A survey on english speaking competence activities of english majored sophomores at thu dau mot university

THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATE PAPER A SURVEY ON ENGLISH-SPEAKING COMPETENCE ACTIVITIES OF ENGLISH-MAJORED SOPHOMORES AT THU DAU MOT UNIVERSITY Student name: Phạm Thị Ph°¡ng Nhi Student code: 1722202010236 Class: D17AVGD02 Course: 2017 - 2021 Major: English Language Lecturer: Nguyễn Hoàng Minh Đức (MA) Binh Duong, December 2020 0 THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATE PAPER A SURVEY ON ENGLISH-SPEAKING COMPETENCE ACTIVITIES OF ENGLISH-MAJORED SOPHOMORES AT THU DAU MOT UNIVERSITY Student name: Phạm Thị Ph°¡ng Nhi Student code: 1722202010236 Class: D17AVGD02 Course: 2017 - 2021 Major: English Language Lecturer: Nguyễn Hoàng Minh Đức (MA) Binh Duong, December 2020 0 STATEMENT OF AUTHORSHIP Student full name: Phạm Thị Phương Nhi Student ID: 1722202010236 Title of paper: "A survey on English-speaking competence activities of English-majored sophomores at Thu Dau Mot University" I hereby confirm that I am the sole author of the paper presented Where the work of others has been consulted, this is duly acknowledged in the paper’s bibliography I have also not consulted any other unnamed online sources All verbatim or referential use of the sources named in the bibliography has been specifically indicated in the text Binh Duong, 13/12/2020 The writer Phạm Thị Phương Nhi i 0 A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university ACKNOWLEDGEMENTS During the process of writing the topic, the writer encountered diverse problems, but fortunately, the writer has received a lot of help in selecting topics, searching documents, conducting survey, etc Firsly, the writer would like to thank the instructor, Ms Nguyen Hoang Minh Duc, who took the time to guide the writer carefully, specifically in the case of busy teaching From the first step of selecting a topic to the final revision of the report, she has provided many insightful and detailed pieces of advice to help the writer open up many of the writer's research ideas, as well as giving valuable comments in the process of writing reports on the writer's topic In addition, the writer would like to thank the teachers of Thu Dau Mot University in general and the Faculty of Foreign Languages in particular for creating a healthy learning environment, teaching knowledge so that the writer has the opportunity to learn, practice valuable training, improve knowledge, skills and implement this research project Lastly, without the support of the English language sophomores during the survey, the writer could not finish the research Therefore, the writer would like to express the gratitude to all of them Sincerely thanks! Pham Thi Phuong Nhi ii 0 A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university ABSTRACT The English-speaking competence is one of the most important language skills, especially in the future learning and working environment of each student, especially students specializing in the English language However, the speaking competence of English-majored sophomores is difficult To recognize the difficulties, the student's English competence is self-evaluated by the students and the methods that student applies to improve their ability The author has surveyed the students, especially the English-majored sophomores of Thu Dau Mot University to get relatively accurate figures on this issue through survey questions iii 0 A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university TABLE OF CONTENTS ACKNOWLEDGEMENTS ii ABSTRACT iii CHAPTER I: INTRODUCTION, MOTIVATION AND PURPOSE 1 Rationale for research Research Question Research purpose The significance of the research 5.Background information about the research: Context and subjects 5.1 Context Subjects The limitations of the research CHAPTER II: OVERVIEW OF PREVIOUS WORK CHAPTER III : LITERATURE REVIEW 3.1 Definition of speaking 3.2 Definition of Speaking Competence 3.3 Factors affecting speaking competence 3.4 The importance of English-speaking competence to students CHAPTER IV: METHODOLOGY 4.1 Research object 4.2 The participants 4.3 The data collection instrument 4.3.1 Document research: 4.3.2 Questionnaires: 4.4 The data categorization procedure 4.5 The data analysis procedure CHAPTER V PRESENTATION, ANALYSIS AND DISCUSSION 10 5.1 Students’ sel-evaluation about the students’ English-speaking compentence 10 5.2 The Activities to improve English-speaking competence 14 5.2.1 IN-CLASS ACTIVITIES 14 5.2.2 EXTRA ACTIVITIES 19 CHAPTER VI: CONCLUSION AND RECOMMENDATION 20 6.1 Conclusion 20 0 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A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university sophomores Secondly, the writer contacted them, sent an online questionnaire, and asked them to help the writer to conduct the survey Because the questionnaire was written in Vietnamese, the question did not cause any difficulties to the students, so they did not need much guidance These students helped send emails to their classmates to help the writer to complete the survey better 4.4 The data categorization procedure The data is divided into main parts: Student’s self-evaluation about the Englishspeaking competence and students’ activities to improve English speaking competence 4.5 The data analysis procedure The writer is still a student, and she does not have any special software to analyse the collected data to have a better analysis The writer simply uses percentages to analyse the data, though First, the writer presents the data in tables and then analysis the result of students Summary This section has just presented the methodology employed in the research The next section will present the results of the research and then have a discussion of these results 0 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A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university CHAPTER V PRESENTATION, ANALYSIS AND DISCUSSION This section presents the data collected from the participants’ responses to the questionnaires first, and then the researcher analyses and discusses the data in each question The data will be presented using tables with percentages and charts showing percentages As mentioned before, the target population is the sophomores of random English-majored sophomore class However, after the survey, the writer has just received 130 responses from the students 5.1 Students’ sel-evaluation about the students’ English-speaking compentence QUESTION NO.1: How difficult is speaking English? Student’s SELFEVALUATION Not at all difficult 1.5% 10.8% Slightly difficult 46.9% Moderately difficult 31.5% Quite difficult Extremely difficult 9.2% Table Student’s self-evaluation about the difficulty of speaking English The data in the table show that most of the students (46.9%) assess that English speaking is moderately difficult, while only 9.2% of the students think it is extremely difficult The percentage of students who think English speaking is quite difficult and slightly difficult accounts for 31.5% and 10.8% of the students, respectively The special thing is only students, i.e 1.5%, think it is not at all difficult to study speaking In summary, the data show that the percentage of students who find it is not at all difficult to study speaking is quite low, while moderate difficulty makes up a large part of the student's choice and most students give the reason that they lack vocabulary, grammar and lack of confidence when practicing speaking English QUESTION NO.2: What is your English-speaking level? (for student) The question contains five different aspects of English-speaking competence for surveying sophomores at Thu Dau Mot university Very Bad Normal Good Excellent bad 3% 37% 56% 4% 0% I am willing to speaking at length 0 Page 10 of 35 A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university I use a range of connectives and 2% 27% 58% 13% discourse markers during my speech I have a wide vocabulary resource to 9% 39% 48% 3% discuss topics at length I use a wide range of simple and complex 4% 18% 64% 13% structures during my speech I use a wide range of pronunciation 5% 32% 52% 9% 0 features during my speech Table Student’s opinion about student’s current speaking competence 0% 1% 1% 2% A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university A.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.universityA.survey.on.english.speaking.competence.activities.of.english.majored.sophomores.at.thu.dau.mot.university In the first part of the question, the length of the speech is focused The above data show that students are willing to speak at length when receiving a topic from the teacher The figures show that 56% of the students think they are at the