6% feel they lack the necessary background knowledge and ideas to converse A staggering 83.08% indicate insufficient vocabulary, 85.93% struggle with grammar structures, and 79% report challenges with pronunciation, stress, and intonation, leading to reluctance in participating in speaking activities Finally, when asked to identify their own challenges, 97% of students attribute their difficulties to laziness.
The second-year students of the Automation Engineering Department at UTEHY exhibit a lack of confidence and fear of speaking in front of their peers Many struggle with insufficient background knowledge and ideas related to class topics, leading to a reluctance to engage and participate in class activities This disengagement is further compounded by a lack of motivation to study.
Question 8: What is your favorite ways to improve speaking skills?
Table 4: The best way to improve speaking skills of students
It can be clearly realized that most of students agree that "Practice pronunciation" (74%),
“Improve grammar and structures" (85%), “Enhance vocabulary" (95%) and "Enrich background knowledge" (63%).
Summary of findings
This study investigates the challenges faced by second-year students in the Faculty of Automobile Engineering at UTEHY in developing their speaking skills, while also proposing potential solutions Findings from questionnaires administered to both students and teachers reveal that key obstacles include students' passive learning styles, lack of motivation, low English proficiency (characterized by insufficient vocabulary, grammatical structures, and poor pronunciation, stress, and intonation), as well as the difficulties associated with learning in large, multilevel classes.
Students in their second year at the Faculty of Automotive Engineering at UTEHY exhibit passive learning styles, lacking autonomy in their educational process English is not prioritized as a core subject, leading to a reluctance to engage deeply with the material, as many students focus solely on passing exams They often do not seek effective methods for learning English and tend to ignore teachers' guidance and advice A questionnaire aimed at teachers indicates that students desire motivation and support, suggesting that increased encouragement from English teachers could enhance their engagement and learning outcomes.
Low motivation among students is a significant barrier to learning English speaking skills, as many view it merely as a compulsory subject rather than recognizing its future importance This lack of enthusiasm often results in minimal effort, with students focusing solely on passing exams Additionally, students frequently struggle with a limited vocabulary and insufficient sentence structures, hindering their ability to express ideas clearly Poor pronunciation, stress, and intonation further contribute to their reluctance to speak, leading to misunderstandings and a lack of confidence in communication.
Learning in large, multi-level classrooms presents significant challenges for both students and teachers This environment complicates the learning process for students and makes it difficult for teachers to design engaging activities that cater to the diverse needs of the entire class.
Some suggestions to overcome students’ difficulties in learning speaking skill
To enhance teaching effectiveness, educators should adopt diverse methods as students indicate lingering misconceptions Incorporating engaging activities such as role-playing, discussions, and opinion-sharing can make lessons more dynamic Creating a friendly and supportive classroom environment fosters student confidence while maintaining discipline is essential Building strong relationships and providing constructive feedback encourages active participation Following Harmer's (2005) suggestions, teachers can implement various interactive activities, while Littlewood (1981) offers additional strategies like identifying shapes, detecting similarities, and reconstructing story sequences to enrich learning experiences.
Roleplay is controlled through signals and information, the form of debate or discussion, large-scale simulation and improvisation activities
Students should explore personalized strategies to enhance their English learning experience, as each individual has a unique preferred learning style Additionally, discovering personal motivation is essential for effective language acquisition.
To achieve fluency in English, students must dedicate themselves to rigorous practice This involves expanding their vocabulary, mastering correct pronunciation, and understanding new grammatical structures to effectively incorporate them into their spoken language.
Limitations of the study
This study has several limitations due to time and capacity constraints Firstly, the researcher relied solely on a questionnaire for students and did not conduct interviews to further explore their difficulties Secondly, classroom observation was not utilized, preventing an assessment of the effectiveness of the proposed solutions Additionally, the findings may not be applicable to all students at UTEHY and should primarily serve as a reference for those in the Faculty of Automobile Engineering Lastly, as the study employed a survey research method, the results are preliminary and provide only a basic understanding of the challenges faced by second-year students in learning speaking skills A more comprehensive, long-term study in this area is essential for deeper insights.
Suggestions for further studies
Researchers encourage expanding the study's scope by including more participants from various schools, colleges, and universities In addition to speaking skills, future research can explore listening, reading, and writing skills to gain a comprehensive understanding of language proficiency.
Action research is essential to evaluate the effectiveness of teachers' suggested solutions for enhancing students' English speaking skills Additionally, researchers in this field can conduct their own action studies to identify teaching methods that significantly improve students' speaking abilities.
Despite some limitations, it is still hopeful that this thesis can be a basic knowledge and reference materials for other studies
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APPENDIX 1 SURVEY QUESTIONNAIRE FOR STUDENTS
This survey aims to investigate the challenges faced by second-year students in the Faculty of Automobile Engineering at UTEHY when learning to speak Your participation in answering the following questions is greatly valued, and your responses will remain confidential Rest assured, your identity will not be disclosed in any analysis of the data.
In completing these following questions, please choose the answer by circling the letter next to your choice, scaling items or expressing your ideas in the blanks
Thank you very much for your cooperation!
2 How long have you studied English?
A Less than 1 year C More than 3 - 7 years
3 You think English speaking skill is ……
4 In comparison with other skills (listening, reading and writing), speaking is…………
A More important than other skills
B As important as other skills
C Less important than other skills
5 How much do you like speaking English?
A Very much C Quite a lot E Not at all
6 What do you think about your speaking skill?
A Very good C Good E Quite bad
B Quite good D Bad F Very bad
7 Why do you learn English speaking skill? (Please tick all items that apply you)
C Because it is necessary for your future job
D Because it is helpful for you to communicate with foreigners
E Because it is helpful for you to improve your knowledge
Part II: Specific information about difficulties and ways to improve in learning English speaking skills
8 What are your difficulties in learning speaking skill (Please tick all the items that apply you)
Factors causing difficulties in learning speaking English Tick (√)
Students often face challenges in their learning due to various factors, including passive or intrinsic learning styles, low motivation, and anxiety Additionally, a lack of background knowledge and ideas can hinder their progress, as can insufficient vocabulary and grammar structure Poor pronunciation, stress, and intonation further complicate their ability to communicate effectively.
Objective factors a Large classes b Multilevel classes c Uninteresting textbooks
9 What techniques are necessary to improve your speaking skills? (tick (√) )
Not important Normal Important Very important Practice pronunciation
Thank you very much for your cooperation!
PHIẾU ĐIỀU TRA DÀNH CHO SINH VIÊN (bản Tiếng Việt)
Phiếu điều tra này nhằm nghiên cứu những khó khăn trong việc học kĩ năng nói của sinh viên không chuyên tiếng Anh tại trường Đại học Công nghiệp Hà Nội Kết quả sẽ chỉ được sử dụng cho mục đích phân tích dữ liệu nghiên cứu Chúng tôi rất trân trọng sự giúp đỡ của bạn trong việc trả lời các câu hỏi dưới đây Thông tin của bạn sẽ được bảo mật hoàn toàn và không ai có thể nhận ra bạn trong các thảo luận về dữ liệu Vui lòng chọn câu trả lời bằng cách khoanh tròn vào đáp án hoặc ghi ý kiến của bạn vào chỗ trống.
Xin chân thành cảm ơn sự hợp tác của các bạn!
2 Bạn đã học Tiếng Anh trong bao lâu?
A Dưới 1 năm C Hơn 3 năm đến 7 năm
B Từ 1 đến 3 năm D Hơn 7 năm
3 Bạn nghĩ kỹ năng nói Tiếng Anh
A Rất quan trọng C Quan trọng E Không quan trọng chút
B khá quan trọng D Không quan trọng lắm
4: So với các kĩ năng khác (nghe, đọc, viết) kĩ năng nói ……
A Quan trọng hơn các kỹ năng khác
B Quan trọng như kĩ năng khác
C Không quan trọng bằng các kỹ năng khác
5 Bạn thích nói Tiếng Anh nhiều như thế nào?
A Rất nhiều C Bình thường E Không thích chút nào
B Khá nhiều D Không thích lắm
6 Bạn nghĩ gì về kỹ năng nói của bạn?
A Rất tốt C Tốt E Khá dở
B Khá tốt D Dở F Rất dở
7 Tại sao bạn học kỹ năng nói? ( Đánh dấu tất cả các phương án phù hợp với bạn)
A Bởi vì nói rất thú vị
B bởi vì nó cần thiết cho công việc sau này của bạn
C Bởi vì nói giúp bạn có thể giao tiếp được với người nước ngoài
D Bởi vì nói giúp bạn có thể nâng cao kiến thức
E Ý kiến khác ( vui lòng nói rõ)
Phần II: Thông tin cụ thể về những khó khăn và cách cải thiện trong việc học kỹ năng nói
8 Khó khăn của bạn trong việc học kỹ năng nói là gì? ( Đánh dấu tất cả các phương án phù hợp với bạn)
Các yếu tố gây khó khăn cho bạn trong việc học kỹ năng nói Đánh dấu
(√) Khó khăn từ phía a Phương pháp giảng dạy của giáo viên: giáo viên - Thời gian nói của giáo viên quá nhiều
- Phương pháp chữa lỗi của giáo viên không phù hợp
- Vai trò của giáo viên trong lớp chưa phù hợp b Tính cách của giáo viên
- Giáo viên không thân thiện
- Giáo viên chưa khích lệ sinh viên đầy đủ
Giáo viên không nhiệt tình với sinh viên có thể dẫn đến nhiều khó khăn trong quá trình học tập Sinh viên thường có phong cách học thụ động và động lực học tập thấp, gây ra sự lo lắng và căng thẳng trong giờ học Họ cũng gặp phải vấn đề thiếu hiểu biết và ý tưởng, cùng với việc thiếu từ vựng và cấu trúc ngữ pháp cần thiết Ngoài ra, phát âm, trọng âm và ngữ điệu kém cũng là những trở ngại lớn Thêm vào đó, lớp học quá đông làm cho việc tiếp thu kiến thức trở nên khó khăn hơn.
Từ các b Trình độ của sinh viên trong lớp không đồng đều
Yếu tố khác c Giáo trình không thú vị Ý kiến khác (Xin hãy làm rõ)
9 Những kỹ thuật nào là cần thiết để cải thiện kỹ năng nói của bạn? ( đánh dấu (√))
Bình thường Quan trọng Rất quan trọng
Cải thiện ngữ pháp và cấu trúc
Nâng cao vốn từ vựng
Trau dồi kiến thức nền tảng Ý kiến khác (Xin hãy làm rõ)
Thank you very much for your cooperation!
1 What do you think of the importance of English speaking skill?
2 What are your difficulties in learning English speaking skill?
3 Do you have any solutions to practice speaking skills?