Research Question 2...334.3.1 Solutions to problems related to the speakers...334.3.2 Solutions to Problems Related to the Teaching Methods...344.3.3 Solutions to Problems Related to the
INTRODUCTION
Rationale for the study
English plays a crucial role in the Vietnamese education system, as mandated by the Ministry of Education and Training (MOET), requiring students to study English from primary to tertiary levels By completing general English courses, students develop proficiency in listening, speaking, reading, and writing At the university level, students engage in more intensive studies, mastering academic vocabulary and grammar, with a goal of acquiring at least 2,500 words This education also provides insights into the cultures and lifestyles of the United Kingdom and the United States, enhancing students' communication skills and enabling them to share Vietnam's rich history and culture with the world (MOET, 2007).
In 2008, the Prime Minister of Vietnam approved Decision No 1400/QD-TTg, launching the project "Teaching and Learning Foreign Languages in National Education System 2008-2020." This initiative unfolds over three phases: the first phase (2008-2010) focused on enhancing the 10-year foreign language curriculum, developing course materials, and evaluating the English syllabus The second phase (2011-2015) saw the Ministry of Education and Training (MOET) implement an improved English program across Vietnam's education system The third phase (2016 onwards) continues to build on these advancements.
2020), the aim is rereading and revising the new curricula and developing English program for the educational institutions including vocational schools, colleges and universities
Despite the implementation of policies aimed at enhancing English teaching and learning, significant improvements remain elusive Students continue to struggle with speaking skills in the classroom Historically, the focus for teachers has been on vocabulary retention and grammar mastery, which were deemed sufficient for students to excel in English tests.
As the number of foreigners immigrating to Vietnam increases, the emphasis on learning English has shifted from merely reading and writing to effective verbal communication According to To (2006), the success of students in listening and speaking skills is significantly influenced by teaching methods However, many educators continue to rely on traditional approaches, such as grammar-translation, teacher-centered instruction, book-based learning, and exam-driven techniques (Le & Barnard, 2009).
Research by Tomlision & Bao (2004), Le (2002), and Liu & Littlewood (1997) indicates that speaking skills are often neglected in both lessons and assessments This approach allows students to complete their curriculum successfully; however, it hinders their ability to communicate effectively in real-life situations (To, 2006).
Eighth graders at AIS face challenges in developing their English speaking skills, despite their experience in an international learning environment Recognizing this issue, the author initiated a study to explore the specific speaking difficulties encountered by these students at The Asian High School (AHS).
1.2 Aims and objectives of the study
The author conducted a study at The Asian High School's Cao Thang Campus to explore the English speaking challenges faced by students during classroom learning This research aims to provide insights into the specific difficulties encountered by AHS students in their pursuit of improving their spoken English skills.
With the above aims, the two objectives were established as follows.
- To investigate the 8th graders’ perspectives on speaking problems in EFL classrooms, at AHS, Cao Thang Campus.
- To suggest some useful solutions in order to help teachers improve their teaching methods, and help students overcome the current speaking problems and better their speaking skill.
With the above aims and objectives, the two research questions were formulated as follows:
1.What are the speaking problems perceived by the 8 th graders at The Asian High School, Cao Thang Campus?
2 What are the useful suggestions as solutions to speaking problems found in the study?
Because the time was limited, the present study concentrated on investigating the
This study explores the speaking challenges faced by eighth graders at AHS – Cao Thang Campus, offering insights and potential solutions to these issues It is important to note that the findings are based on a sample of eighty students and should not be generalized to all eighth graders at the school.
This study is important because there is a lack of research on students' speaking issues at The Asian High School By conducting this study, we aim to enhance the available data for future research at AHS and identify the specific speaking challenges faced by students.
Eighth graders gain insight into their speaking weaknesses, enabling AHS teachers to understand the current educational landscape This awareness allows students to select effective strategies for enhancing their learning, while teachers can refine their instructional methods Ultimately, this study aims to serve as a foundational reference for future research related to its focus.
1.6 Definition of the key terms
The following terms communicate the following meaning whenever they appear in this study as follows
- Speaking: the way of conveying ideas, information or expressing someone's thoughts and feelings in spoken language.
- Problems: difficulties/challenges in speaking and factors making speaking difficult.
- The 8 th graders: all students who are in grade 8 at Cao Thang campus - The Asian High School.
This thesis is divided into five chapters as follows
Chapter 1 is introduction This chapter concerns background of the study, statement of the problems, aims and objective of the study, research questions, scope of the study, significance of the study and definition of key terms
Chapter 2 summarizes the theoretical background concerning the focus of the study Specifically, the definitions and role of speaking skill are first presented Next, factors causing speaking problems are summarized More importantly, a summary of the previous studies is presented next The chapter ends with the conceptual framework of the study
Chapter 3 presents the methodology of the study In particular, the research design is first introduced, followed by the research setting In the next section, a brief description of the research instruments employed in the study is provided Following that, the procedures of collecting and analyzing the data are presented Finally, the chapter ends with the sections regarding the reliability and validity, and the ethical issues
Chapter 4 presents a comprehensive analysis of the study's results derived from questionnaire data The Discussion section compares these findings with previous research, highlighting key similarities and differences Additionally, the chapter concludes with practical solutions to the issues identified in the study.
Chapter 5 first presents a summary of the findings In the next section, limitations of the study are provided Last but not least, the study ends with some recommendations for the further research.
Research questions
With the above aims and objectives, the two research questions were formulated as follows:
1.What are the speaking problems perceived by the 8 th graders at The Asian High School, Cao Thang Campus?
2 What are the useful suggestions as solutions to speaking problems found in the study?
Scope of the study
Because the time was limited, the present study concentrated on investigating the
Eighth graders at AHS – Cao Thang Campus shared their perspectives on speaking challenges, highlighting specific issues they face The study involved eighty grade 8 students and offers potential solutions to these speaking problems However, the findings are not intended to be generalized to all eighth graders at AHS.
Significance of the study
This study is important because it addresses the lack of research on students' speaking problems at The Asian High School (AHS) By investigating these issues, the study aims to enhance the existing data and provide valuable insights for future research at AHS, ultimately identifying the specific speaking challenges faced by students.
Eighth graders gain valuable insights into their speaking weaknesses, enabling AHS teachers to understand the current educational landscape This awareness allows students to select effective strategies for enhancing their learning, while teachers can refine their instructional methods Ultimately, this study aims to provide a theoretical foundation for future research related to its focus.
Definition of the key terms
The following terms communicate the following meaning whenever they appear in this study as follows
- Speaking: the way of conveying ideas, information or expressing someone's thoughts and feelings in spoken language.
- Problems: difficulties/challenges in speaking and factors making speaking difficult.
- The 8 th graders: all students who are in grade 8 at Cao Thang campus - The Asian High School.
Organization of the thesis
This thesis is divided into five chapters as follows
Chapter 1 is introduction This chapter concerns background of the study, statement of the problems, aims and objective of the study, research questions, scope of the study, significance of the study and definition of key terms
Chapter 2 summarizes the theoretical background concerning the focus of the study Specifically, the definitions and role of speaking skill are first presented Next, factors causing speaking problems are summarized More importantly, a summary of the previous studies is presented next The chapter ends with the conceptual framework of the study
Chapter 3 presents the methodology of the study In particular, the research design is first introduced, followed by the research setting In the next section, a brief description of the research instruments employed in the study is provided Following that, the procedures of collecting and analyzing the data are presented Finally, the chapter ends with the sections regarding the reliability and validity, and the ethical issues
Chapter 4 presents a comprehensive analysis of the study's results derived from the questionnaire data It includes a comparison of the current findings with those from previous research in the Discussion section Additionally, the chapter concludes with practical solutions addressing the issues identified during the study.
Chapter 5 first presents a summary of the findings In the next section, limitations of the study are provided Last but not least, the study ends with some recommendations for the further research.
LITERATURE REVIEW
Nature of speaking skill
Speaking is a multifaceted process of constructing meaning that encompasses producing, receiving, and processing information, as defined by Brown and Yule (1994) Similarly, Chaney (1998) emphasizes that speaking involves sharing ideas through both verbal and non-verbal symbols across different contexts.
Speaking is defined as the creation of auditory signals that elicit various verbal responses from listeners, as stated by Bygate (1987) It involves systematically combining sounds to form meaningful speech Supporting this perspective, Eckard and Kearny (1981), Florez (1999), and Howarth (2001) describe speaking as a two-way process that facilitates genuine communication of meaning, information, or emotions This understanding emphasizes that spoken interactions occur in a shared context and time, involving the participation of two or more individuals.
2.1.2 The importance of speaking skill in English language learning
Speaking is a crucial skill in English language learning, essential for fostering connections among individuals Mastering speaking involves proficiency in pronunciation, grammar, vocabulary, fluency, and comprehension According to Efrizal (2012), speaking facilitates communication and understanding through everyday conversations Ur (1996) emphasizes that speaking is the most significant of the four language skills—listening, speaking, reading, and writing—because it effectively unites people Additionally, strong speaking abilities enhance students' development in vocabulary, grammar, and writing Proficient English speakers can articulate their ideas, engage in discussions, and utilize various language functions Ultimately, being skilled in English speaking opens up numerous opportunities for education, employment, and career advancement (Baker & Westrup).
Speaking competence of English as a foreign language
Speaking competence in English as a foreign language encompasses various perspectives According to Nunan (1999), it involves the ability to use words effectively and construct correct sentences, while also highlighting that communicative competence extends beyond linguistic skills to include sociolinguistic understanding and conversational abilities essential for meaningful expression Similarly, Bachman and Palmer (1990) assert that language ability reflects linguistic competence, awareness of communication challenges, and emotional responses to language Additionally, Johnson (1995) posits that communicative competence plays a vital role in engaging students in classroom activities, facilitating their learning experiences.
Characteristics of English speaking
Mazouzi (2013) identifies four key criteria for effective speaking activities: fluency, accuracy, grammar structures, vocabulary, and pronunciation These elements are crucial for achieving high proficiency in speaking.
Achieving fluency in English speaking is a crucial objective for students According to Hughes (2002), fluency is defined as the ability to communicate intelligibly, ensuring that conversations flow smoothly without unexpected interruptions that could distract listeners.
Accuracy is a crucial aspect of speaking performance, often overshadowed by the emphasis on fluency in English learning When speech structures are incorrect, it hinders effective communication and diminishes listener engagement (Maozouzi, 2013) Therefore, learners must prioritize the correctness and completeness of their language use, particularly in grammatical structures, vocabulary, and pronunciation (Maozouzi, 2013).
Thornbury (2005) emphasizes that effective speaking necessitates the use of precise grammar, including long and complex sentence structures Additionally, the grammatical rules applied in spoken language differ significantly from those utilized in writing.
Vocabulary accuracy is crucial for effective communication, as it involves selecting the appropriate words when speaking Many learners struggle to convey their thoughts clearly, often misusing words in various contexts that do not convey similar meanings To enhance their communication skills, students must focus on using words and phrases correctly (Thornbury, 2005).
Pronunciation is a critical element in mastering English, as highlighted by Thornbury (2005), who emphasizes its role in effective communication To succeed in speaking English, learners must focus on improving their pronunciation, which includes understanding stress, intonation, and pitch By honing these skills, learners can significantly enhance their English speaking abilities.
Factors that make learning speaking difficult
There are some factors which determine the success in learning of speaking.
Lack of motivation from teachers significantly impacts students' speaking performance, as highlighted by Littlewood (1984) Gardner (1985) emphasizes the crucial role of motivation in teaching and learning, stating that positive attitudes are linked to success in second language acquisition He defines motivation as the blend of effort, desire, and favorable attitudes toward learning a language When learners recognize the communicative value of a second language for social or professional purposes, their motivation to achieve proficiency increases Conversely, Babu (2010) argues that a lack of motivation leads to reluctance in classroom participation, attributing this to teachers' demotivating behaviors and unsupportive management, which further diminish students' willingness to engage.
According to Harmer (2004), students frequently lack confidence when expressing their ideas in front of teachers and peers, often opting for silence due to the fear of embarrassment from making mistakes Tsui (as cited in Nunan, 1999) highlights that this lack of confidence can result in significant communication anxiety among students.
Many learners hesitate to speak due to fears of mispronunciation and shyness in front of peers (Tsui as cited in Nunan, 1999) This lack of confidence is compounded by difficulties in expressing their ideas clearly, leading to misunderstandings (Saurik, 2011) Additionally, students often fear making mistakes and facing ridicule or negative feedback from classmates, which discourages participation (Zhang, 2006) Consequently, this results in passive classroom environments where students are reluctant to engage and share their thoughts.
Vocabulary encompasses the words individuals utilize when discussing specific topics, as defined by The Oxford Learner’s Dictionaries It is categorized into two main forms: oral and printed vocabulary Oral vocabulary includes words we comprehend through speaking or reading, whereas printed vocabulary pertains to the words used in writing (Hiebert & Kamil, 2005).
Vocabulary is an essential component of developing speaking skills, as highlighted by Schmitt (2010) Research, including that by Stehr (2009), emphasizes the relationship between vocabulary acquisition and effective communication Khan (2005) notes that language learners often struggle with word usage during conversations In real-life communication, the focus tends to be on conveying content rather than perfect grammar While students can easily express their thoughts in their native language, they often face confusion when trying to articulate their ideas in the target language due to difficulties in selecting and combining words appropriately (Doris & Jessica, 2007).
The effectiveness of speaking skills in learners is significantly influenced by the teaching syllabus and curriculum Olson (1997) emphasizes that engaging training programs and materials are crucial for capturing students' interest in learning These programs should address students' needs by fostering a sense of progress, facilitating oral interaction with peers, and allowing them to control their language pace In Vietnam, however, English textbooks and curricula often lack sufficient speaking activities, focusing excessively on grammar, reading, and writing Gan (2012) highlights that the limited emphasis on communicative skills in the curriculum hinders learners' proficiency in spoken English Additionally, Al-Abri (2008) points out that the allocation of time is inadequate and that the curriculum fails to prioritize communication To address these issues, Al-Abri proposes various speaking activities, such as discussions on society, hobbies, poetry, or films, to create opportunities for learners to enhance their English communication skills.
Environmental constraints significantly hinder language learners, particularly regarding their mother tongue According to Harmer (1991) and Ur (1996), learners who share the same native language often resort to using it in English classrooms for convenience, especially when tackling new speaking topics Additionally, students prefer their teachers to explain concepts in their mother tongue rather than English (Harmer, 1991) If teachers continue to employ traditional teaching methods and excessively use the mother tongue in English classes, students are likely to default to their native language when communicating with teachers and peers (Harmer, 1991).
Class size significantly influences students' speaking outcomes, with both positive and negative effects Additionally, the classroom layout impacts teachers' ability to conduct effective communicative lessons, limiting their capacity to engage all students and encourage them to speak in front of the class.
Teachers play a crucial role in students' education, serving not only as knowledge transmitters but also as role models, especially in developing speaking skills (Harmer, 2004) Several factors related to teachers, such as teaching strategies, language proficiency, understanding students' needs, and fostering relationships, significantly impact students' speaking performance in the classroom (Williams, 2011) Among these factors, effective teaching methods are particularly influential on learning outcomes (Williams, 2011) Unfortunately, the emphasis on grammar and writing often overshadows speaking practice, with teachers frequently citing time constraints and a lack of speaking activities in English programs as reasons for neglecting this essential skill (Rababa’ah, 2005).
A key factor in effective teaching methods is the selection of engaging topics that stimulate student interest in speaking According to Bachman and Palmer (1990), discussions should revolve around authentic and captivating subjects to encourage active participation and enhance speaking skills.
The last one related to feedback during the speaking activities According to
Harmer (1991), during the process of speaking learning, students will encounter errors
Students anticipate receiving feedback from their teachers on their mistakes, but this approach may not suit every learner (Harmer, 1991) During speaking practice with peers, it's essential for teachers to refrain from interrupting the natural flow of conversation.
To foster a supportive learning environment, teachers should provide feedback only after students have finished speaking Frequent interruptions and corrections can lead to anxiety and reluctance in students when expressing themselves Therefore, it is essential for educators to address errors positively and encourage students to build their confidence in communication (Baker & Westrup, 2003).
Some solutions to solve possible problems
2.5.1 Possible solutions to lack of confidence
To help students overcome a lack of confidence in speaking skills, it is essential for teachers to encourage them to view shyness positively and to embrace mistakes as part of the learning process (Chinmoy, 2007) Developing strategies that create a supportive environment for speaking English can significantly enhance students' confidence (Htwe, 2007) Additionally, focusing on teaching pronunciation and intonation is crucial, as mastering these aspects can alleviate students' fears of speaking in front of peers (Kubo, 2009).
2.5.2 Possible solutions to lack of motivation
It is very important that teachers should motivate and support students during their learning process because this will help students feel comfortable in their learning (Aftat,
In order to enhance students' motivation to learn English, it is crucial for teachers to emphasize the importance of the language Liu and Huang (2010) highlight that many students do not recognize the significance of English, which contributes to their lack of interest By helping students understand the value of learning English, educators can foster greater enthusiasm and confidence in their language studies.
Teachers play a crucial role in enhancing students' speaking skills by coordinating and providing numerous engaging opportunities for participation (Ur, 1996) Furthermore, as Rivers (1968) emphasizes, it is essential for educators to design motivating activities that inspire students to learn English effectively.
2.5.3 Solutions to problems related to teaching methods
Suitable speaking strategies help teachers and students to be successful in teaching and learning speaking English Therefore, some strategies have been proposed by Bashir
To effectively engage silent students in class, teachers should identify their weaknesses and foster an environment that encourages participation in discussions Additionally, providing a model speech before practice can help students understand the task at hand, making them more comfortable and confident in their practice efforts.
In 2011, Bashir emphasized the importance of addressing students' difficulties in understanding their partners' opinions, which can create a fear of expressing ideas To mitigate this issue, teachers should encourage students to focus on the main ideas presented by their partners and seek clarification when needed Additionally, providing gentle and motivational feedback when students make speaking mistakes is crucial Building strong rapport between teachers and students, as well as among students themselves, is also essential for fostering a supportive learning environment.
Many students rely on their native language during English classes due to a lack of understanding of the teacher's instructions To address this challenge, educators should implement diverse activities and scenarios that enhance students' communication fluency, such as discussion topics, interviews, and guessing games.
Students view their teachers as essential motivators, assessors, facilitators, and correctors in the speaking learning process (Richard, 2008) Similarly, Killian (2015) likens teachers' feedback to a crucial breakfast for students, emphasizing its importance Essentially, students eagerly await their teachers' feedback to understand their performance on speaking tasks and identify areas for improvement.
2.5.4 Solutions to problems related to in-class learning environment
To foster a dynamic and engaging learning environment, teachers should incorporate a variety of activities, such as discussions on hobbies, songs, poems, and relevant topics, which can enhance students' speaking skills in real-life contexts (Ambu & Saidi, 1997; Al-Abri, 2008) Additionally, maintaining structure is crucial in classrooms, particularly those with larger student populations Nguyen (2015) suggests that teachers establish clear classroom rules, arrange seating to facilitate effective teaching and learning, and designate student leaders for group discussions to promote organization and participation.
Previous studies
There are some studies which have investigated speaking difficulties encountered by EFL learners as follows.
MacIntyre, Clement, Dornyei, and Noels (1998) found that a lack of confidence negatively impacts speaking performance, highlighting self-confidence as crucial for effective communication Similarly, Park and Lee (2005) explored how internal factors like anxiety and self-confidence affect oral performance in language learners Their findings suggest that to enhance communication skills, language learners must cultivate greater self-confidence.
A study by Gan (2012) identified several factors contributing to the speaking difficulties faced by English majors in Hong Kong These factors include a limited vocabulary, an overemphasis on grammar, insufficient speaking opportunities in class, and a lack of an English-speaking environment outside of the classroom.
A study conducted at six public universities in Jordan identified significant challenges faced by students in speaking classes Key issues included insufficient time for speaking practice, limited opportunities to engage in conversation, and overcrowded classrooms (Al-Jamal, 2014).
According to Izadi (2015), mother tongue, linguistic problems, negative emotions and opportunities to speak English were the key factors making speaking difficult for Iranian learners of English
In Vietnam, Le (2011) identified key challenges students encounter in developing their speaking skills, highlighting factors such as learning styles, anxiety, language proficiency, and issues related to lecturers, including teaching methods and facilities Similarly, Ngo (2011) noted that difficulties in speaking can stem from psychological factors, linguistic characteristics, and sociocultural influences.
The limited speaking activities in textbooks, inadequate English teaching hours, and a syllabus that fails to meet learners' communicative needs are major factors hindering students' progress in speaking skills.
Research by Ali and Savas (2013) indicates that students often experience negative self-perceptions regarding their English speaking skills, primarily due to a lack of motivation and a belief in their inability to learn languages Similarly, a study conducted by Elisa, Misbah, and Najat (1988) on Kuwait University students revealed that many lacked fundamental English knowledge, leading to significant learning challenges These challenges include the use of unsuitable English textbooks and instructors who exclusively teach in English, which hinders students' comprehension of the material presented in lectures.
A study by Vo, Pham, and Ho (2018) explored the challenges faced by English major students in the Mekong Delta Region regarding their speaking skills, involving 113 participants who completed a questionnaire The results indicated that both internal and external factors contributed to these speaking challenges Internal factors included a lack of vocabulary, foundational knowledge, effective speaking strategies, speaking anxiety, and motivation Meanwhile, external factors highlighted the influence of the speaking environment and the availability of extracurricular activities as significant contributors to the difficulties experienced by the students.
Conceptual Framework
This study aims to explore the English speaking challenges faced by 8th graders Previous research indicates that these challenges stem from factors related to the speaker, curriculum, teaching methods, and learning environment By examining these issues, the author proposes solutions grounded in established theoretical frameworks and existing literature on English language acquisition.
The conceptual framework of the present study is presented in Figure 2.1 as follows
Chapter Summary
This chapter reviewed the literature on speaking skills, focusing on English speaking competence, its characteristics, and the challenges learners face It also explored solutions to these difficulties and highlighted previous studies that inform the subsequent chapters The chapter concluded with a conceptual framework for the current study, with the research methodology to be detailed in the next chapter.
The Speaker Learning environment (Harmer, 1991)
- International learning environment with native teachers
- Arrangements of tables and chairs
- Teachers do not focus on speaking
- Teachers do not correct speaking mistakes.
- Do not focus on speaking skill.
- Speaking activities provided in textbook.
- Speaking separately taught from other skills.
METHODOLOGY
Research questions
In order to attain the objectives of the study, the two research questions were formulated as follows:
1 What are the speaking problems perceived by the 8 th graders at The Asian High School?
2 What are the useful suggestions as solutions to the speaking problems found in the study?
Research Design
This study utilized a quantitative research approach to identify the challenges faced by 8th graders in learning to speak English As noted by Bryman (2001), numerical data is crucial for analysis in scientific research A key aspect of this method is the ability to integrate descriptive and analytical summaries during data collection, allowing for a comprehensive interpretation of the results (Smith, 1994).
Research setting
This research took place at The Asian High School (AHS) - Cao Thang Campus, located at #2 Cao Thang Street, Ward 12, District 10, Ho Chi Minh City, Vietnam It is presumed that all student participants possess a similar level of English proficiency.
According to the curriculum of AHS, students are compulsory to study the
The Vietnamese education program, as outlined by the Ministry of Education and Training, includes English lessons for students three times a week, focusing on listening, grammar, reading, and speaking However, students at AHS benefit from an additional international English program in the afternoons, which comprises eight periods per week dedicated to enhancing their English skills This intensive curriculum results in AHS students achieving a higher level of English proficiency compared to their peers in public schools Despite this advantage, some students still face challenges in developing their speaking skills.
Sample and Sampling Procedures
This study employed a convenience sampling strategy, as participants were readily available (Frink, 1995) The author, who completed a three-month internship at Cao Thang Campus, taught English to 8th graders and assisted native teachers in speaking lessons, gaining in-depth knowledge of the students and the training program Consequently, she was authorized to collect data at AHS.
This study involved all eighty 8th-grade students at Cao Thang Campus, comprising 35 females and 45 males, due to the limited number of students in this grade With ages ranging from eleven to fifteen, including all participants was deemed the most effective approach for the survey.
Research Instruments
According to Smith (1994), questionnaires are an effective tool for collecting quantitative data, offering researchers a time-efficient and cost-effective method, as they can be mailed or administered directly to students, typically taking about 15 minutes to complete (Gay, 1987; Borg & Gall, 1989) This approach allows researchers to gather substantial data from multiple respondents simultaneously (Ackroyd & Hughes, 1981) Bell (2003) further emphasizes that questionnaires are the optimal method for collecting primary data Consequently, careful preparation of questions is crucial for obtaining valuable responses In this study, a questionnaire was utilized to gather quantitative data on students' perspectives regarding the challenges of English speaking.
The questionnaire used in this study was adapted from the research conducted by Vo, Pham, and Ho (2018) due to its alignment with key features found in the literature reviewed by the author.
The study's questionnaire comprised four sections Part I included three questions about students' personal information, such as gender, age range, and time dedicated to learning speaking skills outside of school Part II focused on identifying the factors that hinder students' speaking abilities, featuring seventeen items categorized into four main areas: five items related to speakers, four items concerning teaching methods, and additional categories.
The study focused on four key aspects of the curriculum and four elements of the in-class learning environment To address Part II of the research, students were asked to select their level of agreement for five closed-ended statements, utilizing a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
Data Collection and Analysis Procedure
The procedure of collecting and analyzing quantitative data of this study is presented in Figure 3.1 as follows:
Figure 3.1 Data Collection and Analysis Procedures
In May 2019, data collection occurred during the final week of the second semester for several reasons After a three-month internship, the author gained a deep understanding of both the students and the training program Additionally, the students had recently completed a speaking course, providing them with valuable experience in developing their English speaking skills.
In just 10 minutes, 80 Vietnamese questionnaires were distributed to 8th graders during their break time, with the class teacher and the author providing direct guidance and support to help participants complete the survey efficiently.
After collecting data, SPSS 19.0 was employed to process the data Descriptive statistics results in terms of percentage were produced to explore the students’ perspectives on problems of speaking English
Data Collection and Analysis ProcedureData Collection and Analysis Procedure
Quantitative data analysis Descriptive statistics (SPSS 19.0)Quantitative data analysis Descriptive statistics (SPSS 19.0)
Validity and Reliability
The English questionnaire was initially drafted and subsequently translated into Vietnamese, facilitating better comprehension for participants To ensure accuracy, the questionnaire underwent review by two Vietnamese experts, including a current lecturer and a former lecturer from The Saigon International University To enhance reliability, validity, and practicality, a pilot study was conducted prior to the main research, which not only improved the questionnaire's quality but also reinforced the reliability of the research process (Oppenheim, 1992).
In a pilot study involving 17 students, the author assessed the participants' comprehension of the translated content The results indicated that all participants understood the questions clearly, with no need for corrections or modifications Additionally, the reliability of the questionnaire was quantitatively analyzed using SPSS, resulting in a calculated Cronbach’s Alpha.
The study utilized Cronbach’s Alpha coefficients to assess reliability, following the guidelines established by George and Mallery (2003) The classifications range from unacceptable (α < 0.500) to excellent (α ≥ 0.900) In the second section of the questionnaire, which comprised 17 items focused on difficulties in English speaking, the reliability was quantitatively analyzed using SPSS, yielding a result of 76, indicating an acceptable level of reliability.
Reliability Statistics on the Items Regarding Speaking Difficulties
In conclusion, the result of reliability statistics presented in Table 3.1 has showed that the questionnaire was reliable enough to be used for collecting data.
Ethical Issues
In the survey, participants' personal information remained confidential, and the author clearly communicated the study's objectives while encouraging enthusiasm and willingness to engage Additionally, participants were informed of their right to consent or withdraw from the study at any time.
Summary
This chapter outlines the research methodology employed in the study, encompassing eight key components: research questions, research design, research setting, sampling and participants, research instrument, data collection and analysis procedures, validity and reliability, and ethical considerations The subsequent chapter will present the findings and discussions derived from this research.
ANALYSIS, DISCUSSION AND RESULT
Time that students have spent on speaking after school
According to Figure 4.1, 60% of participants dedicated ten minutes to studying speaking after school, while 20% spent one hour or more, and another 20% allocated twenty-five minutes to their speaking practice.
Figure 4.1 Time Spent on Speaking after School
A recent questionnaire revealed that nearly two-thirds of students dedicate only ten minutes to practicing speaking skills outside of class, indicating a significant lack of engagement in speaking practice This limited out-of-class practice negatively impacts their speaking competence, as the restricted time available in the classroom hampers their ability to improve Without additional speaking practice beyond the classroom, students face considerable challenges in making progress in their speaking abilities.
Research question 1
What are the speaking problems perceived by the 8 th graders at The Asian High School?
The analysis of questionnaire data aimed to address the research question regarding English speaking difficulties, focusing on four key factors: the speaker, teaching methods, curriculum, and classroom environment.
The questionnaire's second section identified four key themes regarding English speaking difficulties The first theme focused on speaker-related challenges, encompassing items 1 through 5 The second theme addressed issues stemming from teaching methods, represented by items 6 to 9 The third theme highlighted curriculum-related difficulties, covered by items 10 to 13 Lastly, the fourth theme examined challenges associated with the classroom environment, consisting of items 14 to 17.
4.2.1 Problems related to the Speaker
The analysis of questionnaire data, presented in Table 4.1, reveals the percentage (P) of 8th graders' perspectives on speaking difficulties related to the speaker, focusing on five key items within the first theme.
Results of Problems Related to the Speaker (n)
No Items Strongly disagree Disagree Neutral Agree Strongly
1 I cannot express my ideas because my vocabulary is limited.
2 I do not know English speaking strategies.
I am afraid of being criticized and losing face when speaking in front of the class.
Table 4.1 indicates that a majority of participants believe that limited vocabulary significantly impacts their speaking performance, hindering their ability to express ideas effectively Additionally, nearly half of the participants reported a lack of confidence in speaking due to fear of criticism and the potential loss of face in front of their peers.
PE.0%) In a same vein, mispronunciation was also considered another factor causing speaking problems perceived by most of the students (item 5, P@.0%).
However, English speaking strategies were not judged to be the contributing factor causing speaking problems perceived by over two-thirds of the participants (item 2,
P.3%) Likewise, that the students were not motivated in learning speaking was not the big problems leading to the failure of speaking (item 3, Ph.8%)
In summary, Table 4.1 indicates that students identified lack of vocabulary, mispronunciation, and speaking anxiety as the primary challenges in their speaking abilities, while speaking strategies and motivation were not seen as significant factors This aligns with previous research, which highlights that a limited vocabulary can hinder effective communication (Gan, 2012; Izadi, 2015; Le, 2011; Vo, Pham & Ho, 2018) Additionally, mispronunciation often leads to misunderstandings (Le, 2011; Ngo, 2011; Vo, Pham, & Ho, 2018), and speaking apprehension significantly impacts students' performance (Park & Lee, 2005; Le, 2011; Ngo, 2011; Vo, Pham, & Ho, 2018) However, these findings contradict the results of studies conducted by Ali and Savas (2013), Izadi (2015), and Vo, Pham, and Ho.
(2018) who found that motivation was an important component for the effectiveness in speaking practices.
The current study revealed that students did not view speaking strategies as significant in their speaking learning process This contrasts with the conclusions of Vo, Pham, and Ho (2018), which indicated that speaking strategies play a crucial role in achieving success in speaking.
4.2.2 Problems related to the Teaching methods
The analysis of questionnaire data, represented as percentages (P), focused on the second theme encompassing four items (items 6 to 9) to explore 8th graders' views on speaking difficulties associated with teaching methods, as detailed in Table 4.2.
Results of Problems Related to the Teaching Methods (n)
No Items Strongly disagree Disagree Neutral Agree Strongly
6 Teachers do not focus on teaching speaking skill.
7 Speaking topics introduced by teachers are uninteresting.
8 Teachers ignore student’s speaking mistakes.
9 Teachers use more Vietnamese than English in classroom.
According to Table 4.2, 45.0% of students found the topics assigned by teachers uninteresting, which hindered their enjoyment of speaking lessons Conversely, half of the participants disagreed with the assertion that teachers neglected to focus on teaching speaking skills While some students were aware that speaking was taught separately at AIS, others were not Additionally, 43.8% of participants disagreed with the notion that teachers failed to correct mistakes, and 66.3% rejected the idea that teachers used their mother tongue more than English during class.
In conclusion, the study identified uninteresting topics as the primary factor contributing to students' speaking difficulties, while teaching methods, feedback, and the use of the mother tongue were deemed less significant This aligns with Bachman and Palmer's (1996) findings, which emphasized that engaging topics motivate student participation in speaking activities Conversely, the results contradict other research indicating that teaching methods can significantly impact speaking performance and create barriers to effective communication (Le, 2011; William, 2011) Additionally, the findings do not support Izadi (2015) and Harmer's (1991) assertions regarding the prevalent use of the mother tongue in teaching.
In EFL speaking classes at AHS, an international university, all instructors are mandated to conduct their lessons exclusively in English This immersive approach ensures that students are fully engaged and enhances their language acquisition skills.
4.2.3 Problems related to the Curriculum/ Syllabus
The analysis of questionnaire data, represented as percentages (P), focuses on the third theme, which encompasses four items (10 to 13) aimed at exploring 8th graders' views on speaking difficulties associated with the curriculum The findings are detailed in Table 4.3.
Table 4.3 Results of Problems Related to the Curriculum/Syllabus (n)
No Items Strongly disagree Disagree Neutral Agree Strongly
Teaching curriculum limits learners’ English speaking practice in class.
The textbooks do not provide enough English speaking activities.
12 Students’ speaking competence is not regularly assessed.
13 Speaking is separately taught from other skills.
Data from Table 4.3 reveals that nearly half of the students felt they lacked opportunities for in-class speaking practice, which they identified as a primary reason for their speaking difficulties (item 10, PE=0%) Additionally, 40% of students indicated that the absence of regular assessments hindered their ability to improve their speaking skills (item 12, P=40.0%), leaving them unaware of their strengths and weaknesses Conversely, over half of the participants disagreed with the notion that textbooks lacked sufficient speaking activities (item 11, PS=8%), and similarly, the separation of speaking from other skills was not viewed as a significant barrier to their speaking proficiency (item 13, PS=8%).
In conclusion, many students reported that their English speaking skills were not frequently assessed, and they faced limited opportunities for speaking practice in class These two factors were identified as significant challenges to their speaking abilities, consistent with findings from previous studies, including those by Gan.
The present study's findings align with Vo, Pham, and Ho (2018), indicating that the separate teaching of speaking skills is not a primary factor contributing to speaking difficulties However, these results contrast with Ngo's (2011) research, which identified the lack of speaking activities in textbooks as a crucial reason for participants' speaking failures.
4.2.4 Problems Related to In-class Learning Environment
Table 4.4 presents the percentage analysis of questionnaire data focused on the third theme, which explores 8th graders' perspectives on speaking difficulties within the in-class learning environment This analysis encompasses four specific items, numbered 14 to 17.
Results of Problems Related to the In-class Learning Environment (n)
No Items Strongly disagree Disagree Neutral Agree Strongly
14 The number of native teachers is limited.
15 Speaking classes are only for good students, not weak students.
16 The speaking class size is quite large.
The arrangement of tables and chairs in class prevents students from joining interactive speaking activities.
Research Question 2
What are the useful suggestions as solutions to the speaking problems found in the study?
The study identifies key factors that hinder students' speaking performance and improvement To address these challenges, the author proposes practical solutions for both teachers and students, drawing from a comprehensive literature review and personal experiences These recommendations aim to help students overcome their current speaking difficulties effectively.
4.3.1 Solutions to Problems related to the speakers
The present study found that students had speaking problems resulted from lack of vocabulary, mispronunciation and speaking anxiety
Teachers play a crucial role in equipping students with both background and linguistic knowledge related to speaking topics, as highlighted by Gilakjanil and Sabouri (2016) To achieve this, students are encouraged to expand their vocabulary across various fields through diverse reading and listening activities By engaging with a variety of resources and practicing English in different contexts, students can significantly improve their vocabulary and overall linguistic skills.
Teaching pronunciation and intonation is crucial for building students' confidence in language communication (Kubo, 2009) When students master word pronunciation, they are less likely to feel anxious about speaking in front of peers Educators should focus on making students aware of pronunciation rules to enhance their intelligibility Additionally, engaging in listening practices that align with their English proficiency allows students to effectively imitate the pronunciation and intonation of native speakers.
To enhance students' confidence in speaking, Chinmoy (2007) emphasizes the importance of encouraging them to overcome shyness and embrace mistakes Htwe (2007) advocates for teachers to develop strategies that foster a supportive environment where students feel comfortable speaking English By equipping students with the necessary resources and knowledge about the topics, teachers can create a conducive learning atmosphere that empowers students to confidently share their ideas.
To enhance speaking skills, students need to dedicate more time to practice outside of class Additionally, teachers should assign more speaking-related tasks and rigorously evaluate students' performance in completing these assignments.
4.3.2 Solutions to Problems Related to the Teaching Methods
The present study found that students had speaking problems resulted from that the teachers chose uninteresting topics
Students often face challenges with boring and unfamiliar topics, which can hinder their engagement in speaking activities According to Bachman and Palmer (1990), discussion topics must be authentic and engaging to spark students' interest in speaking To enhance oral communication, teachers should offer speaking activities centered around interesting topics and adopt flexible teaching methods that cater to students' needs Additionally, creating a positive classroom atmosphere is essential, particularly for young learners, as comfort is crucial for encouraging communication.
4.3.3 Solutions to Problems Related to the Curriculum/ Syllabus
The curriculum's restrictions on students' speaking opportunities in class have been identified as a key reason for their struggles in learning English speaking Additionally, the lack of regular assessments on speaking skills has further hindered students' progress in improving their speaking abilities.
Gan (2012) highlights that a lack of emphasis on communicative skills in the curriculum is a major barrier to learners achieving proficiency in speaking English To enhance student engagement, it is essential to incorporate more speaking tasks that not only assess their speaking abilities but also encourage the use of diverse speaking strategies Furthermore, the curriculum should be designed to integrate speaking with the other three English skills—listening, reading, and writing—ensuring a holistic approach to language learning Additionally, increasing the time allocated for speaking lessons will provide students with more opportunities to practice and improve their speaking skills.
4.3.4 Solutions to Problems Related to the In-class learning environment
The learning environment significantly impacts language learners, with factors such as class sizes and classroom arrangement playing a crucial role Nguyen (2015) emphasizes that in large classes, teachers should establish clear classroom rules, arrange desks effectively for teaching purposes, and designate student leaders for group discussions Additionally, Vo, Pham, and Ho (2018) note that the arrangement of desks in rows can hinder the organization of communicative lessons Therefore, it is essential for teachers to proactively arrange tables and chairs to facilitate group work and class seminars, enhancing the overall learning experience.
Summary
This chapter has been divided into two main sections The first section (4.1) has provided the analysis of quantitative data with the aim of answering the research question
1 Moreover, in this section, the discussion of the findings was done in order to make comparison with the results found in the previous studies presented in Chapter 2 In the second section (4.2), some solutions to the speaking problems were suggested to teachers and students.
CONCLUSION AND RECOMMENDATIONS
Conclusion
The investigation aimed to identify the current barriers affecting the speaking skills of 8th graders at AHS, Cao Thang Campus, and to propose effective solutions to address these challenges.
Eighth graders generally faced few challenges in learning to speak in the classroom; however, key difficulties emerged, primarily linked to the speaker, including limited vocabulary, anxiety about criticism, and mispronunciation Additionally, students identified five common obstacles: uninteresting topics, a restrictive teaching curriculum that hinders speaking practice, varying levels of speaking competence among peers, large class sizes, and the arrangement of furniture To address these issues, the author proposed several solutions grounded in relevant literature and personal experience, aiming to assist both teachers and students in overcoming challenges in developing speaking skills.
Recommendations for Further Research
Assessing speaking problems through observation and interviews can provide valuable insights Investigating the unconscious speaking strategies employed by students to address these issues is also essential Additionally, further research is needed to explore the differences in speaking problems and strategies between proficient and non-proficient speakers Lastly, a detailed examination of the connections between specific speaking problems and corresponding strategies is crucial for a deeper understanding of this area.
Ackroyd, S., & Hughes, J A (1981) Data collection in context Longman.
Aftat, M (2008) Motivation and Genuine learning Retrieved from: http://www.englishteacher1.com/motivation.html
Al-Abri, K (2008) Teachers’ evaluation of ELF textbooks used in the Omani basic educationschools (Unpublished master’s thesis) ELT curriculum and
Methodology, College of Education, Sultan Quaboos University.
Al-Jamal, A D (2014) An investigation of the difficulties faced by EFL undergraduates in speaking skills ERIC, (7)1, 19-27.
Ali, D., & Savas, Y (2013) Pre-service English teachers’ beliefs on speaking skill based on motivational orientations Canadian Center of Science and Education, 6(7), 88- 95.
Ambu, B & Saidi, B., (1997) Issues in teaching English speaking in foreign language classroom: A questionnaire study in Oman (Unpublished master’s thesis) ELT
Curriculum Methodology, College of education, Sultan Quaboos University.
Teaching spoken English to non-native students presents various challenges, including pronunciation difficulties, lack of confidence, and limited exposure to conversational contexts Effective solutions involve incorporating interactive techniques, such as role-playing and group discussions, to enhance speaking skills Educators can also utilize multimedia resources to provide authentic language experiences By fostering a supportive learning environment, teachers can encourage students to practice speaking more freely and improve their overall communication abilities Implementing these strategies can significantly enhance the spoken English proficiency of non-native learners.
Bachman, L., & Palmer, A S (1990) Language Testing in Practice Oxford: Oxford
Backer, J., & Westrup, H (2003) Essential Speaking Skills: A handbook for English
Bashir, M (2011) Factor effecting students’ English speaking skills British Journal of
Bell, J (2003) Doing your research project: a guide for first-time researchers in education and social science England: Open University Press
Borg, W R., & Gall, M D (1989) Educational research: an introduction New York:
Brown, G., & Yule, G (1994) Teaching the spoken language Cambridge University
Bryman, A (2001) Social research methods New York: Oxford University Press Bygate, M (1987) Speaking Oxford: Oxford University Press.
Chaney, A (1998) Teaching oral communication in Grade K-8 USA A Viacom
Chinmoy, S (2007) How to overcome shyness Retrieved from http://www.srichinmoybio.co.uk/2007/07/how-to-overcome-shyness.html
Eckard, R., & Kearny, M (1981) Teaching Conversational Skills in ESL Washington:
Efrizal, D (2012) Improving students’ speaking through communicative language teaching method at Mts Ja-alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia International Journal of Humanities And Social Sciences, 2(20), 127-134.
Frink, A (1995) How to sample in survey London: SAGE Publications
Florez, M A (1999) Improving Adult English Language Learners’ Speaking Skills ERIC
Digest (ERIC Document Reproduction Service No ED: 435204)
Gan, Z (2012) Understanding L2 speaking problems: Implications for ESL curriculum development in teacher training institution in Hong Kong Australian Journal of
Garnder, R S (1985) Social psychology and second language learning: The role of
Attitudes and Motivation London: U.K Edward Arnold.
Gay, L R (1987) Educational research: competencies for analysis and application
George, D., & Mallery, P (2003) SPSS for Windows step by step: A simple guide and reference Boston, MA: Allyn & Bacon
Harmer, J (1991) The practice of English language teaching London and New York:
Harmer, J (2004) The practices of language teaching New York: Mc-Graw-Hill.
Howarth, P (2001) Process speaking: preparing to repeat yourself MET, 10(1), 39-44. Hughes, R (2002) Teaching and researching speaking New York: Pearson Education.
Izadi, M (2015) Understanding teachers’ and learners’ perceptions of English speaking difficulties: An investigation of gender effect Modern Research Studies: An
International Journal of Humanities and Social Sciences, 2(2), 227-247.
Johnson, K E (1995) Understanding communication in Second Language Classroom
Hiebert, E H., & Kamil, M (2005) Teaching and learning vocabulary: Bringing scientific research to practice Mahwah, NJ: Erlbaum.
Khan (2005) Language in India Retrieved from: http: www.languageinindia.com
Killian, S (2015) Top 10 evidence based teaching strategies Retrieved from http://www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/
Kubo, M (2009) Extensive pair taping for college students in Japan: Action research in confidence and fluency building Accents Asian Retrieved from: http://accentsasia.org/3-1/kubo.pdf.
Le, C V., & Barbard, R (2009) Curricula innovation behind closed classroom doors: A
Vietnamese case study Retrieved 12/19, 2009, from http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_24_no_2/Canh_a nd_barnard.pdf
Le, C V (2002) Sustainable professional development of ELF teachers in Vietnam
Le, T M (2011) An investigation into factors that hinder the participation of university students in English speaking lessons
University of Languages and International Studies, Vietnam.
Littlewood, W (1984) Foreign and second language learning Cambridge: Cambridge
Liu, M., & Huang, W (2010) An exploration of foreign language anxiety and English learning motivation Education Research International, 1-8, doi:10.1155/2011/493167.
Liu, N F., & Littlewood, W (1997) Why do many students appear reluctant to participate in classroom learning discourse? System, 25(3), 371-384.
MacIntyre, P D., Clộment, R., Dửrnyei, Z., & Noels, K A (1998) Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation Modern Language Journal, 82, 545-562.
In her 2013 M.A dissertation, Mazouzi analyzes various factors influencing the oral performance of learners, focusing on third-year pupils at Memaa's middle school The study, conducted within the Department of Foreign Languages at the English Division of the Faculty of Letters and Language, highlights critical elements that impact students' speaking abilities, providing valuable insights for educators aiming to enhance oral proficiency in language learning contexts.
Mohamed Khider University of Biskra, people’s Democratic Republic of Algeria. MOET (2007) English curriculum Hanoi: Educational Publisher
Ngo, P T., 2011 A study on the difficulties in learning speaking English of the first year students at the Faculty of Information Technology
(MA Thesis) Thai Nguyen University
Nguyen, T M (2015) Large classes: university teaching and management strategies An
International Peer- Reviewed Open Access Journal, 2(1), 76-83
Nunan, D (1999) Second language teaching & learning Heinle & Heinle Publishers:
Olson, G (1997) Motivation, motivation, motivation- secondary school educators
Retrieved from: http://7-12educators.about…
12educators/library/weekly/aa071897.htm.
Oppenheim, A N (1992) Questionnaire design, interviewing attitude measurement
Park, H., & Lee, A R (2005) L2 learners’ anxiety; self-confidence and oral performance
The Pan-Pacific Association of Applied Linguistics (PAAL), Japan.
Rababa’ah, G (2005) Communication problems facing Arab learner of English Journal of language and learning, 3(1), 180-197
Radhakrishna, R B (2007) Tips for developing and testing questionnaires/instruments
Journal of Extension, 45(1) Retrieved from http://www.joe.org/joe/2007february/tt2.php
Richard, J C (2008) Teaching listening and speaking from theory to practice New York:
Rivers, W (1968) Teaching foreign language skills Chicago: University of Chicago
Saurik (2011) Learning English the easy way! Retrieved from: http: guides wikinut.com/Learning-English-The-Easy-Way
Schmitt, N (2010) Researching vocabulary New York: Palgrave MacMillan.
Seliger, H W., & Shohamy, E (1997) Second language research methods New York:
Smith, M E (1994) Management research: an introduction London: Sage
Stehr, L S (2009) Vocabulary knowledge and advanced listening comprehension in
English as a foreign language Studies in Second Language Acquisition, 31, 557-
Tam, M (1997) Building fluency: a course for non- native speakers of English English teaching Forum Retrieved from http://aca.state.gov/forum/vols/vol35/no1/p26.htm
Thornbury, S (2005) How to teach speaking London: Longman.
To, T M (2006) Almost Vietnamese teachers of English are just at bachelor level
VietNamNet, 1-2 Retrieved from http://www.vnn.vn/giaoduc/tintuc/2006/11/635009/
Tomlinson, B., & Bao, D (2004) The contributions of Vietnamese learners of English to
ELT methodology Language Teaching Research, 8(2), 1999-222.
Ur, P (1996) A course in language teaching Cambridge: Cambridge University Press.
Vo, Q P., Pham, N T M., & Ho, N T (2018) Challenges to speaking skills encountered by English-majored students: A story of one Vietnamese university in the Mekong Delta Can Tho University Journal of Science, 54(5), 38-44.
Williams, E (2011) Language policy, politics and development in Africa‟ In H
Coleman, (ed), Dreams and realities: developing countries and the English language, (pp 39-56) London: British Council.
Htwe, Y (2007) Shyness main obstacle to learning English Retrieved from: http/no371/n010.htm.
Zhang, S (2006) Reflection on the washback of language testing and language teaching
I am conducting a study titled "The 8th Graders’ Perspectives on English Speaking Problems in EFL Classrooms: A Study at The Asian High School – Cao Thang Campus," which is a crucial component of my Bachelor's thesis in English Your participation is invaluable to my research, and please note that there are no right or wrong answers in this questionnaire Rest assured, your personal information will remain confidential and anonymous I kindly ask you to take a moment to complete this questionnaire honestly.
Please put the mark (X) in the place that suits your case:
3)How much time do you spend on English speaking skills per day?
10 minutes 25 minutes 1 hour more than 1 hour
PART 2: English speaking problems perceived by the 8 th graders in EFL classrooms
Please indicate your opinion after each statement by putting (X) in the box which best expresses your perspective
Problems related to the students
I find English speaking difficult because… 1 2 3 4 5
1 I cannot express my ideas because my vocabulary is limited.
2 I do not know English speaking strategies.
3 I am unmotivated to speak English with my classmates.
4 I am afraid of being criticized and losing face when speaking in front of the class.
Problems related to teaching methods
When learning speaking skills, I find that… 1 2 3 4 5
6 Teachers do not focus on teaching speaking skill.
7 Speaking topics introduced by teachers are uninteresting.
8 Teachers ignore student’s speaking mistakes.
9 Teachers use more Vietnamese than English in the classrooms.
Problems related to curriculum/syllabus
When learning speaking skills, I find that… 1 2 3 4 5
10 Teaching curriculum limits learners’ English speaking practice in class.
11 The textbooks do not provide enough English speaking activities.
12 Students’ speaking competence is not regularly assessed.
13 Speaking is separately taught from other skills.
Problems related to in-class learning environment
14 The number of native teachers is limited.
15 Speaking classes are only for good students, not weak students.
16 The speaking class size is quite large.
The arrangement of tables and chairs in class prevents students from joining interactive speaking activities.
THANK YOU FOR YOUR COOPERATION!
Các bạn học sinh thân mến,
Tôi đang thực hiện nghiên cứu về "Nhận định của học sinh lớp 8 về những khó khăn khi học nói trong lớp học tiếng Anh như là một ngoại ngữ", đây là phần quan trọng trong luận văn tốt nghiệp chuyên ngành Ngôn ngữ Anh của tôi Sự đóng góp của bạn sẽ rất quý giá cho thành công của nghiên cứu này Không có câu trả lời đúng hay sai cho bảng câu hỏi, và thông tin cá nhân của bạn sẽ được bảo mật và ẩn danh Xin vui lòng dành chút thời gian để hoàn thành bảng câu hỏi bằng cách đánh dấu (x) vào ô thích hợp.
Phần 1: Thông tin cá nhân
Xin hãy đánh dấu (X) vào ô tương ứng với câu trả lời của bạn:
2)Độ tuổi: từ 11 đến 15 tuổi trên 15 tuổi
3)Mỗi ngày bạn dành bao nhiêu thời gian để nói tiếng Anh sau giờ học?
10 phút 25 phút 1 giờ hơn 1 giờ
Phần 2: Nhận định của học sinh lớp 8 về những khó khăn khi học nói trong lớp học tiếng Anh như là một ngoại ngữ:
Vui lòng cho ý kiến của bạn bằng cách đánh dấu (x) vào ô thể hiện đúng nhất nhận định của bạn.
Khó khăn liên quan đến bản thân người nói:
1 = rất không đồng ý; 2 = không đồng ý; 3= không xác định; 4 = đồng ý; 5= rất đồng ý
Tôi nhận thấy nói tiếng Anh khó bởi vì… 1 2 3 4 5
1 Tôi không thể diễn tả ý tưởng của mình bởi vì vốn từ của tôi bị hạn chế.
2 Tôi không biết các chiến lược để nói tiếng Anh tốt hơn.
3 Tôi không có động lực để nói tiếng Anh với bạn cùng lớp.
4 Tôi sợ bị phê bình và mất mặt khi nói tiếng Anh trước lớp.
5 Tôi phát âm sai rất nhiều từ.