Difficulties and solutions to english speaking encountered by secondary students in thai nguyen province, vietnam

Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI THU TRANG DIFFICULTIES AND SOLUTIONS TO ENGLISH SPEAKING ENCOUNTERED BY SECONDARY STUDENTS IN THAI NGUYEN PROVINCE,

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI THU TRANG DIFFICULTIES AND SOLUTIONS TO ENGLISH SPEAKING ENCOUNTERED BY SECONDARY STUDENTS IN THAI NGUYEN PROVINCE, VIETNAM M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN - 2024 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI THU TRANG DIFFICULTIES AND SOLUTIONS TO ENGLISH SPEAKING ENCOUNTERED BY SECONDARY STUDENTS IN THAI NGUYEN PROVINCE, VIETNAM M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Nguyen Thu Ha, Ph.D THAI NGUYEN - 2024 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ NGUYỄN THỊ THU TRANG NHỮNG KHÓ KHĂN VÀ GIẢI PHÁP ĐỐI VỚI KỸ NĂNG NÓI TIẾNG ANH CỦA HỌC SINH CẤP THCS TẠI THÁI NGUYÊN LUẬN VĂN THẠC SĨ (Định hướngng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán bộ hưóng dẫn: TS Nguyễn Thu Hà THÁI NGUYÊN - 2024 DECLARATION I, Nguyen Thi Thu Trang, hereby certify that the research titled “Difficulties and solutions to English speaking encountered by secondary students in Thai Nguyen Province, Vietnam” is the result of my own research at Tan Thinh and Trung Vuong Secondary School in the academic year 2021-2022 I also accept all the requirements relating to retention in the library The research reported was approved by the Board of Rectors at School of Foreign Languages Approved by Author’s signature SUPERVISOR Nguyen Thu Ha, PhD Nguyen Thi Thu Trang 15 January, 2024 i ABSTRACT This mixed-method study investigates the speaking difficulties faced by secondary school students at Tan Thinh and Trung Vuong Secondary School in Thai Nguyen Province, Vietnam In particular, the research identifies affective aspects, linguistic aspects, instructional aspects along with some other external aspects that contribute to these obstacles and provides several solutions to address them A total of 267 students completed the 60-item questionnaire adapted from Thảo and Nguyệt (2019) and Yaorm (2019), then 24 random participants were selected to join the semi- structured interviews In addition, classroom observation was conducted in 8-period speaking classes to triangulate data obtained from questionnaires and semi-structured interviews The results indicate that several external factors, such as learning environment, cross-cultural awareness, and performance condition, had the greatest impact on students’ English-speaking performance Then, affective factors put significant influences on students' capacity to communicate, followed by linguistic and instructional factors The study additionally recommends that teachers should employ effective instructional strategies and that policymakers modify current pedagogical methods and curricula to better prepare students for success in English- language classrooms Moreover, students may benefit from self-directed learning and the adoption of effective strategies to improve their English-speaking ability Furthermore, the study emphasizes the need for a multifaceted approach to teaching English language proficiency, involving teachers, institution administrators, and student participation Keywords: speaking difficulties, affective aspects, instructional aspects, linguistic aspects, external aspects, speaking strategies ii ACKNOWLEDGEMENT The researcher wishes to convey her profound gratitude to the following individuals who have significantly contributed to the completion of this humble work Dr Nguyen Thu Ha, her adviser, who greatly gave her unending support and utmost guidance and assistance to the researcher, and who always gave her valuable pieces of advice for the success of this study All her classmates, who extended the warmth of their friendship to the researcher who made her strong to adjust to the new learning environment and who were always ready to share not only the happiness but also the sadness Special thanks to the Board of Rectors, students and teachers who have sincerely given the researcher their support in conducting this study Her beloved mother, Mrs Nguyen Thi Kim Lien, who have always hoped that the daughter finish her master degree Her mother’s presence has encouraged and inspired her to pursue this academic pursuit Her boyfriend, for his full understanding, unceasing love, sacrifices and support, he is her utmost inspiration in completing her study And to EVERYBODY whose names the researcher failed to mention, her deepest gratitude and sincerest love iii TABLE OF CONTENTS DECLARATION i ABSTRACT ii ACKNOWLEDGEMENT iii LIST OF TABLES viii LIST OF FIGURES ix LIST OF ABBREVIATIONS .x CHAPTER 1 INTRODUCTION 1 1.1 Background of the study 1 1.2 Statement of the problem and rationale for the study .2 1.3 Aims and research questions of the study 5 1.4 Significance of the study 5 1.5 Scopes of the study 6 1.6 Definition of key terms .6 1.6.1 Speaking .6 1.6.2 Speaking skills 7 1.6.3 Affective aspects 7 1.6.4 Linguistic aspects .8 1.6.5 Instructional aspects 8 1.6.6 Other external aspects 8 1.7 Organization of the study 9 Summary 9 CHAPTER 2 LITERATURE REVIEW 10 2.1 Theoretical frameworks 10 2.1.1 Sociocultural Theory 10 Figure 1 Zone of Proximal Development (ZPD) by Vygotsky (1978) 11 2.1.2 Cognitive Load Theory 11 Figure 2 Cognitive Load Theory by Sweller (1988) 12 2.1.3 Theories applied in the current study .12 2.2 Speaking competence of English as a foreign language .13 iv 2.2.1 The nature of speaking .13 2.2.2 Speaking skills 16 2.2.3 Aspects of English-speaking skills 17 2.2.4 Characteristics of successful speaking activities 19 2.3 Speaking difficulties encountered by EFL students .20 2.3.1 Affective aspects 20 2.3.1.1 Motivation and attitude .20 2.3.1.2 Personality .21 2.3.1.3 Self-esteem and anxiety 21 2.3.2 Linguistic aspects .22 2.3.2.1 Pronunciation 22 2.3.2.2 Vocabulary 22 2.3.2.3 Grammar 23 2.3.2.4 Fluency 24 2.3.2.5 Comprehension 24 2.3.3 Instructional aspects 24 2.3.3.1 Content of English teaching syllabus and curriculum 24 2.3.3.2 Feedback during speaking activities 25 2.3.3.3 Lack of speaking strategies .26 2.3.4 Some other external aspects .26 2.3.4.1 Learning environment .26 2.3.4.2 Cross-cultural awareness 27 2.3.4.3 Performance conditions 27 2.4 Solutions to overcome speaking difficulties 28 2.4.1 Teachers’ encouragement and students’ motivation 28 2.4.2 Speaking strategy instructions 28 2.4.2.1 Speaking strategies 28 2.4.2.2 Innovation of teaching speaking .31 2.5 Relevant studies 32 2.5.1 Foreign studies 33 v 2.5.2 Domestic studies .35 2.7 Research gaps 38 Summary 39 CHAPTER 3 RESEARCH METHODOLOGY 40 3.1 Research design 40 3.2 Settings and participants 40 3.3 Data collection instruments 42 3.3.1 Questionnaire 43 3.3.2 Classroom observation .44 3.3.3 Semi-structured interview 45 3.4 Procedure of the study 47 3.5 Data analysis 47 3.5.1 Quantitative data .47 3.5.2 Qualitative data .48 3.6 Ethical considerations .50 Summary 50 CHAPTER 4 FINDINGS AND DISCUSSIONS 51 4.1 Findings 51 4.1.1 Students’ English-speaking difficulties and their causes 51 4.1.1.1 Affective aspects .52 4.1.1.2 Linguistic aspects 54 4.1.1.3 Instructional aspects 60 4.1.1.4 Some other external aspects 64 4.1.2 Potential solutions to address students-English speaking difficulties 66 4.1.2.1 Teacher’s encouragement and students’ motivation 66 4.1.2.2 Speaking strategy instruction 67 4.2 Discussions .68 Summary 71 CHAPTER 5 CONCLUSIONS, LIMITATIONS, IMPLICATIONS, AND RECOMMENDATIONS 72 vi 5.1 Conclusions 72 5.2 Limitations 73 5.3 Implications 73 5.4 Recommendations 74 REFERENCES 76 APPENDICES I QUESTIONNAIRE I OBSERVATION CHECKLIST .X SEMI-STRUCTURED INTERVIEW GUIDED QUESTIONS XIII vii