An investigation into factors affecting students perspective in learning speaking skills in the modern time a survey at phu hoa high school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ PHAM THI NGOC BICH AN INVESTIGATION INTO FACTORS AFFECTING STUDENTS’ PERSPECTIVE IN LEARNING ENGLISH SPEAKING SKILLS IN THE MODERN TIME: A SURVEY AT PHU HOA HIGH SCHOOL MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2023 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ PHAM THI NGOC BICH AN INVESTIGATION INTO FACTORS AFFECTING STUDENTS’ PERSPECTIVE IN LEARNING ENGLISH SPEAKING SKILLS IN THE MODERN TIME: A SURVEY AT PHU HOA HIGH SCHOOL Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: DINH THI MINH HIEN, Ed.D HO CHI MINH CITY, 2023 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA Xà HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC GIẤY XÁC NHẬN Tôi tên là: PHẠM THỊ NGỌC BÍCH Ngày sinh: 05/11/1981 Nơi sinh:Thành phố Hồ Chí Minh Chuyên ngành: LL & PP dạy học môn Tiếng Anh Mã học viên: 1881401110003 Tôi đồng ý cung cấp tồn văn thơng tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Công nghệ Thành phố Hồ Chí Minh Ký tên Phạm Thị Ngọc Bích CỘNG HÒA Xà HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Ý KIÉN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC sĩ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: TS ĐINH THỊ MINH HIỀN Học viên thực hiện: PHẠM THỊ NGỌC BÍCH Lớp: MTESOLO18A Ngày sinh: 05/11/1981 Nơi sinh: Tp.HCM Tên đề tài: “INVESTIGATING STUDENTS’ PERSPECTIVE IN LEARNING ENGLISH SPEAKING SKILLS AT PHU HOA HIGH SCHOOL” Ý kiến giáo viên hướng dẫn việc cho phép học viên: Phạm Thị Ngọc Bích bảo vệ luận văn trước Hội đồng: Ị^.&Ố M/^ 4?ẲWỎ .ySal .0/1 KI ù -tóp Vcè.i LẶ .-^ẲvAy^t .(j/ííÉ).7ỀĨ.&/"" o r I 4kv I í (1 -4- -V zo _L/\^ ì X , í ?1 -1 x-x n Thành phố Hồ Chí Minh, ngày ũtháng năm 2(úĩ> Người nhận xét TS Đinh Thị Minh Hiền i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “An investigation into factors affecting students’ perspective in learning English speaking skills in the modern time: A survey at Phu Hoa high school” is my own work Except for the reference which is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I qualified for or awarded another degree or diploma No other person's work has been used without due acknowledgment in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, June 2023 Pham Thi Ngoc Bich ii ACKNOWLEDGMENTS I would like to take this opportunity to express my gratitude to individuals who made a valuable contribution to the completion of this thesis Without their great assistance and support, this thesis would not have come into existence Firstly, I owe my deepest gratitude to my supervisor - Dr Dinh Thi Minh Hien - for her precious time and tirelessly constant efforts in guiding me on preparing, conducting, and writing this paper Thanks to her patience and considerable encouragement, I have maintained and nourished my motivation during the long process to make this thesis possible Secondly, I would like to offer my thanks to all of my lecturers, who provided me with invaluable lessons and extensive knowledge that laid the foundation for this work I would like to thank the academic staff in the Department of Postgraduate Studies at Ho Chi Minh City Open University, for their unconditional support and timely reminders Thirdly, I am greatly indebted to my colleagues and all students at Phu Hoa high school for their participation and assistance Mostly, I wish to send my special thank to the administrators at the school that gave me the best condition to conduct my research Last but not least, my appreciation goes to my family Mainly, I would like to express my heartfelt gratitude to my parents, family members and my friends for their tacit encouragement during the process of studying and writing this thesis With all of their tremendous support that empowers me to face one of the most challenging experiences in my life – the thesis iii TÓM TẮT Nghiên cứu nhằm xác định quan điểm học sinh việc học kỹ nói Tiếng Anh trường THPT Phú Hịa Nghiên cứu cố gắng tìm vấn đề học sinh, yếu tố ảnh hưởng đến việc học kỹ nói Tiếng Anh học sinh đưa số đề xuất nhằm cải thiện kỹ nói Tiếng Anh học sinh Nghiên cứu thực với 364 học sinh từ lớp lớp khối 10, lớp khối 11 lớp khối 12 Tất học sinh yêu cầu trả lời bảng câu hỏi gồm hai phần viết riêng cho em Nhà nghiên cứu mời giáo viên hoàn thành bảng câu hỏi nhận thức họ việc học sinh học kỹ nói Tiếng Anh Hơn nữa, học sinh - đại diện cho khối lớp, lớp học sinh – chọn để tham gia vấn người với nhà nghiên cứu Kết từ bảng câu hỏi phân tích định lượng với hỗ trợ phần mềm SPSS liệu từ vấn phân tích phương pháp phân tích chuyên đề Kết cho thấy hai nhóm quan điểm học sinh việc học kỹ nói Tiếng Anh, quan điểm tích cực tiêu cực Kết khảo sát yếu tố ảnh hưởng đến việc học kỹ nói Tiếng Anh học sinh bao gồm: ngôn ngữ, tâm lý, môi trường cơng nghệ Tóm lại, kết nghiên cứu giúp hiểu rõ quan điểm học sinh việc học kỹ nói Tiếng Anh xác định số yếu tố ảnh hưởng đến việc học kỹ nói Tiếng Anh học sinh Một số gợi ý cho đối tượng trinh giáo dục nêu nhằm nâng cao việc học kỹ nói Tiếng Anh học sinh trường THPT Phú Hòa iv ABSTRACT This research aimed at identifying students’ perspectives in learning English speaking skills at Phu Hoa high school This study also tried to find the students’ problems, factors affecting their learning English speaking skills and made some suggestions on improving their learning English speaking skills This research was conducted with 364 students from three classes in grade 10, three classes in grade 11 and three classes in grade 12 All these students were asked to answer a two-section questionnaire that was specially written for them The researcher also invited nine teachers to complete questionnaire about their perception of students’ learning English speaking skills Furthermore, nine students - three representatives for each grade - were chosen to participate in one-by-one interviews with the researcher The results from the questionnaires were quantitatively analyzed with the support of SPSS, and the data from the interviews were analyzed using the thematic analysis method The findings revealed two major groups of students’ perspective towards learning English speaking skills, which are positive and negative The results from the survey pointed out four main factors that have influence on students’ learning English speaking skills including linguistics, psychology, environment and technology In conclusion, the outcome of the study indicates more understanding about students' perspectives in learning English speaking skills as well as define some factors affecting students’ learning English speaking skills Several suggestions for each of the objects in educational process were made to improve students’ learning English speaking skills at Phu Hoa high school v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP…………………………………………………i ACKNOWLEDGMENTS……………………………………………………………ii ASBTRACT………………………………………………………………………….iv TABLES OF CONTENTS………………………………………………………….v LIST OF TABLES………………………………………………………………….viii LIST OF ABBRIVIATION……………………………………………………… ix CHAPTER 1: INTRODUCTION .1 1.1 Background of the study 1.2 Problems of the study 1.3 Research aims and research questions 1.4 The significance of the study 1.5 The rationale of the study 1.6 Scope of the study 1.7 The organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Some notable works in the field of learning English speaking skills 2.3 Characteristics of speaking skills 17 2.3.4 Teaching and learning of speaking skills 20 2.3.5 Factors affecting students’ speaking skills 22 2.3.6 Classification of students’ speaking difficulties 30 2.4 Related research 32 2.5 Research gap 38 2.5 Research framework 39 CHAPTER 3: METHODOLOGY 41 3.1 Research design 41 3.2 Research instruments 41 vi 3.2.1 Questionnaires 42 3.2.2 Interviews 44 3.3 Research site 45 3.4 Research participants 45 3.4.1 Students 45 3.4.2 Teachers 46 3.5 Data collection and data analysis procedure 46 3.5.1 Data collection 46 3.5.2 Data analysis procedure 48 3.6 Validity and reliability 50 3.6.1.Validity 50 3.6.2 Reliability 50 3.7 Summary of chapter 52 CHAPTER 4: FINDINGS AND DISCUSSION 53 4.1 Data analysis 53 4.1.1 Students’ questionnaire 53 4.1.2 Teachers’ questionnaire 63 4.1.3 Interviews with students 72 4.2 Discussion of the findings 81 4.3 Summary of chapter 82 CHAPTER 5: CONCLUSIONS AND RECOMMENDATION 84 5.1 Conclusion 84 5.2 Research implications 85 5.2.1 Implication for students 85 5.2.2 Implication for teachers 86 5.2.3 Implication for administrators 88 5.3 Limitations and recommendations for further study 88 5.4 Summary of chapter 89 REFERENCES 90