Trang 1 BANKING ACADEMY OF VIETNAM THE FACULTY OF FOREIGN LANGUAGES --- GRADUATION THESIS TOPIC: DIFFICULTIES IN ENGLISH SPEAKING OF ENGLISH-MAJORED STUDENTS AT BANKING ACADEMY AND STRAT
INTRODUCTION
Rationale of the study
English is the most widely taught and used language in Vietnam, holding a prestigious position in society Its presence is evident in Vietnamese newspapers, television shows, and various media, making it accessible to many Proficiency in English is essential for improving individual competitiveness in life, employment, and other pursuits.
As the demand for English proficiency among English as a Foreign Language (EFL) learners grows, English has transitioned from an optional subject to a compulsory one in schools and universities, eventually becoming a major in higher education This is particularly evident in the banking and finance sectors, where students at the Banking Academy's Faculty of Foreign Languages are expected to master reading, writing, speaking, and listening skills Speaking, alongside listening, is vital for effective daily communication and educational exchanges However, despite its significance, engaging students in conversation remains one of the most challenging aspects of language teaching, as noted by Candlin (1990).
Many Vietnamese learners of English focus primarily on grammar and vocabulary, often overlooking the importance of speaking skills Despite ATC students completing three dedicated speaking classes with guidance from their teachers, their speaking proficiency in class, during tests, and in everyday situations remains below expectations.
This study, titled “Difficulties in Speaking Comprehension of English-Majored Students at Banking Academy and Strategies to Cope With,” aims to identify the challenges faced by ATC students in developing their speaking skills The findings will provide practical solutions and recommendations to help alleviate these difficulties.
Aim of the study
This study aims to provide valuable insights into the speaking skills of English major students at the Faculty of Foreign Languages, Banking Academy It seeks to address key questions regarding their current proficiency and learning experiences in speaking English.
- What are the current challenges in learning the speaking skill of English major students at Faculty of Foreign Languages, Banking Academy?
- What are strategies employed by the student to improve the speaking ability of English major students at Faculty of Foreign Languages, Banking Academy?
This study aims to identify the key challenges faced by ATC students in developing their speaking skills, with the goal of proposing effective solutions to overcome these obstacles The research findings will benefit both instructors and learners at the Faculty of Foreign Languages by highlighting the issues and guiding them towards the most effective strategies for addressing these challenges.
This research aims to identify the challenges faced by ATC students in English speaking at Banking Academy, specifically targeting students from K22 to K25 majoring in English language A survey was conducted to gather insights into various speaking difficulties encountered during their learning journey, along with suggested strategies from both the researcher and participants The collected data will be analyzed to achieve the study's objectives.
The thesis includes six chapters as follow:
Chapter I – Introduction: this chapter generally states the problem and rationale for the study and also provides the aims, the significance and the scope of the study
Chapter II – Literature Review: this presents the background information of the study, including definitions, significance and classification of speaking skill Previous studies from other researchers are also reviewed and included in this chapter
Chapter III – Methodology: this chapter describes the sample and instruments of the study, as well as the process to collect and analyze data
Chapter IV – Findings Presentation and Discussion: this chapter analyzes and discusses the findings according to two research questions
Chapter V – Summary of findings, implications, recommendation and conclusion: this chapter summarizes all the findings in the study, gives some implications and recommendations for further research It also concludes the main issues discussed in the paper.
Scope of the study
This research aims to identify the challenges faced by ATC students in developing their English speaking skills at the Banking Academy Participants from K22 to K25, majoring in English, were surveyed to gather insights on various speaking difficulties encountered during their learning journey The study also includes suggested strategies from both the researcher and the participants to address these challenges Analyzing the collected data will help achieve the objectives of this study.
Thesis structure
The thesis includes six chapters as follow:
Chapter I – Introduction: this chapter generally states the problem and rationale for the study and also provides the aims, the significance and the scope of the study
Chapter II – Literature Review: this presents the background information of the study, including definitions, significance and classification of speaking skill Previous studies from other researchers are also reviewed and included in this chapter
Chapter III – Methodology: this chapter describes the sample and instruments of the study, as well as the process to collect and analyze data
Chapter IV – Findings Presentation and Discussion: this chapter analyzes and discusses the findings according to two research questions
Chapter V – Summary of findings, implications, recommendation and conclusion: this chapter summarizes all the findings in the study, gives some implications and recommendations for further research It also concludes the main issues discussed in the paper
LITERATURE REVIEW
Definition of speaking
Developing speaking skills is one of the most challenging aspects of language learning for students This complexity arises from the need to manage ideas, language, pronunciation, vocabulary, and grammar, while also listening and responding effectively in conversations To address this challenge, it is crucial to focus on enhancing speaking skills early in elementary education, as this is the optimal period for acquiring new skills with greater ease.
Speaking skill is defined by various authors, highlighting its multifaceted nature According to Harmer (2007), speaking involves fluency and requires not just knowledge of language features but also the capacity to process information in real-time Similarly, Quianthy (1990) describes speaking as the oral transmission of ideas and information across diverse contexts.
Speaking ability and the definition of speaking are intrinsically linked, as highlighted by Bailey (2011), who describes speaking as a productive aural/oral skill that involves producing systematic verbal utterances to convey meaning This underscores the importance of speaking for effectively communicating ideas Additionally, Chaney (1998) emphasizes that speaking involves creating and exchanging meaning through verbal and non-verbal symbols, making it essential in language learning and teaching Learners must develop their speaking skills across various communicative contexts, as speaking is a process that can be enhanced through targeted language training and practice.
Effective oral communication, as highlighted by Richards and Renandya (2002), encompasses the ability to use language proficiently in social interactions, integrating both verbal and paralinguistic elements such as pitch, stress, and intonation Furthermore, it involves nonlinguistic components like gestures, body language, and facial expressions, which play a crucial role in conveying meaning and enhancing communication.
Gestures and body language can effectively accompany speech or convey messages independently According to Brown (2007), there is significant variation in the interpretation of gestures and body language across different cultures and languages.
Speaking, as defined by Bygate (1987), involves creating auditory signals that elicit verbal responses from listeners in diverse ways This process systematically combines sounds to form meaningful phrases Eckard and Kearny (1981) describe speaking as a two-way activity that facilitates the genuine exchange of ideas, facts, or emotions From this top-down perspective, spoken communication represents a collaborative effort among two or more individuals within a shared context and time.
Definition of English speaking
Mastering English requires a diverse set of essential skills, including pronunciation, grammar, vocabulary, fluency, and comprehension, which contributes to its limited accessibility To communicate effectively, students must achieve fluency that enables them to interact confidently with others Effective speaking involves crafting and delivering clear verbal messages to avoid confusion.
Gert and Hans (2008) defined speaking as the act of producing speech or utterances intended to convey meaning, where the speaker's intentions are recognized by the receiver through processing the statements.
According to a 2006 study, speaking is the primary way children learn language, playing a crucial role in everyday language activities for most individuals It serves as the driving force behind language evolution.
Speaking ability is inherently linked to effective communication, defined as the skill to use language proficiently to express ideas and acquire knowledge in various everyday situations.
Types of English speaking
Six different speaking ability categories are listed by Brown (2004) Those categories are as follows:
This category emphasizes the practice of intonations and specific elements of language form through imitation of words, phrases, or sentences A key focus is on pronunciation, where the teacher employs drilling
Students enhance their speaking performance by practicing various phonological and grammatical aspects of language through collaborative tasks Engaging in pair work, they participate in activities such as reading paragraphs aloud, performing dialogues with partners, and interpreting information from charts, which fosters effective communication skills.
Responsive performance encompasses interaction and comprehension testing, primarily within the context of brief conversations, standard greetings, and simple tasks It involves concise responses to questions or comments initiated by teachers or students, as well as providing instructions and directions These short replies are typically adequate and meaningful, facilitating effective communication in educational settings.
It is carried out for the purpose of conveying or exchanging specific information For example, a conversation which is done in pair work
Interpersonal speaking is primarily focused on nurturing social connections rather than merely conveying facts and information Key forms of this communication include interviews, role plays, discussions, conversations, and games.
Teachers often engage students through oral reports, storytelling, and short speeches, highlighting the importance of effective speaking skills To assess speaking proficiency, it is crucial for students to understand pronunciation, vocabulary, and relevant language functions When students are well-prepared for these activities, they are more likely to use language appropriately and confidently.
Significance of English speaking
Humans naturally acquire the ability to speak before they learn to read and write, making verbal communication a fundamental aspect of interaction Mastery of spoken English hinges on understanding key elements such as pronunciation, grammar, vocabulary, fluency, and comprehension, enabling effective and concise communication Research by Rivers (1981) highlights that speaking is utilized twice as often as reading and writing combined in real-world contexts Furthermore, Brown (1994) emphasizes that listening and speaking are essential tools for language learners, underscoring the importance of these skills in language acquisition.
Speaking is crucial for interpersonal interaction, as highlighted by Efrizal (2012) and Pourhosein Gilakjani (2016), since it allows individuals to express thoughts, ideas, feelings, and messages To foster English speaking among students, teachers should consistently model the language in both classroom and everyday contexts Historically, as noted by Richards and Rodgers (2001), speaking skills have often been overlooked in favor of reading and writing, particularly in the Grammar-Translation method, which prioritized these latter skills over listening and speaking.
(2000), among the four language abilities of listening, speaking, reading, and writing, speaking is the most important and necessary skill for effective communication
The importance of speaking is demonstrated with the incorporation of the other language abilities Learning through speaking helps students improve their writing as
Effective language skills, including vocabulary and grammar, enable students to engage in conversation, analyze situations, and express ideas through storytelling and requests Speaking is essential beyond the classroom, as proficient language speakers have improved employment opportunities with various organizations Research by Baker and Westrup (2003) supports the notion that strong English proficiency correlates with better educational prospects, job security, and career advancement Language acquisition necessitates intentional repetition, and spoken interactions provide the essential practice needed for internalizing a new language, as emphasized by Asher.
In 2003, research indicated that students often mimic their teachers immediately after hearing them, highlighting the importance of modeling in language acquisition Krashen's 1988 study further explored the connection between speaking and listening skills, suggesting that a student's ability to speak indicates their comprehension of the language Consequently, many educators shifted their focus from teaching speaking to prioritizing reading and writing skills based on this understanding.
Effective speaking is essential for students learning English, as it allows them to use the language in real-life situations The ability to communicate plays a vital role in human success and daily interactions Speaking is a spontaneous act that occurs in real-time, enabling individuals to express themselves naturally without overthinking their words This skill facilitates genuine conversations, allowing people to enjoy language use while pursuing specific objectives.
Characteristics of English speaking
Mazouzi (2013) emphasizes the importance of balancing fluency and accuracy in speaking activities for students, as both are essential for effective communication Engaging in in-class practice is beneficial for students, helping them to enhance and strengthen their speaking skills.
9 communicate, and they should be informed about how the linguistic system functions properly
Fluency is a crucial aspect of speaking performance, serving as a fundamental goal in teaching speaking skills As noted by Hughes (2002), fluency involves the learner's ability to communicate understandably, preventing breakdowns in communication that can lead to listener disinterest Hedge (2000) further defines fluency as the ability to logically respond by effectively combining words and sentences, articulating sounds clearly, and utilizing appropriate stress and intonation.
Accuracy is a crucial aspect of speaking performance in language learning It is essential for students to attain proficiency in the target language, prompting educators to prioritize accuracy in their teaching methods To achieve a high level of accuracy and completeness in speech, learners must focus on key elements such as grammatical structures, vocabulary, and pronunciation (Mazouzi, 2013).
According to Thornbury (2005), learners need to master complex and well-structured expressions to accurately apply grammatical rules and enhance vocabulary through appropriate word choices in various contexts It is essential for students to develop the skill of using words and expressions correctly, as identical phrases or idioms can have different meanings in different situations Additionally, Thornbury emphasizes that pronunciation is often overlooked by students, yet understanding different sounds, phonological rules, tone, intonation, and emphasis is crucial for speaking English fluently and effectively.
Previous studies about difficulties while learning English speaking
Several studies have been undertaken on the English speaking challenges faced by English language learners
A 2019 study by Zainurrahman and Sumarni Sangaj on university students' speaking difficulties highlighted that psychological issues, such as hesitance and low self-esteem, significantly impacted students' speaking performance The research utilized a performance test assessed with a speaking rubric, revealing that students had extremely low grammar knowledge Additionally, vocabulary mastery was found to be crucial for effective speaking The study identified psychological factors and vocabulary proficiency as key challenges Conducted as qualitative research, it involved a random sample of 14 English Department students from STKIP Kie Raha Ternate for the 2017/2018 academic year, although their English proficiency levels were not specified.
Various studies have identified obstacles to EFL speaking comprehension Rahayu (2015) conducted a thesis that explored the challenges faced by students in a daily English speaking program at Husnul Khotimah Islamic Boarding School The research aimed to identify these challenges, the underlying factors, and strategies to address them Despite encouragement to use English daily, students still struggled with speaking due to environmental factors that hindered their communication practice This lack of support significantly impacted students' motivation and opportunities for practice The study, categorized as descriptive research, focused on the speaking difficulties of second-grade students; however, the limited sample size of nineteen participants raised concerns about the reliability of the findings.
A study by Ulfa Yusica (2015) examined the challenges faced by Thai students in speaking English, revealing that many struggle with oral communication, one of the four essential language skills The research highlights several factors contributing to these difficulties, including Thailand's unique historical context of never being colonized, age-related constraints, socio-cultural influences, and psychological barriers such as anxiety and self-doubt Additionally, the prevalence of a teacher-centered approach that emphasizes grammar over speaking practice, along with large class sizes and a lack of immersive English environments for daily interaction, further complicates students' ability to communicate effectively in English.
In 2014, Al-Jamal, Dina A and Al-Jamal, Ghadeer A conducted a study titled “An Investigation of the Difficulties Faced by EFL Undergraduates in Speaking Skills,” focusing on the challenges encountered by EFL students in Jordan The research involved a stratified random sample from six public universities, with 64 students participating in semi-structured interviews out of 566 who completed a survey questionnaire The findings revealed a perceived failure in speaking proficiency among EFL undergraduates, attributed to insufficient instruction in speaking skills at the university level Key difficulties identified included reliance on the first language (L1), large class sizes, and limited instructional time.
RESEARCH METHODOLOGY
Locale of the study
The study at the Banking Academy, renowned for its training in finance and banking, examines the challenges faced by English-major students specializing in English for banking and finance Conducted at the Faculty of Foreign Languages, this research aims to identify the difficulties these students encounter in learning English speaking skills and to offer practical recommendations for improvement.
Participants
All students from the Faculty of Foreign Languages at Banking Academy, regardless of their academic year, gender, or language proficiency, were invited to participate in this study, focusing on those enrolled from 2019 to 2023 English majors receive extensive training in both the banking and financial sectors alongside their English education, which includes academic modules in grammar, semantics, phonetics, and intercultural communication, as well as practical skills in listening, speaking, reading, and writing While this dual training offers significant benefits, it also creates considerable pressure and anxiety among students, which can sometimes be counterproductive.
The questionnaire was evenly distributed among first-year, second-year, third-year, and final-year students to enhance the study's abstraction and accuracy Each academic year had around 50–60 participants, selected randomly to maintain objectivity in the research Notably, the survey did not account for participants' gender, as female students were frequently overrepresented.
13 made up the large percentage of all English-major students at the Faculty of Foreign Languages
Academic year The number of participants
Table 1: Number of participants in each academic year
Research design
This investigation employs quantitative surveys, a method defined by Aliaga and Gunderson (2002) as the collection of numerical data analyzed through statistical techniques Utilizing a standard questionnaire allows researchers to easily gather insights into respondents' perspectives, beliefs, behaviors, experiences, and demographic traits (Creswell, 2005) The goal of quantitative research is to analyze current conditions and explore relationships between variables (Mertler, 2016) Throughout this process, researchers strive to maintain neutrality while engaging with participants and the research context.
The questionnaire used in this study was built up based on the references from previous studies and the author’s own ideas This questionnaire includes two parts The
The study consisted of two main parts: the first part focused on gathering demographic information from participants, including their academic year and the duration of their English learning experience The second part assessed the respondents' experiences in learning to speak English, featuring 10 items rated on a Likert scale from 1 (No effect) to 5 (Major effect).
The Likert rating scale offers a significant benefit by minimizing biased responses, allowing participants to express their preferences through a range of options rather than a simple "Yes" or "No." This approach facilitates the collection of data that can be easily analyzed to draw conclusions and generate visual representations, such as charts, to effectively summarize and communicate the findings.
The survey was divided into two sections, with the first focusing on participants ranking various factors that influence their English speaking ability across different contexts, including classroom settings, tests, and daily interactions.
- Lack of words usage and grammar practice
Participants were invited to identify additional factors that could influence their speaking abilities through an open-ended question In the subsequent section, they were presented with another open question to further explore these influences.
15 share their own solutions that they have been using that had actual results to their performance.
Research instrument
After evaluating various instruments for language learning research, a questionnaire was chosen as the most effective method for this study Following Muijs (2004), the questionnaire was designed to be concise to maximize initial response rates and minimize nonrespondents While previous surveys provided valuable insights, the researcher tailored the questionnaire by selecting relevant questions and ensuring clarity and brevity Munn et al (1990) highlight four key advantages of using questionnaires: efficient time use, respondent anonymity, potential for high return rates, and standardized questions.
Questionnaires are an efficient tool for data collection, allowing respondents to complete surveys at their own pace, which saves time for both researchers and participants They enable the gathering of information from a large audience without the need for in-person meetings, eliminating scheduling conflicts Furthermore, the anonymity provided by questionnaires encourages more honest and candid responses, making them a preferred choice over many other research methods.
Questionnaires can achieve a high response rate, and researchers can enhance participation by sending reminders or offering unexpected rewards To ensure the survey's originality, it was conducted in English, targeting participants with intermediate English skills The online questionnaire is designed to be completed in 5 to 10 minutes, with immediate access to the results.
Data collecting procedure
The supervisor recommended testing the carefully developed survey on a small group of English-major students to identify potential issues After approval, the questionnaire was distributed to five senior students, who were instructed to provide unbiased feedback Constructive suggestions included delivering the survey solely in English to maintain its originality and avoid confusion, as well as replacing some multiple-choice questions with open-ended ones to allow participants to express their perspectives more freely The researcher took all feedback into account, resulting in the adjustment of the questionnaire by removing unnecessary questions and converting certain multiple-choice items into open-ended questions.
After completing the pilot phase, the next step in the data collection process involved distributing an online survey to students from K22 to K25 through social media platforms With the enthusiastic participation of respondents, the survey reached the target number of responses within approximately two weeks All responses were meticulously refined for research purposes before analysis Ultimately, 220 responses were deemed eligible for the data analysis procedure.
Data analysis procedure
The analysis was conducted using SPSS version 26 after careful data collection and refinement Cronbach's alpha, a widely used measure of internal consistency and reliability for questionnaires utilizing multiple Likert scales, was employed to assess the data's reliability.
17 was displayed by the researcher prior to beginning data analysis to answer the two study questions mentioned above.
FINDINGS PRESENTATION AND DISCUSSION
Findings
Which year are you in at Banking Academy?
Frequency Percent Valid Percent Cumulative
Table 2: Participants’ academic year result
Chart 1 briefly describes information about participants’ academic year at Faculty of Foreign Languages, Banking Academy of Vietnam who took part in this study As can be seen from the chart, more than one fourth of the participants were final year students, which made up to 30.0% of the majority, followed by 24.5% of third year students Freshman and sophomore took up the same amount of the respondents, which was 22.7% for each academic year
How long have you been learning English?
Table 3: Participants’ English study time
Chart 2: The amount of time ATC student have been learning English
Chart 2 illustrates the amount of time that ATC students have been learning English It is noticeable to see from the chart that 92.8% of students have been spending more than
6 years studying English 5.4% of them spent 6 years learning English Only a small minority spent less than 6 years in their English learning process
4.1.2 Factors that affect ATC students’ speaking performance in general a Reliability of the Measurement
To ensure accurate and dependable results, the reliability of quantitative items will be assessed This involves evaluating the consistency of results obtained from a specific measurement instrument, which is a crucial aspect of determining a measurement's reliability in research studies.
Cronbach's Alpha is essential for ensuring the reliability of instruments used in research, as it guarantees consistent data Accurate measurement outcomes are crucial for valid research results Trizano-Hermosilla and Alvarado (2016) emphasized that this coefficient is the most commonly utilized metric for establishing reliability in applied studies The table below summarizes the Cronbach's Alpha values for the key sections of this study.
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted Cronbach's Alpha = 765
Lack of words usage and grammar practice 33.66 13.418 428 746
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4: an overview of the Cronbach's Alpha of the major sections used in the study
The reliability testing results indicate that the Cronbach's Alpha coefficient for all research criteria exceeds 0.6, with each observed variable demonstrating a total variable correlation coefficient greater than 0.3 This confirms that the scale used in the study is both adequate and trustworthy, ensuring accuracy in subsequent testing and analysis.
Analysis of variance (ANOVA) is a statistical tool that divides the overall variability in a data set into systematic and random factors Systematic factors significantly influence the data, whereas random factors do not Analysts utilize the ANOVA test to assess the effects of independent variables on a dependent variable in regression analysis.
ANOVA analysis is a valuable tool for assessing the impact of independent variables on a dependent variable in regression studies Unlike traditional methods that focus on comparisons within a single study group, ANOVA enables broader comparisons across two or more groups of subjects, enhancing the understanding of variable relationships.
ANOVA analysis is based on the following significance levels
- NS (Non – significant): Sig (P – value) > 0.1 (no difference)
- (*): 0.05 < Sig (P – value) ≤ 0.1 (low statistically significant difference)
- (**):0.01 < Sig (P – value) ≤ 0.05 (mean statistically significant difference)
- (***): Sig (P – value) ≤ 0.01 (highly statistically significant difference)
Lack of words usage and grammar practice 1 10 61 136 13 3.68
(Source: SPSS Data Processing 2023) Table 5 : Level of students' agreement on factors affecting English speaking ability
Number of school year English study time
Lack of words usage and grammar practice NS *
Table 6: ANOVA test - the difference in students' opinions about factors affecting
It can be seen from the table 6 that, for the variable “Number of school year”, there is a high statistically significant difference in the criteria “Lack of general knowledge”,
“Lack of speaking practice”, “Low motivation” and “Low in-class participation”, while
26 for the variable “English study time”, the high statistically significant difference comes from “Lack of general knowledge” and “Fear of criticism”, followed by “Fear of committing mistakes”, “Nervousness”
The survey had looked into ten factors that may affect ATC students’ speaking performance in general, and the results are shown below, respectively:
Chart 3: The level of effect of students’ lack of general knowledge on their speaking performance in general
Chart 3 indicates that a lack of general knowledge moderately impacts ATC students' speaking abilities, with 82.7% of participants acknowledging this effect Additionally, 5.5% believe that insufficient broad information could significantly hinder their overall performance Meanwhile, 9.1% of respondents felt that this factor had a minimal influence on their learning process, and 2.3% reported no impact at all.
Chart 4: The level of effect of students’ fear of committing mistakes on their speaking performance on general
Students' fear of making mistakes significantly hinders their speaking performance, with over 50% of participants reporting anxiety about errors impacting their English abilities in various settings, including classrooms and tests Additionally, 44.1% acknowledged that this fear affects their overall performance, while only 4.1% of students indicated that it had no impact on them at all.
Chart 5: The level of effect of students’ fear of criticism on their speaking performance on general
Many ATC students experience a significant fear of criticism while practicing English speaking, which negatively impacts their performance According to Chart 5, 57.3% of participants reported that this fear greatly worsened their speaking abilities, while 37.7% indicated it had a moderate effect Conversely, only a small percentage, 2.3%, felt that criticism had a neutral impact, and just 1.8% stated it did not affect their learning at all.
Chart 6: The level of effect of students’ lack of speaking practice on their speaking performance on general
A significant 65.9% of students reported that insufficient speaking practice moderately impacts their English speaking skills, while 10.9% believe it has a serious effect In contrast, 17.3% feel that the lack of practice has minimal influence, and 4.5% assert that it does not affect their performance at all.
Chart 7: The level of effect of students’ lack of word usage and grammar practice on their speaking performance on general
Chart 7 describes the level of effect of students’ lack of word usage and grammar practice on their speaking performance in general Around 61.8% of the students considered this factor somewhat affected their English speaking, while 5.5% of the respondents considered this as a major factor that directly affected their performance 27.7% of them said that their lack of words usage and grammar practice placed a mild effect on them, while 4.5% of them claimed this barely left any effect at all
Chart 8: The level of effect of students’ low motivation on their speaking performance on general
According to Chart 8, 43.2% and 37.7% of participants reported that low motivation had a neutral or minor impact on their speaking skills In contrast, only 16.4% felt that low motivation somewhat affected their performance, while a mere 1.8% believed it had a serious impact.
Chart 9: The level of effect of students’ low in-class participation on their speaking performance in general
Chart 9 demonstrates the level of effect of students’ low in-class participation on their speaking performance in general It is obvious to see that nearly one half of the participants, specifically 44.1% of them, agreed that their low in-class participation did not affect their speaking ability at all 39.1% of the respondents stated that this factor barely left any effect on their performance A small number of them claimed that this barely left any effect on their performance
Chart 10: The level of effect of students’ shyness on their speaking performance on general
Chart 10 illustrates the impact of students' shyness on their speaking performance, revealing that 72.7% of participants believe shyness has a moderate influence on their speaking abilities Additionally, 14.1% indicated that shyness significantly affects their performance, while 10.9% reported that it has little to no effect.
Chart 11: The level of effect of students’ nervousness on their speaking performance on general
According to Chart 10, a significant 72.3% of participants reported that nervousness had a considerable impact on their performance, while 19.1% acknowledged that it severely affected their speaking skills In contrast, only 7.3% of respondents felt that nervousness had minimal influence on their ability to speak English.
Chart 12: The level of effect of unfamiliar word pronunciation on their speaking performance in general
Discussion
Chart 13: The level of effect of listed factors on ATC students’ speaking performance in general
A recent survey conducted among English majors at the Faculty of Foreign Languages, Banking Academy of Vietnam revealed that most students experience psychological challenges, particularly "fear of criticism" and "fear of making mistakes."
Nervousness and shyness are significant barriers to learning English, as they hinder students' ability to practice and improve their language skills Anxiety can lead to feelings of anger and frustration, creating an unproductive learning environment Many learners feel guilty and lack confidence when presenting in English due to fear of mistakes and criticism, often feeling embarrassed when they realize their classmates are focused on them Littlewood (2007) noted that classroom settings can induce anxiety, which affects learners' performance Consequently, many students study foreign languages primarily for exams, yet struggle with practical communication, often unable to form complete sentences despite strong grammar knowledge and high test scores.
Students' lack of general knowledge significantly hinders their English speaking skills and prevents them from reaching their goals In school, learners are expected to possess adequate knowledge about relevant topics to facilitate effective communication However, insufficient general knowledge can disrupt their ability to express ideas, leading to confusion and difficulties in conversation.
A lack of vocabulary and grammar practice negatively impacts English speaking skills, leaving many learners uncomfortable in real communication Effective learning and communication depend on a robust vocabulary, strong listening skills, and proper grammatical structures Without a solid vocabulary foundation and adequate listening abilities, students struggle to engage confidently in conversations.
A solid grasp of grammatical structures is essential for effectively learning and practicing English speaking skills While vocabulary enables speakers to express their thoughts, grammar plays a crucial role in forming clear and concise sentences It allows students to convey complex ideas without excessive wording However, many students only learn individual word meanings, overlooking the vast array of synonyms and related terms, which can lead to challenges in retention and practical usage Moreover, English vocabulary often appears in phrases and idioms, making it vital to learn words in context to prepare for real communication scenarios Without this contextual understanding, learners may grasp individual words but struggle with overall comprehension during conversations Additionally, students frequently believe they have acquired sufficient vocabulary for basic communication, leading to complacency and a lack of motivation to further expand their language skills.
Students at the Banking Academy experience low in-class participation, which is closely linked to their diminished motivation to speak and insufficient speaking practice This situation arises from large class sizes, typically consisting of 45-50 students, and limited learning hours, as each class lasts approximately 2 hours and 30 minutes With around 150-160 students enrolled in the Faculty of Foreign Languages each academic year, these factors contribute to the challenges faced in enhancing student engagement and speaking proficiency.
In large classes, individual student participation in communication activities is limited, as only one person can speak at a time while others listen This often results in some students being more engaged than others, highlighting the challenges of ensuring equal involvement in discussions.
In classroom speaking activities, some students actively participate while others remain silent, making it challenging for teachers to provide meaningful feedback This lack of engagement can significantly diminish students' motivation to speak, as they may feel their contributions are unnecessary Additionally, with courses typically lasting eight weeks, the time for fostering effective communication skills is limited.
In just 720 minutes (12 hours) of class time, teachers and students face the challenge of covering extensive theoretical knowledge, often at the expense of practical activities This limited time reduces opportunities for students to practice speaking English with their peers, leading to decreased motivation for engaging in English discussions during class Consequently, this lack of interaction can diminish their enthusiasm for practicing outside the classroom, as they lack partners for exercise, ultimately hindering the development of their English speaking skills.
SUMMARY OF FINDINGS, IMPLICATIONS,
Suggested implications
5.2.1 Suggested implications for English major students at Faculty of Foreign
Languages, Banking Academy of Vietnam
Consistent practice is essential for enhancing students' speaking abilities, as it is not reliant on innate talent (Wongsuwana, 2006) The extent of their progress hinges on effective training and practice methods Improvement in speaking skills is a gradual process that necessitates time and involves collaboration with peers and teachers in the classroom, along with vital training outside of school.
English major students at the Faculty of Foreign Languages, Banking Academy, have developed various strategies to enhance their speaking skills Many record their practice speeches, review them for pronunciation errors, and repeat the process until they achieve satisfactory results Others engage in self-talk or converse with an imagined "second personality," often mimicking the accents of peers and teachers Additionally, they seek out speaking prompts for independent practice and utilize resources like YouTube videos and English podcasts to further improve their abilities This study also aims to offer strategies to overcome existing challenges in their language learning journey.
English speaking clubs, such as the English Club of Banking Academy (ECBA), provide an ideal environment for English majors to enhance their speaking skills As the largest English club at Banking Academy, ECBA fosters a friendly and open atmosphere where students can engage in discussions on relevant topics suited for all proficiency levels Members are encouraged to support and motivate one another, helping to alleviate shyness and promote active participation Additionally, ECBA organizes various English-related competitions each year, allowing students to challenge themselves and further develop their abilities Students can also seek out and join other inclusive English clubs, which welcome participants regardless of their English proficiency level.
English-speaking coffee shops in Hanoi provide a valuable opportunity for learners to practice their language skills in a relaxed environment The city’s vibrant community of foreigners makes it easy to find spaces where English is spoken Many cafes, often run by young entrepreneurs, aim to create enjoyable atmospheres for socializing and language exchange In these settings, students can engage in casual conversations, make friends, and enhance their communication skills without the pressure of formal academic language.
Practical communication in public places serves as an effective strategy for university students in Hanoi to engage with tourists from English-speaking countries at popular attractions like the Old Quarter and St Joseph's Cathedral This real-world interaction enhances their listening skills, vocabulary, and grammar usage, as conversations are unscripted and spontaneous Additionally, students must possess knowledge of Vietnamese culture, history, and notable tourist sites to engage visitors meaningfully Some instructors at the Banking Academy have successfully implemented this method, resulting in positive feedback and increased student interest in learning As a result, students gain practical vocabulary, apply diverse structures, and build confidence in their English communication skills with foreigners.
5.2.2 Suggested implications for teachers at Banking Academy of Vietnam
Teachers should avoid interrupting students while they speak, as frequent interruptions can lead to distractions, loss of ideas, and diminished confidence Allowing students to express themselves fully fosters a more supportive learning environment.
English learners often feel frustrated, which can hinder their classroom performance To mitigate this, teachers should encourage students to speak freely without frequent interruptions Instead of correcting every mistake in the moment, educators should take notes and address common errors later in class By focusing on the most significant and frequently occurring mistakes, teachers can avoid overwhelming students with minor details Ultimately, allowing uninterrupted speech helps students associate speaking with a positive experience.
In classroom speaking and communication activities, teachers often divide students into smaller groups, but a common oversight is failing to clarify each student's role This can lead to a situation where one or two students dominate the conversation, leaving others feeling excluded and unmotivated to participate To foster a more inclusive environment, teachers should ensure that groups are balanced in terms of speaking opportunities, allowing every student to contribute meaningfully to the discussion.
Students frequently give brief or low-quality responses due to pressure and a fear of appearing incompetent When responses are quick, it may indicate a lack of additional thoughts, language skills, or confidence To foster better communication, teachers should support students by posing relevant follow-up questions based on their initial comments.
When learning a new language, it's essential to recognize that processing and verbalizing thoughts takes time, as fluent speech doesn't come easily Teachers must understand that language acquisition is a continuous journey filled with mistakes While it can be challenging to expect constant patience from educators, they should avoid interrupting or completing students' sentences, allowing learners the space to express themselves fully.
42 redirect them to another student, which may increase their inhibitions and insecurities when it comes to speaking English
To achieve proficiency in English speaking skills, learners must engage in consistent and long-term practice, as language acquisition inherently involves making mistakes Confidence, patience, and a willingness to communicate in both classroom and real-life situations are essential for improvement This ongoing training not only enhances language abilities and expands vocabulary but also helps students correct fundamental errors over time Guided support from teachers is crucial in this process, as strong English speaking skills are vital for academic success and play a significant role in job interviews and career opportunities after graduation.
This study highlights the significant challenges faced by ATC students in developing their speaking skills, primarily due to psychological factors Key obstacles include a fear of making mistakes, concerns about criticism, and feelings of shyness and nervousness, all of which hinder their progress in improving their English speaking performance.
This study has notable limitations, including a small participant size and time constraints, which may affect the accuracy of the results Future research should involve a larger sample and extended duration for more reliable findings Additionally, the lack of inquiry into participants' English proficiency levels may also influence the study's outcomes.
Further research should also focus on the teaching methods because this is one of the key factors that influence students’ speaking performance as well
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[Survey] Difficulties in English speaking of English-majored students at Banking Academy and strategies to cope with
I am Phuong, a K22 student at the Faculty of Foreign Language, Banking Academy I am currently carrying out a study on speaking difficulties encountered by ATC students
This questionnaire is designed to gather data on the challenges faced by ATC students in developing their speaking skills The insights obtained will be invaluable for my research, which seeks to assess the current situation and offer practical solutions to help English-major students at the ATC Faculty of Banking Academy overcome these obstacles.
Please complete this questionnaire by selecting the appropriate options and responding to the open-ended questions Your responses will remain confidential and will be used solely for research purposes.
I would really appreciate your help
1 Which year are you in at Banking Academy?
1st year 2nd year 3rd year 4th year
2 How long have you been learning English?
PART 2: DIFFICULTIES ENCOUNTERED BY ATC STUDENTS WHEN
1 On a scale from 1 to 5, how much do these factors affect your English speaking ability in general? (Both in class, in tests and in everyday circumstances)
2 - Minor effect 3- Neutral 4 - Moderate effect
Lack of words usage and grammar practice
2 Apart from the factors above, are there any other factors that affect your speaking ability in general?
PART 3: SOLUTIONS TO MINIMIZE THE CHALLENGES
In order to overcome the obstacles while speaking English, do you have any solutions that you have been using that had actual results to your performance?