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,

INTRODUCTION

Background of the study

English has become a global language and its significance as an international means of communication has been increasing rapidly English is spoken by more than 1.5 billion people worldwide, making it the most commonly spoken language in the world (Cohen, 1990; Hedge, 2000; Carter & Nunan, 2001; Hui, 2011; Gan, 2012; Minghe & Yuan, 2013) English is also the language of international business, diplomacy, and academic research For non-native speakers, learning English is essential for communicating with people from different cultures, participating in global business activities, pursuing higher education, and improving career prospects Therefore, learning English as a foreign language (EFL) has become a crucial aspect of education in many countries, including Vietnam (Ngọc & Dung, 2020; Phương et al., 2021; Nhung & Bửu, 2021; Nhung, 2022)

Speaking skills are an essential component of language learning, as they facilitate communication and interaction in daily life According to Phượng (2017), the ability to speak English proficiently is crucial for students to participate in group discussions, debates, and presentations, and it is a vital skill for academic success and future employment opportunities Nhung (2022) claims that English-speaking proficiency is also essential for students who plan to study abroad or work in international settings Learning English has become increasingly important for non- native English speakers, especially in countries where English is not the first language Despite this, many EFL learners face difficulties when it comes to speaking in English (Mulugeta, 2021) These difficulties can arise due to a variety of reasons, environments, and limited English language proficiency (Rababah, 2005) Therefore, it is essential to study English-speaking difficulties among EFL learners to find effective solutions and improve their overall English proficiency Additionally, Linebaugh and Roche (2015) state that there are several factors that can impact a student's English-speaking skills These include affective factors such as motivation, self-esteem, anxiety, and attitude; linguistic factors such as vocabulary, grammar, and pronunciation; instructional factors such as syllabus and curriculum design, feedback, and lack of speaking strategies; and other external factors such as learning environment, cross-cultural awareness, and performance conditions (Thảo & Nguyệt, 2019; Sweller, 1998; Robin et al., 2001; Pollard, 2008; Nhung & Bửu, 2021; Pass et al., 2003; Tuấn & Mai, 2015).

Statement of the problem and rationale for the study

Since the 1990s, as part of Vietnam's endeavors to integrate into the global economy and advance international cooperation, English language instruction has been a central component of the national education system (Tuấn & Mai, 2015; Nhung & Bửu, 2021; Nhung, 2022) As the significance of Vietnam's role in international affairs obtains international recognition, the demand for English proficiency has skyrocketed English is widely regarded as "a bridge to the future" in Vietnam, both for the country and its citizens Phượng (2017) advocates that due to the perceived value of the English language, English language education has attracted unprecedented attention and massive quantities of investment from all stakeholders, including the Vietnamese government, instructors, students, parents, and the general Vietnamese population According to Vietnam's Ministry of Education and Training (MOET), English is the most widely spoken foreign language in the country and is required in secondary and high schools In 2020, approximately 16 million students were learning English in Vietnam, representing more than 17 percent of the population Over the past decade, the number of students acquiring English has consistently increased, reflecting the growing significance of English proficiency in the global economy (Thảo & Nguyệt, 2019; Phượng, 2017)

Despite years of formal language instruction, the English proficiency of Vietnamese students, particularly in speaking, is far from adequate (Quyên et al., 2018; Châu et al., 2022) In response to a demand for reform in English education, MOET has issued a series of educational policies that revise the country's curricula, syllabi, and instructional methods Communicative competence is highlighted as the primary objective of English instruction and study in Vietnam According to Phượng

(2017), the goal of education in Vietnam is to cultivate students' ability to use English in a well-rounded manner, specifically for communication Besides, Thảo and Nguyệt

(2019) illuminate that new textbooks are being produced, and new teaching methods, such as communicative language instruction, are being promoted extensively As English has become a core subject in the national curriculum, the emphasis on evaluating speaking performance has increased in recent years

MOET has emphasized the importance of speaking skills and has required schools to include speaking tests in their English language assessment In Vietnam, English language proficiency is measured through the National Foreign Language Project (NFLP), which includes four skills: listening, speaking, reading, and writing MOET has developed English language proficiency standards for each grade level, and assessments are administered at the end of each term to evaluate students' language proficiency Regarding speaking tests, Nhung (2022) mentions speaking skill is typically evaluated through oral exams or presentations in front of the class In some cases, schools may also administer standardized speaking tests, such as the TOEFL Junior test, to assess students' speaking abilities Nevertheless, numerous studies have shown that secondary school students in Vietnam often struggle with speaking English fluently and accurately According to a report by MOET, the average speaking score of students in the national English language exams in 2018 was only 3.45 out of 10, indicating poor performance This poor performance is also reflected in the results of international language proficiency exams such as the Test of English as a foreign language (TOEFL) and International English Language Testing System (IELTS), where Vietnamese students typically score lower than the global average Moreover, many Vietnamese students lack the confidence to speak English and often feel anxious or nervous when speaking in front of others Ngọc and Dung (2020), Phương et al (2021), Châu et al (2022) and Phượng (2017) assert that these factors contribute to a negative cycle where students avoid practicing their speaking skills, leading to further difficulty in improving their performance Therefore, it is crucial to investigate the factors that contribute to students' poor speaking performance and develop effective strategies to help them improve their skills

In the contexts of Tan Thinh and Trung Vuong secondary schools in Thai Nguyen Province, one of the primary challenges for secondary students is the limited exposure to English outside the classroom Many students may not have regular opportunities to engage in authentic English conversations, which can hinder their speaking skills Without sufficient exposure to the language, students may struggle to develop fluency, vocabulary, and confidence in speaking English Furthermore, secondary students often face a lack of speaking practice in the classroom Traditional teaching methods may focus more on reading and writing skills, leaving limited time for speaking activities This lack of practice can hinder students' ability to develop fluency, spontaneity, and effective communication skills in English In addition, the fear of making mistakes is a common speaking difficulty among secondary students They may be hesitant to speak up or express themselves in English due to a fear of being judged or ridiculed This fear can significantly impact their confidence and willingness to engage in spoken communication Another challenge is the limited vocabulary and expressive skills of secondary students They may struggle to find the right words or phrases to convey their thoughts and ideas accurately This limitation can result in difficulties expressing themselves clearly and effectively in spoken English Pronunciation and intonation can be challenging for secondary students They may have difficulty producing sounds, stress patterns, and intonation patterns correctly Poor pronunciation can affect their ability to be understood and may lead to communication breakdowns

Given the importance of English as a global language and the challenges that many EFL learners face when it comes to speaking in English, the researcher has decided to conduct a study on the topic “Difficulties and solutions to English speaking encountered by secondary students in Thai Nguyen Province, Vietnam” This study aims to investigate the English-speaking difficulties that students face in two secondary schools in Thai Nguyen, Vietnam The study also seeks to explore possible solutions to these difficulties Through this research, it is hoped that educators can gain a better understanding of the factors that impact EFL learners' speaking abilities and design more effective approaches to teaching English speaking skills.

Aims and research questions of the study

The primary goal of this research is to delve into the challenges students encounter in English-speaking and explore viable solutions to address these issues

The research seeks to offer a comprehensive understanding of the various factors influencing students' English-speaking proficiency, encompassing affective, linguistic, instructional, and external aspects

The overarching aim is to pinpoint the most prevalent and formidable speaking difficulties faced by students and propose practical solutions that can be seamlessly integrated into English language teaching methods, with the ultimate objective of enhancing students' speaking skills

The outcomes of this study are anticipated to make valuable contributions to the enhancement of English language teaching and learning, particularly within the realm of secondary education, focusing on institutions such as Tan Thinh and Trung Vuong Secondary School in Thai Nguyen Province, Vietnam

Therefore, this study was guided by the research questions:

 What difficulties do secondary students in Thai Nguyen Province encounter when speaking English?

 What are suggested solutions to tackle the difficulties?

Significance of the study

The significance of the study lies in the fact that it addresses an important issue in English language education, namely the difficulties that students faced in speaking English and the potential solutions to these obstacles This study is significant because it provides insights into the different factors that contribute to students' English-speaking difficulties, including affective, linguistic, instructional, and external factors By exploring these factors, the study can inform the development of effective strategies for teaching and learning English speaking Furthermore, the study has practical implications for teachers and curriculum designers, as it can provide insights into the design of English language courses and materials that better meet the needs of students Finally, the study can contribute to the broader field of English language education research by adding to our understanding of the complex nature of English-speaking difficulties and the potential solutions to these difficulties.

Scopes of the study

The scope of this study is delimited to a focused exploration of English- speaking difficulties among secondary school students, specifically within the educational landscape of Tan Thinh and Trung Vuong Secondary School in Thai Nguyen Province, Vietnam The research will intricately investigate various facets influencing students' proficiency in spoken English, encompassing affective dimensions, linguistic intricacies, instructional methodologies, and external determinants Moreover, the current study only highlights speaking difficulties encountered by students at two schools, not distinguishing specific types of challenges by grades, or student levels of proficiency

While this study aims to provide an in-depth understanding of the challenges faced by students, its primary emphasis lies in identifying the most prevalent and formidable speaking difficulties Practical solutions derived from the findings will be oriented towards seamless integration into English language teaching practices, thereby contributing to the advancement of pedagogical approaches in the specified secondary school context The temporal and resource constraints inherent in this research will be acknowledged, delineating the parameters within which the study operates.

Definition of key terms

Speaking can be defined as the process of producing and conveying meaningful messages through spoken language (Carter & Nunan, 2001; Fulcher,

2003; Baker & Westrup, 2003) It involves using linguistic and paralinguistic features, such as words, grammar, intonation, facial expressions, and gestures, to express oneself in different social contexts Speaking is a crucial aspect of language learning and communication, as it allows individuals to interact with others, express their ideas and opinions, and negotiate meaning

Speaking skills refer to the ability to communicate effectively and appropriately in various social and professional situations using spoken language (Carter & Nunan, 2001; Nunan, 2015) It involves not only the ability to produce and pronounce words accurately but also the ability to use grammar and vocabulary appropriately, organize ideas coherently, and convey messages clearly to the listener Speaking skills require a range of sub-skills, such as pronunciation, intonation, fluency, grammar, vocabulary, and discourse organization (Thornbury, 2007) Effective communication through speaking is a crucial component of language learning and proficiency, as it allows individuals to express themselves, exchange information, negotiate meaning, and establish social connections

Affective factors refer to emotional and psychological components that can influence an individual's ability to learn and use a language, including English speaking skills (Yaorm, 2019; Yaseen, 2019; Verah, 2012) These factors include attitudes, motivation, anxiety, self-esteem, personality traits, and learning styles They can have a significant impact on language learning outcomes, including speaking proficiency For example, a positive attitude towards speaking English can lead to greater motivation to practice and use the language, resulting in improved speaking skills Conversely, high levels of anxiety or low self-esteem can inhibit learners from engaging in speaking activities or from taking risks, limiting their ability to develop proficiency in speaking Understanding and addressing affective factors is important in designing effective language instruction and supporting learners in developing their speaking skills

Linguistic factors refer to the aspects of language that contribute to a person's ability to speak effectively in a particular language (Quyên et al., 2018) These factors include knowledge of vocabulary, grammar, sentence structure, pronunciation, and intonation To be able to speak fluently, learners must have an adequate command of these linguistic elements Vocabulary knowledge allows learners to express their ideas effectively, while grammar, sentence structure, and pronunciation help to ensure that the message conveyed is accurate and comprehensible Intonation, on the other hand, plays a crucial role in conveying meaning and indicating the speaker's attitudes or emotions toward what they are saying By paying attention to these linguistic factors, teachers and learners can identify specific areas that need improvement and work towards developing more effective speaking skills

Instructional factors refer to the teaching methods, strategies, and techniques used by language teachers to enhance students’ English-speaking skills (Thảo & Nguyệt, 2019) Instructional factors play a crucial role in the process of teaching and learning English speaking skills The effectiveness of language instruction depends largely on the instructional methods and strategies used by the teacher Effective instructional strategies aim to create an environment that encourages students to communicate in English and provides opportunities for them to develop their speaking skills Instructional factors also include the use of appropriate teaching materials, such as textbooks, audiovisual aids, and multimedia resources In addition, assessment and feedback are important components of instructional factors, as they provide learners with information about their progress and areas that need improvement By paying close attention to instructional factors, language teachers can help students overcome their English-speaking difficulties and enhance their speaking proficiency

Other external factors refer to the environmental and situational aspects that may influence an individual's English-speaking skills (Nhung, 2022) These factors may include the learning environment, such as the classroom setting and resources available for language learning Cross-cultural awareness and the mother tongue of the learner may also impact their English-speaking proficiency Performance conditions, such as the setting and context in which English speaking is required, can also influence an individual's speaking ability These external factors can play a significant role in shaping a learner's language skills and should be taken into consideration in any study on English speaking difficulties and solutions By identifying and addressing these external factors, it may be possible to improve English speaking skills and enhance language learning outcomes.

Organization of the study

The study unfolds in five chapters

- Chapter 1 introduces the research, outlining its purpose and significance

- Chapter 2 conducts an extensive literature review, exploring theoretical frameworks, variables related to English-speaking competence, and proposing solutions to identified challenges

- Chapter 3 details the research methodology, covering design, participants, data collection, and ethical considerations

- Chapter 4 presents findings and discussions, offering a comprehensive analysis of obtained data

- The final chapter, Chapter 5, concludes the study, summarizing key findings, acknowledging limitations, and providing recommendations for future research or practical applications

In conclusion, this chapter has highlighted the challenges that secondary school students in Vietnam face when it comes to English speaking, which can be attributed to various factors such as affective, linguistic, instructional, and other external factors However, there are potential solutions that can help students overcome these difficulties, such as developing students' confidence with teachers’ encouragement, promoting the use of effective teaching strategies, and providing a supportive and positive learning environment Chapter 2 will explore in more detail the current literature on these difficulties and solutions, providing a framework for the current study's research questions and methodology.

LITERATURE REVIEW

Theoretical frameworks

The process of learning speaking skills is complex and requires an understanding of both individual and contextual factors that influence the development of those skills Two theoretical frameworks that have been widely used in the field of language learning and teaching are Sociocultural Theory and Cognitive Load Theory Recent educational research has demonstrated that various cultural and social strata interact hierarchically to influence the cognitive and motivational learning processes of individuals

Vygotsky (1978) theorized and empirically investigated the notion that development is initiated by social and cultural influences and interactions, which result in higher and more complex mental development and functions Over the Zone of Proximal Development (ZPD), the Vygotskian theory of individual development and learning can be accurately observed and comprehended

Figure 1 Zone of Proximal Development (ZPD) by Vygotsky (1978)

The ZPD is a theoretical effort to comprehend the process of contradictory points between internal possibilities and external requirements that serve as the development's dynamic and propelling force The ZPD prioritizes the guidance of more seasoned individuals, as this enables learners to develop their mental and physical capacities in an optimal manner The interaction of cultures in language learning and acquisition from a sociocultural perspective positions the central dimension of the learning process in direct relation to affective concerns such as inspiration, subjective, intersubjective relationships, and participants' motivations In addition, the Sociocultural Theory provides a more comprehensive analysis of the cognitive process involved in language acquisition than mentalist approaches, which emphasize universal rather than context-based and situated learning qualities

According to Sweller (1988), cognitive science is the source of this psychological theory It originated in the late 1980s with the work of Australian cognitive educational psychologist John Sweller (Sweller, 1988) It was devised to explain how the design of learning materials influences what occurs in the human

Figure 2 Cognitive Load Theory by Sweller (1988)

The cognitive-load theory, as presented by Sweller (1988) underscores the importance of aligning instructional techniques with the limitations of working memory It seeks to optimize learning complex tasks by efficiently managing cognitive load Key strategies include reducing extraneous load, optimizing intrinsic load, and increasing relevant load The theory emphasizes the significance of occupying working memory with relevant tasks for optimal learning outcomes, highlighting that instructional characteristics can impact load based on individual learners and their intrinsic load experience

2.1.3 Theories applied in the current study

Cognitive Load Theory suggests that successful speaking activities should be designed in a way that minimizes extraneous cognitive load, which refers to the mental effort required to process irrelevant information By reducing extraneous cognitive load, learners can focus their attention and cognitive resources on the task at hand, leading to more effective learning For example, providing clear instructions and reducing unnecessary visual or auditory distractions can help to reduce extraneous cognitive load

In addition, Sociocultural Theory emphasizes the role of social interaction in language learning Successful speaking activities should provide opportunities for learners to engage in authentic communicative situations, allowing them to negotiate to mean with others and develop their ability to communicate in real-world contexts Activities that promote collaborative learning and interaction among peers can create a supportive learning environment, allowing learners to experiment with language and develop their speaking skills through feedback and modeling

In short, the use of Sociocultural Theory and Cognitive Load Theory can provide valuable insights into the difficulties that EFL students may face in developing their speaking skills, as well as factors contributing to these difficulties

By understanding the socio-cultural context of language learning and the cognitive process involved in language acquisition, educators can design more effective speaking activities and interventions to support students’ learning Additionally, an awareness of the cognitive load demands of speaking tasks can help teachers to scaffold their instruction and provide appropriate levels of challenges to their students Through a comprehensive analysis of these theoretical frameworks, educators can better understand the complex nature of speaking skills and implement evidence-based practices to enhance their students’ communication abilities.

Speaking competence of English as a foreign language

In light of previous research, it is noticeable that there are numerous definitions of speaking from different experts and authors Speaking is the delivery of language through the mouth, to verbally communicate one's views Lungs, vocal tracts, vocal cords, Nhungue, teeth, and lips are just a few of the numerous body parts involved in speech production Speaking has been defined in numerous ways by various experts Harris (1974) argues that communication is a multifaceted skill that requires the coordinated use of talents that frequently develop at different periods Effective communication, as the term suggests, requires more than just the ability to speak The findings of this study indicate that phonetic skills, grammatical competence, vocabulary mastery, fluency of speech, and subject matter expertise are all components of effective communication

Hui (2011) defines speech as the intentional manipulation of language for the purpose of communicating in a manner that is readily comprehended by the audience Nevertheless, Ann and Florez (1999), cited by Leong and Ahmadi (2017), assert that communicating is a two-way activity involving the successful exchange of ideas, information, or emotions Speaking, as defined by Finocchiaro and Brumfit (1983), is the verbal expression of one's ideas, perspectives, and emotions In addition to enabling two people to express themselves, conversation enables them to develop a shared interest, solve a problem, and strengthen their friendship (Hui, 2011) Speaking differs from reading and writing because it occurs in the present tense and requires the use of multiple abilities simultaneously and at varying rates

Bygates (1987) introduces the notion of "the colloquial register" as a prevalent mode of language Another point he made was that "speaking is ephemeral and improvised, and can therefore be perceived as facile, superficial, or glib." Speaking may also be defined as what Rivers (1968) refers to as "the selection of the message to be sent and the encoding of the message for transmission (i.e., the speaker's intentional and encoding behavior)" Rivers (1968) disagrees with Bygates (1987) and stated that speaking is a deep rather than a superficial activity

The skill of expressing one's thoughts, ideas, and sentiments through spoken language In addition to hearing, reading, and writing, communicating is a fundamental component of language study This is not a skill that can be learned quickly but take a long period As described by Rubi and Thomson (1994), language is a complex system with varying principles and the need for extensive mental restructuring Therefore, students must have ample opportunities to exercise the language in order to become proficient There are three distinct functions of speech, according to Richards (2008), including communication (interaction), commerce (transaction), and presentation (performance) In the context of social contact, "talk" refers to the types of conversations that occur frequently; for example, when people meet, they clasp hands, make small talk, share their life experiences, etc Talking as a transaction, on the other hand, focuses on the context in which the meaning or message is transmitted, such as when an instructor instructs a student The opposite of "talk as performance” refers to words spoken to an audience for the purpose of imparting knowledge According to the preceding definitions, speaking refers to human endeavors to communicate thoughts, feelings, and information through the use of spoken words

According to Hughes (2002), speaking is the foundation of communication This implies that both institutions and students should assess the potential of students Besides, speaking involves communicating with others through the use of words (Fulcher, 2003) Consequently, each participant in this activity has his own objective or set of intentions, and he must respond swiftly to what he learns from the other participants in order to make his own contribution Thus, it is the responsibility of the English teacher to encourage students' oral expression through a variety of communicative language activities, engaging media, and numerous opportunities for oral practice These notions allow speakers to derive conclusions about the relationship between language and trade

Torky (2006) claims that the major motivations for human communication may be classified as transactional or interactional In spoken language, there are major contrasts between transactional and interactive dialogue

The attention shifts from the speaker to the message in transactional discourse (Torky, 2006) Clearly, message clarity and coherence are not the only variables that count in this style of discourse; proof that the information has been internalized is also critical Speeches that perform this purpose, according to Basturkmen (2002, quoted in Torky, 2006), tend to be lengthy, with a concentration on the content and the use of linguistic tactics to express the structure or character of the forthcoming material Interactional discourse refers to dialogues that are meant to develop or preserve connections This form of speech is known as the interpersonal use of language, and it is critical in fostering social connection (Yule, quoted in Torky,

2006) Greetings, conversations of loss, and praises are examples of interactional uses of language

In contrast to the transactional mode, which focuses on the message, the interactional approach emphasizes the receiver There is a general trend toward shorter talks in this style, according to Dornyei and Thurrell (1994) and Richards

Communication serves the fundamental purpose of effectively conveying ideas and thoughts to others Achieving this requires speakers to not only comprehend the significance of their words but also assess the impact on their audience According to Yaorm (2019), people engage in speaking for various reasons Firstly, communication serves the purpose of informing, where the goal is to disseminate information and establish causal relationships, often seen in educational settings where teachers impart knowledge to students Secondly, speaking can serve an entertaining function, particularly through storytelling, enhancing engagement and facilitating better retention of information Additionally, communication aims to convince, especially in instructional settings where instructors must demonstrate proper information presentation and set guidelines, motivating students to take initiative Lastly, discussions serve the purpose of deliberation, allowing participants, such as students, to contemplate, offer suggestions, and evaluate evidence, fostering a deeper understanding of fundamental speech elements like explication, organization, evidence, argument, and reasoning

There are multiple ways to describe English as a foreign language (EFL) in spoken form Hadfield (1999) suggests that learning to communicate effectively can help students make the transition from the classroom to the real world Humans communicate with one another and the rest of the world through speech (Fulcher,

2003) Speaking skill is defined by Nunan (2003, p.48) as "the productive oral talent."

It is necessary to generate meaningful phrases for communication Torky (2006) defines communication as "the oral and productive talent." Cognitive science is based on the premise that knowledge merely accumulates through repeated performance of a task, such as speaking According to Yaorm (2019), communication occurs when individuals use both verbal and nonverbal symbols to construct and express meaning in various contexts In general, communication involves two parties: the speaker and the recipient In this study, speaking is defined as the ability to construct grammatically and lexically accurate oral utterances/conversations directed at other individuals

2.2.3 Aspects of English-speaking skills

When dealing with students, speech instructors must consider a number of things Proper pronunciation, vocabulary, grammar, fluency, and understanding are the four aspects of successful communication specified in the proposal

Students may improve their communication skills by focusing on their pronunciation Nunan and Carter (2001) present that pronunciation is the manner in which a particular word or tone are produced It discusses the steps involved in speech comprehension Thornbury (2007) clarifies that when he refers to pronunciation, he is referring to the students' ability to be understood in order to complete the assignment Harmer (2001) presents additional concerns regarding pronunciation He offers advice regarding tone, intonation, spelling, and emphasis Clearly, students must now pay more attention to pronunciation in general Poor discourse may result in misinterpretation and confusion

Thornbury (2005) defines a student's skill in pronunciation as their capacity to create understandable conversation in order to effectively complete the task A language that is well-articulated is required for effective communication Mispronunciation in speech may lead to misunderstandings or even insults The goal of teaching someone to properly enunciate a language is not for them to acquire the intonation of a native speaker, but rather for them to pronounce it correctly enough that native speakers can easily and pleasantly understand them

A person's vocabulary, according to Carter and Nunan (2001), is made up of

"lexemes" (words, phrases, and idioms) that are regularly employed in conversation

To communicate successfully in a foreign language, a speaker needs to have a vast vocabulary and the skill to use it correctly Edge (1993) contends that understanding a vast vocabulary in a foreign language is vital Students with a greater vocabulary may more effectively express themselves and transmit their thoughts to others People struggle to communicate, express themselves, and write if they do not grasp how words work The most crucial part of every communication is vocabulary, which may be described as the relevant words to utilize in a phrase The terminology used in conversation must be common and easy to understand Students must understand words, including their meanings, spellings, and pronunciations Teachers must thus not only teach students how to spell and pronounce the words but also explain what they mean

Students must have a good command of grammar in order to build compelling arguments in both written and vocal modes of communication According to Heaton

(1978), the skill is congruent with the ability to adjust the structure and identify the right grammatical form from improper one Understanding good grammar is required for spoken and written language proficiency Thornbury (2005) asserts that accurate grammatical structure utilization requires large, complicated, and well-structured sentences The accuracy of one's vocabulary may be improved by employing the right words in the right settings As a result, applicants must have adequate English language abilities Nunan (2015) defines accuracy as the degree to which a learner's spoken English is grammatically accurate, with easily intelligible pronunciation and context-appropriate vocabulary Students and learners of English must consequently prioritize accuracy

The ability to speak without difficulty or hesitation is generally defined as fluency According to Hedge (2000), in order to answer clearly, one must be able to link words and phrases, properly pronounce syllables, and apply stress and intonation, all of which are features of fluency A person who speaks a language fluently does it in a logical, grammatically accurate, and well-pronounceable way Thornbury (2005) proposes an audience perception study that shows that delay is a component of fluency A fluent speaker has significant gaps between syllables and sentences, pauses that are not too frequent, and pauses that come at acceptable transition periods

Speaking difficulties encountered by EFL students

Based on the nature of speaking competence, it is important to focus on various aspects of speaking skills in order to promote effective communication Theoretical frameworks such as Cognitive Load Theory and Sociocultural Theory can provide valuable insights into the teaching and learning of speaking skills However, EFL students may face various challenges when it comes to speaking English These obstacles may stem from affective, linguistic, instructional, and external factors

In recent years, a growing number of linguists have focused on the impact of affective factors on English speaking performance In the past, educators were more concerned with the rational and cognitive development of their students' minds, ignoring the most fundamental aspect of human behavior The emotional aspect of the human personality is given greater consideration in modern educational theories as a result of the advancements made in humanistic psychology

The term "affect" refers to emotion or sensation, as well as the affective aspects of our beings (Minghe & Yuan, 2013; Yaseen, 2019) Affective factors in foreign language teaching and learning refer to two interconnected aspects: the individual factors of learners, such as motivation, anxiety, inhibition, and self-esteem; and the relational factors among learners and between the learner and the teacher, such as empathy and interaction The following are the primary affective variables of students that instructors should carefully consider

Motivation and attitude are likely the most important of all significant affective factors for successful language acquisition Teachers' efficacy can be measured by their ability to motivate students Bahar et al (1999) define it as a goal- directed motivation Brown (1980) claims motivation is an interior urge, impulse, emotion, or desire that prompts a particular action All are aware that appropriate motivation will attract learners' attention and arouse their desire to learn, thereby increasing their likelihood of language learning success Additionally, attitude is a crucial factor in language acquisition success Only those with a positive attitude will make the effort to discover and employ a variety of learning strategies High motivation and positive attitudes may encourage students to participate more in class activities and oral practices, leading to greater success in their language proficiency and speaking skills competence

Due to the importance of motivation in language learning, teachers should focus more on making activities and materials thrilling, stimulating, and fascinating for students in order to boost motivation In addition, teachers should be sensitive to the attitudes students bring to language learning, assisting to reverse any negative attitudes and instilling positive attitudes toward the target culture, the target language, and the language learning process (Robin et al., 2001)

Personality significantly impacts oral English learning, with extroverted students often more willing to engage in oral practice strategies (Phượng, 2017) However, introverted students may be hesitant to speak in class, and disregarding their traits can lead to isolation and hinder learning (Kondo, 2018) Instructors should acknowledge and address diverse personalities, incorporating activities like discussions, role-plays, and debates to engage both extroverts and introverts (Kondo,

2018) Providing encouragement and recognition to introverted students fosters a sense of accomplishment and increases enthusiasm for oral English learning (Robin

Self-esteem, defined by Brown (2002) as a self-evaluation based on efficacy emotions, is crucial for effective cognitive and affective activities In language learning, high self-esteem enhances confidence and positive self-evaluations, while low self-esteem may hinder aural English learning and communication Zhengdong

(2012) notes that students with low self-esteem often struggle in oral English class, feeling unwanted and frustrated Instructors play a vital role in boosting students' confidence by fostering an atmosphere of mutual trust and support Anxiety is identified as a significant hindrance to the learning process (Wang et al., 2013; Rababah, 2005) Language anxiety, characterized by unease and apprehension, can impact performance Teachers can alleviate anxiety by creating a tranquil learning environment, incorporating activities like games and group discussions, treating all students equally, setting realistic expectations, and providing encouragement without undue emphasis on language errors

Pronunciation, encompassing segmental characteristics, vowels, consonants, word stress, tone pitch, and intonation patterns, is crucial for clear speech and effective communication (Leong & Ahmadi, 2017; Hui, 2011; Gan, 2012) Pronunciation difficulties can significantly impact speaking performance, leading to miscommunication and hindering the speaker's confidence Phương et al (2021) highlight factors contributing to pronunciation challenges, such as the speaker's first language background and exposure to the target language To improve speaking performance and communication skills, language learners should receive explicit instruction, feedback, and practice to address pronunciation difficulties Harmer

(2001) emphasizes the importance of correctly enunciating phonemes, using stress and intonation patterns, and speaking in connected speech for fluent English Thornbury (2005) underscores that pronunciation training enhances speaking skills, contributing to clear speech and improved auditory comprehension

Vocabulary is a fundamental element in English language learning, encompassing single words, phrases, phrasal verbs, and idioms (Châu et al., 2022) It is essential for effective oral and written communication, allowing speakers to express their thoughts and attitudes In addition to pronunciation, vocabulary is a key linguistic factor, representing the quantity of words a language learner knows and can use promptly (Ur, 1996) Communication relies on vocabulary, and without it, little can be effectively conveyed (Wilkins, 1972) Bambang and Utami (2008) emphasize that mastering vocabulary is crucial for speaking proficiency and overall language abilities Fluency in speaking, an integral component of mastery, involves clear and fluent communication to establish rapport and convey intended messages effectively (Oxford Advanced Learner's Dictionary, 1984) The correlation between vocabulary and speaking fluency is significant in English language acquisition, providing teachers and researchers insights to enhance students' vocabulary and fluency Encouraging vocabulary development can contribute to improved speaking skills, fostering enjoyment and self-confidence in language learners Researchers can benefit from enhancing vocabulary mastery to facilitate effective communication

To address vocabulary difficulties, teachers can incorporate vocabulary- building activities in their lessons, such as word association games, vocabulary quizzes, and vocabulary exercises Learners can also use vocabulary apps and flashcards to improve their vocabulary retention and expand their knowledge Additionally, teachers can encourage learners to read extensively to increase their exposure to new words and phrases, which can enhance their speaking performance

Grammar, comprising fundamental elements of meaning and principles for sentence construction, is crucial for successful communication (Fromkin & Rodman,

1998) Brown (2001) defines grammar as norms governing word arrangement in sentences, aiming for well-structured clauses However, students often separate grammar from speaking practice, hindering immediate application Speaking involves spontaneous processes - conceptualization, formulation, and articulation (Wang et al., 2013) Limited cognitive capacity may result in hesitations, inaccuracies, and restricted vocabulary in learners' speech (Hughes, 2002) McLaughlin et al (2006) note the mind's limited capacity, requiring a balance between fluency and accuracy Grammar difficulties impact speaking by affecting precision and coherence Inaccurate grammar can lead to misunderstandings and hinder effective communication Addressing grammar issues through targeted instruction and practice can significantly enhance students' speaking performance, fostering both accuracy and fluency

Fluency in speech, defined as communicating without undue pauses or hesitations, is crucial for effective language use (Nation, 1991) Bailey (2005) emphasizes speaking confidently in line with native speech norms, encompassing rhythm, intonation, and pauses Hedge (1993) highlights the ability to connect speech units effortlessly This discussion underscores the importance of fluency over perfect grammar, promoting quicker, less-paused speech Shumin (2002) suggests that mastering grammar alone isn't enough for effective communication Exploring factors affecting oral fluency in English is vital Thornbury (2007) notes fluency involves emotions, thoughts, actions, and language Understanding elements influencing fluency in speaking courses is crucial, challenging the sole emphasis on correctness

Speaking comprehension, the ability to understand spoken language along with its context, intent, and emotions, is crucial for effective communication (Thornbury, 2007) To enhance comprehension, active listening, focusing on tone and body language, improving vocabulary and pronunciation, and utilizing context clues are recommended (Rivers, 1981; Bailey, 2005) Asking questions for clarification further contributes to better understanding, emphasizing the importance of this skill in effective communication

2.3.3.1 Content of English teaching syllabus and curriculum

Solutions to overcome speaking difficulties

Overcoming speaking difficulties requires a proactive approach that involves implementing various strategies and solutions By addressing these challenges head- on, students can enhance their English-speaking skills and develop confidence in their ability to communicate effectively Some potential solutions include teachers’ encouragements and students’ motivations, speaking strategy instructions, and innovation of teaching speaking

2.4.1 Teachers’ encouragement and students’ motivation

Improving EFL students' speaking skills is a shared challenge for both teachers and students (Quyên et al., 2018; Ur, 2013; Hui, 2011) While understanding the difficulties in speaking English is crucial, effective solutions are equally important Candraloka and Rosdiana (2020) stress the importance of establishing an emotional bond between teachers and students, creating a secure environment, and reducing anxiety Cultivating a welcoming classroom atmosphere helps students feel comfortable making errors, ultimately boosting their confidence (Banegas, 2012) To address anxiety, instructors should be aware of students' concerns, provide positive reinforcement, and create an encouraging environment (Ambu & Saidi, 1997) Boosting student exposure to English, providing regular practice opportunities, and fostering self-assurance through encouragement and awareness activities are effective strategies for overcoming confidence issues (Amoah & Yeboah, 2021; Hui, 2011)

Teaching speaking strategies, as suggested by Phượng (2017), is an effective solution for addressing speaking difficulties This approach involves instructing students in specific strategies such as planning, monitoring, and self-evaluation to enhance their speaking skills (Weinstein & Mayer, 1986) By explicitly teaching these strategies, students can become more confident and proficient speakers Research, including the work of Wang et al (2013), confirms that such instruction leads to improvements in planning, monitoring, and self-evaluation, ultimately enhancing overall speaking proficiency Verah (2012) highlights the importance of these strategies, which come into play when learners face challenges expressing themselves effectively in English

Table 1 Oxford’s Language Learning Strategy Scheme (1990, pp 18-21)

Memory strategies Create links mentally

Cognitive strategies Practice, review and send messages

Create structure for input and output

Overcome limitations in writing, speaking

Metacognitive strategies Center one’s learning

Plan and arrange one’s learning

Affective strategies Lower one’s anxiety

Oxford (1990) classifies language learning strategies into six categories: memory, cognitive, compensation, affective, metacognitive, and social These six strategy groups fall into two broad categories: direct and indirect strategies The direct strategies include memory strategies, cognitive strategies, and compensation strategies, whereas the indirect strategies include metacognitive strategies, affective strategies, and social strategies

Table 2 O’Malley and Chamot’s (1990) Taxonomy of Learning Strategies

Metacognitive Monitoring Check, verify or correct understanding at the local level

Use information from different parts of the text to guess at meaning

Translation Render ideas from the second language into the first language in a relatively verbatim manner

Socio-affective Self-encouragement Provide personal motivation through positive self-talk and/ or arrange rewards for oneself during a language skill activity or upon completion

O'Malley and Chamot (1990) reveal in their study that more effective (higher proficiency) students use a greater variety of strategies and use them in ways that help the student complete language tasks more successfully; in contrast, less effective (low proficiency) students not only have fewer strategies but also frequently use strategies that are inappropriate to the task or do not result in successful task completion According to a study conducted by Gharbavi and Moussavi (2012), the greater the level of the students, the more strategies they employ According to Nakatani (2006), those who had previously devised an Oral Communication Strategy Inventory (OCSI) subdivided oral communication strategies (OCS) into coping strategies

According to Nakatani (2006), a concise description of the oral communication strategies follows A social-affective strategy entails the learners' affective factors in social settings Socio-affective strategies are non-academic in nature and relate to learning in a way that facilitates comprehension between instructors and students

Table 3 Nakatani’s (2006) oral communication strategy inventory

Categories of speaking strategies Categories of listening strategies

Social affective Negotiation for meaning

Accuracy-oriented Getting-the-gist

The relationship between fluency-oriented strategy and communication fluency Meaning-negotiation strategy during speech is pertinent to participants' endeavors to negotiate with their interlocutors Accuracy-oriented strategy focuses on the desire to speak English accurately A message-reduction-and-alteration strategy involves avoiding a communication breakdown by shortening an original message, simplifying utterances, or employing similar expressions that can be used with confidence A nonverbal strategy while speaking requires the use of eye contact, gestures, and facial expressions to provide clues and assist the listener in determining the intended meaning The message-abandonment strategy is related to the abandonment of messages by learners in communication The aim of the attempt-to- think-in-English strategy is to think as much as possible in the second language during actual communication

To address diverse student needs, varied approaches in language teaching are crucial (Yaseen, 2019; Ur, 2013; Torky, 2006; Skehan & Foster, 1999) Recognizing that language acquisition occurs through interaction, communicative language instruction and collaborative learning are recommended (Yaseen, 2019; Ur, 2013; Torky, 2006; Skehan & Foster, 1999) Creating an environment that encourages oral language through real-world communication and authentic activities is essential (Yaseen, 2019)

Various speaking activities can enhance communication skills:

 Discussion: Purposeful discussions following lectures can promote collaboration and problem-solving

 Role-play: Students assume different social roles, enhancing their ability to convey information in various contexts

 Simulations: Elaborate role-plays with added elements to create realistic scenarios

 Information Gap: Pair work where one student has information the other lacks, fostering collaboration and information-sharing

 Brainstorming: Individual or group idea generation in a limited time, encouraging creative thinking

 Storytelling: Summarizing or creating stories, fostering creative expression

 Interviews: Conducting interviews on selected topics, presenting findings to the class

 Story Completion: Collaborative storytelling where each student adds to the narrative from where the previous one stopped

In conclusion, addressing speaking difficulties involves a comprehensive approach, including speaking strategy instruction, teacher motivation, and communicative speaking activities, to develop essential speaking skills.

Relevant studies

Speaking difficulties in learning a second language, particularly English, have been a subject of interest for many researchers both domestically and internationally Research studies have been conducted to identify the types of speaking difficulties faced by EFL learners and to explore possible solutions to address these challenges This literature review will discuss relevant foreign and domestic studies on speaking difficulties faced by EFL learners

Zhengdong (2012) identified oral English as second language difficulties faced by Hong Kong education college students Interviews with a semi-structured format were the primary mode of data collection in this study It examined the challenges that English as a second language (ESL) students encountered when acquiring oral skills The study revealed that insufficient opportunities to speak English in class, a lack of language enhancement content in the curriculum, and an unfavorable environment for the exercise of oral skills outside of class were among the causes of speaking difficulties These issues primarily concerned sociocultural and interpersonal contexts The author suggested incorporating comprehensive language instruction into the curriculum

Candraloka and Rosdiana (2019) explored students' English-speaking abilities and difficulties In this investigation, a triangulation of mixed methodologies was employed The participants were seventh-grade students from an Indonesian junior high school The three primary instruments were an oral examination, a questionnaire, and an interview The results revealed that the students had difficulties with vocabulary (100%), pronunciation (100%), grammar (83.9%), and fluency (96.7%)

In addition, the students had personal reasons, such as timidity, anxiety, perplexity, lack of confidence, and dread of making errors The research suggests that students should be motivated and taught with engaging speaking materials

A quantitative study by Alifia (2020) investigated whether psychological factors influence the speaking abilities of tenth-graders The author investigated external behavior using objective observation techniques, field notes and interviews Results indicate that fear of making mistakes, timidity, anxiety, lack of self-assurance, and lack of motivation can prevent students from speaking in English classrooms In addition, psychological variables influence the speaking ability of students Students' reluctance to speak English stems from apprehension of making mistakes, humiliation, anxiety, low self-esteem, and a lack of motivation

Mulugeta (2021) aimed to evaluate the factors influencing the English language speaking skills of 10th graders To accomplish this study's ultimate objective, a descriptive survey design was utilized with classroom observation, a questionnaire, and an interview Seven English teachers in tenth grade and 110 students in tenth grade participated in the study through systematic sampling and stratified purposeful sampling, respectively Firstly, classroom observations revealed that classroom conditions and seating arrangements, classroom teachers' activities, teachers' efforts to create authentic communication, and students' efforts to improve their speaking proficiency influence the effective implementation of a speaking skills lesson in the research setting In addition, the survey results revealed that lack of exposure to practice, lack of practice in and outside of the classroom, lack of background experience, and anxiety of making errors have a greater impact on the development of speaking skills than the other factors Besides, personality factors such as lack of self-confidence and anxiety have a greater impact on the development of speaking skills than the other factors In addition, the teachers' interviews revealed that the most influential factors influencing the speaking performance of secondary school students, as identified in this section, are lack of practice, lack of motivation, lack of self-assurance, and lack of speaking materials These factors are fundamental to the teaching of speaking skills, so they have a direct bearing on the speaking performance of students Based on the aforementioned findings, it is recommended that the school administration create a conducive environment for students to practice speaking both in and out of the classroom

Basnet et al (2022) sought to identify the root cause of difficulty speaking English, as well as the most effective strategies for enhancing speaking behaviors The data was collected by surveying the entire population with open-ended questions

It was discovered that students have difficulty speaking English and primary speaking difficulties stemmed from a lack of vocabulary and a dread of making errors while speaking The psychological factors also played a significant role in obstacles with learning and speaking English, with the students' infrequent use of the language constituting a major contributor Students responded that organizing ideas with their first language assistance, gestures, reading English texts, novels, and periodicals, and conversing in English with instructors while speaking English would improve their

English-speaking abilities, despite challenges The participants additionally reported that the most effective strategy for improving their English speaking was group discussion

Many foreign studies have explored the difficulties that ESL learners face in developing their speaking skills These studies have provided valuable insights into the nature of speaking difficulties and the factors that can impact speaking performance However, it is important to also consider the specific context of the domestic educational system and the unique challenges that ESL students in this context may face Thus, it is necessary to examine domestic studies that have investigated speaking difficulties and the strategies used to overcome them By examining both foreign and domestic studies, a more comprehensive understanding of the speaking difficulties faced by ESL learners can be obtained, and effective strategies for addressing these difficulties can be developed

Tuấn and Mai (2015) intended to investigate the issues that high-school students encountered in speaking classes and the factors that affected their speaking performance Data analysis via close-ended questionnaire and class observation indicated that the students encountered numerous issues, such as they spoke very little or not at all; they could not think of anything to say; they used Vietnamese instead of English when discussing in groups or pairs; their participation was low or inconsistent; they lacked the motivation to express themselves; they feared criticism or humiliation; and they had a habit of translating the information in the textbook into Vietnamese prior to class The results also presented that a variety of factors, such as topical knowledge, listening ability, motivation to speak, teachers' feedback during speaking activities, confidence, performance anxiety, and preparation time, impacted students' speaking performance

Another research by Quyên et al (2018) shed light on the difficulties that first- year English majors at a Vietnamese university faced with their speaking abilities The information was gathered from a questionnaire administered to 131 students and individual interviews with professors and classroom observation The findings indicated that incoming English majors confronted both internal and external challenges, with the latter pertaining to the limited English-speaking environment and extracurricular activities For the purpose of assisting students in speaking English more effectively, potential countermeasures were proposed

Thảo and Nguyệt (2019) attempted to investigate the affective, social, instructional, and linguistic components of speaking difficulties by English-major students at a university in Ho Chi Minh City, Vietnam One hundred and fifteen individuals participated in the questionnaire response process The results revealed that the speaking abilities of English majors were frequently hindered by speaking difficulties English-majored students were most affected by affective difficulties but least influenced by instructional difficulties when speaking English Furthermore, social and linguistic difficulties affected students’ speaking skills moderately The findings also disclosed that the number of years spent learning English impacted the speaking abilities of English majors

Ngọc and Dung (2020) intended to investigate significant factors influencing the speaking fluency of second-year students The study employed a combination of research methodologies, including a survey questionnaire and a semi-structured interview There were 98 non-English majors enrolled in an English-speaking course during their second semester at a university Fifteen instructors and 15 students took part in the semi-structured interviews The findings indicated that the category of affective factors influences their oral fluency the most, followed by automation, error correction, and performance factors EFL teachers in English-speaking courses could therefore take into consideration the study's recommendations regarding interactive strategies for minimizing learners' difficulties in oral fluency and enhancing their fluency in English speaking

The research paper by Phượng (2017) examined both the effects of personality on student performance and potential solutions to the problems Fifty-two first-year students and two experienced English-speaking teachers from Division 1, Faculty of English Language Teacher Education, University of Languages and International Studies (ULIS), Vietnam National University (VNU) participated in the data collection procedure, which included questionnaires, interviews, and classroom observations, in order to achieve these aims Afterward, the data analysis revealed that unstable extroversion was the predominant personality trend among students In addition, positive and negative effects of personality traits on students' performance in partner and group speaking activities were identified On the basis of these influences, suggestions were made to divide groups and pairs, as well as roles and responsibilities, for students engaged in pair and group work to reduce negative effects and increase positive ones

Pham and Nguyen (2021) focused on the challenges 130 non-English majors faced when acquiring English in the Mekong Delta The descriptive study also investigates whether there are statistically significant gender differences among the students Findings indicated that students' difficulties in speaking English were associated with linguistic and instructor domains Consequences for future practices are discussed including using modern techniques, providing students with an abundance of speaking activities relevant to the real world, interests, levels, and prior knowledge

Research gaps

Based on the insights gleaned from the discussed foreign and domestic studies on English-speaking difficulties, the following research gaps emerge:

 Limited Focus on Specific Linguistic Challenges:

While the studies acknowledge overarching difficulties in speaking English, there is a research gap in the in-depth exploration of specific linguistic challenges, such as syntax, vocabulary acquisition, and discourse coherence A more nuanced analysis could contribute to tailored pedagogical interventions

The studies exhibit a temporal context that may influence findings A research gap exists in accounting for temporal changes and their impact on English-speaking difficulties, considering that educational practices evolve over time

 Quantitative Dominance over Qualitative Data:

Some studies lean heavily towards quantitative methodologies, potentially neglecting nuanced qualitative aspects of students' experiences, emotions, and perceptions regarding English-speaking challenges A more balanced approach could provide comprehensive insights

 Limited Examination of External Learning Environments:

While internal classroom dynamics are extensively explored, there is a research gap in examining the impact of external learning environments on English- speaking skills Factors like language exposure outside the classroom and community support may warrant further investigation

Addressing these research gaps could significantly enhance the depth and breadth of understanding regarding English-speaking difficulties, ultimately contributing to the development of more effective and contextually relevant strategies for language instruction

In conclusion, this chapter has provided an extensive review of the literature on English-speaking difficulties and solutions in the context of secondary schools in Thai Nguyen province The literature has highlighted various factors that can affect students' English-speaking ability, including affective aspects, linguistic aspects, instructional aspects, and other external factors The literature has also discussed various strategies and solutions that teachers can use to help students overcome these difficulties, such as providing effective feedback, creating a supportive learning environment, and teaching speaking strategies By reviewing the existing literature, this study has gained a better understanding of the complex nature of English-speaking difficulties and identified potential solutions that can be applied in the Thai Nguyen province context This knowledge will be useful in the development of the research questions and methodology for the subsequent chapters of this study.

RESEARCH METHODOLOGY

Research design

A mixed-methodology approach integrates both qualitative and quantitative methods within a single study This combined approach enables researchers to gather numerical data while also delving into participants' experiences and perspectives in- depth By employing both types of methods, a mixed-method design offers a more comprehensive understanding of the research topic and allows for triangulation of data, ultimately enhancing the credibility and validity of the findings In the realm of descriptive research, a mixed-method design can provide a nuanced and richer exploration of the phenomenon by utilizing both quantitative and qualitative techniques.

Settings and participants

The researcher conducted the investigation at Tan Thinh and Trung Vuong Secondary School in Thai Nguyen Province, in the second semester of 2021 –

2022 in eight weeks The participants of this study consisted of 267 students from those institutions Table 4 displays the characteristics of student participants in the current study

Table 4 Characteristics of the participants

Time of English study 1-2 years 78 29.2%

Based on the table provided, there were 267 students from two secondary schools, namely Tan Thinh and Trung Vuong Secondary School, in Thai Nguyen, with a diverse range of English proficiency levels, aged between 11-14 years old The gender distribution was 60.7% male and 39.3% female The majority of the students were in grades 7 and 8, making up 28.1% and 33.3% of the total number, respectively The remaining students were equally distributed between grades 6 and 9 In terms of English language learning experience, 61% of students had studied English for 3-4 years, 29.2% had studied for 1-2 years, and only 9.8% had studied for 5-6 years These characteristics are important in understanding the sample population and interpreting the research findings

English was a compulsory subject for all students, and they had different levels of English proficiency Regarding their English background, the students had varying levels of exposure to the English language Some students had exposure to English from a young age, while others started learning English when they entered school Additionally, the study participants had different English learning backgrounds, with some students attending English language centers outside of school, while others relied solely on their school English curriculum Concerning their personality, the study did not collect data on the participants' personality traits However, previous research has shown that personality traits such as extroversion, openness to experience, and self-esteem can have an impact on English speaking ability In terms of their learning background, the study participants had different experiences with learning English Some students reported finding English classes easy and enjoyable, while others found it challenging and stressful Additionally, some students reported receiving support and resources to aid in their English learning, while others did not have access to such resources These details suggest that the participants of this study represent a diverse group in terms of their English language learning background and demographic characteristics, which may provide valuable insights into the difficulties they face in learning to speak English

Overall, the study aimed to investigate the English-speaking difficulties faced by the students and explore potential solutions to improve their speaking skills The participants were selected using random sampling, ensuring that the sample was representative of the population of secondary school students in Thai Nguyen province The setting and participants were chosen to provide a diverse range of perspectives on the research topic, enabling a comprehensive analysis of the students' English-speaking difficulties and potential solutions.

Data collection instruments

The current study aimed to investigate secondary school students’ English- speaking difficulties and their self-solutions To achieve this objective, a mixed- methods approach was employed using questionnaires, classroom observation, and semi-structured interviews as the main data collection instruments The questionnaire was designed to explore students' affective aspects, linguistic aspects, instructional aspects, and other external factors that may affect their speaking performance as well as their self-solutions to those obstacles Classroom observation and semi-structured interviews were conducted to provide a more in-depth understanding of students' speaking difficulties and their self-solutions The combination of these data collection instruments allowed for a comprehensive investigation of the research topic, providing both quantitative and qualitative data for analysis

According to Finocchiaro and Brumfit (1983) and Creswell (2005) questionnaires are a widely used tool in research due to their numerous benefits First, questionnaires are cost-effective and efficient as they allow researchers to collect large amounts of data from a large number of participants in a relatively short amount of time Second, questionnaires offer a level of anonymity, which can encourage participants to be more open and honest in their responses This is particularly beneficial for sensitive topics where participants may be reluctant to discuss their experiences face-to-face with a researcher Third, questionnaires are easy to administer and can be used to collect both quantitative and qualitative data Fourth, questionnaires allow researchers to ask the same questions to all participants, making it easier to compare and analyze responses Finally, questionnaires are flexible and can be adapted to suit the needs of the study, allowing researchers to collect data on a wide range of topics Overall, the benefits of questionnaires make them a valuable tool for researchers to collect data in a reliable, efficient, and cost-effective manner

The questionnaire used in this study was adapted from Thảo and Nguyệt

(2019) and Yaorm (2019) since they were related to the purposes of the study Based on the research objectives related to English speaking difficulties, the close-ended questionnaire was designed with a 5-point Likert Scale and was divided into two parts with 57 items Part 1 aimed to explore students’ personal information including gender, age, and English learning experience Part 2 was designed into five sections including affective aspects, linguistic aspects, instructional aspects, and some other external aspects Each item was evaluated in the range from 1 (strongly disagree) to

5 (strongly agree) and was phrased in a way that allows for clear and concise responses The questionnaire was written in Vietnamese version to avoid bias and misunderstanding among participants who were different in English proficiency

The pilot questionnaire was first delivered to a sample of 50 random students; then a panel comprised of English instructors from these pedagogical institutions evaluated the content validity of the questionnaire to determine whether its items met the objectives of the study and investigated what they were intended to examine

Jurors were requested to assess the practicality of the questionnaire elements The questionnaire of the students was modified based on the jury's recommendations Having other English teachers check the Vietnamese version of the questionnaire aimed to ensure the validity and reliability of this collecting tool This can help to identify any potential issues with the translation or wording of the questions and make necessary revisions to ensure that the questionnaire is clear and easy to understand for all participants Overall, employing a questionnaire in this way can provide valuable insights into the experiences and perceptions of students regarding their English-speaking difficulties and solutions The final version of the questionnaire was attached in Appendix 1

Classroom observation is the discipline of observing, learning, and reflecting in another teacher's classroom (Creswell, 2005; 2012) Observing a classroom is also defined as a method for evaluating and recording specific information about classroom activities Observing students in the classroom exposes instructors to new methods of instruction that they may not have considered before Consequently, observation is crucial at each stage of a teacher's career Moreover, even seasoned educators are frequently unaware of the nature of their interactions with individual students The improvement of instructors' classroom instruction is one of the most significant purposes of classroom observation Through feedback, instructors are able to become aware of how their classroom operates and make any desired adjustments Additionally, instructors are aware of their own strengths and limitations and strive to enhance their instruction

Observation sheets can offer meaningful tasks and the chance to collect focused data for reflection on the area of concern (Wajnryb, 1992; Wallace, 1991) They enable the observer to perceive events in a systematic manner in order to comprehend and analyze them (Wajnryb, 1992); therefore, they are suitable for observing the classroom and its activities for the purpose of continued education and investigation Wajnryb asserts that the process of documenting classroom events for future reference is "a multifaceted tool for learning." The author views observation as "the essential key to provide relevant feedback" and "a means for a more trainee- centered decision-making process" (Wallace, 1991) As a wide variety of processes occur in the language learning classroom, reflection on these is impossible without the process of observation Consequently, it is particularly important to keep in mind that recalling and analyzing data can be viewed as essential for facilitating the reflective process (Wajnryb, 1992)

The observation checklist was designed in this current study To crosscheck with affective aspects, linguistics aspects, instructional aspects, and other external factors on students’ English-speaking obstacles as well as students’ solutions, the observation checklist included specific indicators related to each aspect For affective aspects, the observation sheet consisted of motivation and attitude, personality, self- esteem, and anxiety Concerning linguistic aspects, items about pronunciation, vocabulary, and grammar were written In addition, instructional aspects covered the content of the English teaching syllabus and curriculum, feedback during speaking activities, and lack of speaking strategies The learning environment, performance conditions, and cross-cultural awareness were also presented on the checklist to indicate students’ difficulties Other space was additionally written about students’ solutions to overcome speaking difficulties It is important to develop observation sheets that are clear, specific, and easy to use so that the observers can record their observations accurately and efficiently Additionally, the observation sheets should be designed to capture both positive and negative aspects of students' English- speaking abilities and their learning experiences Appendix 2 presents the form of the observation checklist in this current study

Interviews with a semi-structured format are a common research method in the social sciences Interviewing is described by Hyman et al (1954) as a method of inquiry that is universal in the social sciences The semi-structured interview is an exploratory interview, according to Magaldi and Berler (2020) They clarify further that the semi-structured interview is generally based on a guide and is typically centered on the primary topic that provides the general pattern In addition, Megaldi and Berler (2020) argue that the semi-structured interview, despite its pre-assigned topical trajectories, enables a researcher to delve deeply into a topic The structured interview has a formalized, limited set of questions, whereas the semi-structured interview is flexible, allowing new questions to be posed as a result of the interviewees' responses

In a semi-structured interview, the interviewer typically has a framework for exploring themes According to Rubin and Rubin (2005), effective interviews consist of a balance of primary inquiries, follow-ups, and investigations However, the specific topic or topics that the interviewer wishes to explore should be thoroughly prepared in anticipation (Lindlof & Taylor, 2011) contend that it is generally advantageous for interviewers to be prepared with an interview guide, which is a type of informal collection of topics and questions that an interviewer would pose in various ways to different participants The guide allows researchers to focus on the relevant topics without imposing a particular format This flexibility could assist recruiters in adapting their queries to the interview context or situation, as well as the individuals being interviewed (Lindlof & Taylor, 2011)

In this current study, semi-structured interviews are a valuable tool for conducting research as they provide a flexible and in-depth approach to understanding participants' perspectives and experiences Unlike standardized surveys or questionnaires, semi-structured interviews allow for open-ended responses and follow-up questions, allowing the researcher to gain a deeper understanding of the participant's thoughts, beliefs, and experiences This approach provides rich and detailed data that can be used to explore complex social phenomena, such as students' English-speaking difficulties, with greater depth and nuance Additionally, semi- structured interviews enable the researcher to tailor their questions to target interviewees, considering their unique experiences, perspectives, and backgrounds Overall, the use of semi-structured interviews in research provides a powerful and flexible tool that can enhance our understanding of complex social phenomena and can be particularly useful in exploring subjective experiences and perspectives A set of six guided interviewing questions was attached in Appendix 3 Those questions were aligned with five categories of English-speaking difficulties regarding affective aspects, linguistic aspects, instructional aspects, some external aspects and teachers’ encouragement.

Procedure of the study

The procedure of this study involved several stages First, ethical considerations were taken into account, including ensuring the confidentiality and privacy of the participants, obtaining informed consent, minimizing potential harm to participants, and avoiding discrimination against any particular group

Next, a questionnaire was administered to 267 students from grades 6 to 9 in two secondary schools in Thai Nguyen Province to gather quantitative data on their speaking difficulties and self-solutions The data were analyzed using descriptive statistics in SPSS 22, including mean scores, standard deviation, and Cronbach alpha

Following this, qualitative data was collected through classroom observation and semi-structured interviews with 24 random students from grades 6 to 9 among

267 participants, focusing on affective aspects (motivation, attitude, personality, self- esteem and anxiety), linguistic aspects (pronunciation, vocabulary, grammar, fluency and comprehension), instructional aspects (content of English teaching syllabus and curriculum, feedback during speaking activities, lack of speaking strategies), other external aspects (learning environment, cross-cultural awareness, and performance conditions) and their solutions to tackle their English speaking difficulties

Finally, the results of the data analysis were discussed and conclusions were drawn regarding the students' speaking difficulties, self-solutions, and the various factors that impact their speaking performance in the English compulsory subject The study aimed to provide insights for English teachers and curriculum developers to improve English-speaking instruction and learning outcomes.

Data analysis

For the quantitative data collected via the questionnaire, the researcher utilized SPSS 22.0 to calculate descriptive statistics Descriptive statistics include measures such as mean score, standard deviation, and frequency distribution The mean score is a measure of central tendency and provides an average score of the responses Standard deviation is a measure of the spread of the responses around the mean Cronbach’s alpha is another statistical measure used to assess a questionnaire's internal consistency or reliability It measures the extent to which all the questions in the questionnaires are measuring the same construct or concept By using these statistical tools, researchers can gain insights into the distribution of responses and the reliability of their questionnaire, which can aid in making informed conclusions and recommendations Via SPSS 22.0, Table 5 shows that Cronbach's alpha was calculated at 0.72 which indicates an acceptable level of internal consistency among the items in the scale As a consequence, the questionnaire is reliable and valid

Table 5 Reliability statistics of the questionnaire

The findings from the quantitative analysis have provided a broad understanding of the extent of students' English-speaking difficulties in different aspects However, to gain a deeper understanding of the underlying reasons and potential solutions, qualitative analysis is necessary Qualitative data collected through observation and semi-structured interviews can provide rich and nuanced insights into students' experiences and perspectives This will enable a more comprehensive understanding of the complex factors that contribute to students' English-speaking difficulties and provide valuable insights into effective solutions Therefore, the qualitative data will be analyzed in conjunction with the quantitative data to provide a holistic picture of the research topic

The study employed a thematic analysis of the qualitative data gathered through classroom observation and semi-structured interviews Thematic analysis is a widely used method for analyzing qualitative data Boyatzis (1998) The following are the general steps involved in conducting a thematic analysis:

 Familiarize with the data: This involves reading and re-reading the data several times to get a sense of its overall content and to identify patterns and themes

 Generate initial codes: This involves systematically identifying and labeling different aspects of the data that relate to the research question or aim

 Search for themes: This involves grouping similar codes together to identify larger patterns and themes within the data

 Review themes: This involves refining and consolidating themes by checking that they fit the data and research question and are distinct from each other

 Define and name themes: This involves giving a clear definition to each theme and creating a name that captures its essence

 Write up the analysis: This involves presenting the results of the analysis in a clear and organized manner, including relevant quotes and examples from the data to support the identified themes

 Review and refine the analysis: This involves critically reviewing the analysis to ensure that it is comprehensive, robust, and accurate, and making any necessary revisions or refinements

Overall, thematic analysis requires a systematic and iterative approach to analyzing qualitative data, with a focus on identifying and interpreting patterns and themes that emerge from the data In this study, the focus was on identifying themes related to various aspects of students' speaking difficulties, including (1) affective aspects such as motivation, attitude, personality, self-esteem, and anxiety,; (2) linguistic aspects such as pronunciation, vocabulary, grammar, fluency and comprehension; (3) instructional aspects such as the content of the English teaching syllabus and curriculum, feedback during speaking activities, and lack of speaking strategies; and (4) other external aspects such as learning environment, cross-cultural awareness, and performance conditions The aim was also to identify (5) potential solutions to these difficulties, such as teacher motivation and speaking strategy instruction Overall, the thematic analysis provided a comprehensive understanding of the factors that contribute to students' speaking difficulties and the possible ways to overcome them.

Ethical considerations

When conducting the research through a questionnaire, observation, and semi- structured interviews, ethical considerations are paramount Boards of administrators play a crucial role in ensuring ethical standards are upheld, protecting stakeholders' interests, obtaining necessary approvals, and preventing harm to the organization's reputation Confidentiality and privacy are vital, particularly when working with human participants Researchers must secure informed consent from both students and their parents, create a safe environment, consider developmental stages, and respect cultural differences Prioritizing these ethical concerns ensures responsible and respectful research conduct, safeguarding participants' rights and well-being

In this chapter, the research methodology for investigating English speaking difficulties and solutions among secondary school students in Thai Nguyen province has been presented A mixed-methods approach was used, with questionnaires, classroom observations, and semi-structured interviews as the main data collection instruments The questionnaire included five sections on affective aspects, linguistic aspects, instructional aspects, and other external factors to address the obstacles Classroom observations were used to cross-check with the questionnaire data on students' English-speaking challenges Semi-structured interviews were conducted to explore in-depth the students' experiences and perspectives on various aspects of English-speaking difficulties and self-solution The use of multiple data sources and data triangulation techniques enhanced the credibility and reliability of the research findings Ethical considerations were also taken into account to ensure the participants' privacy and confidentiality The next chapter will present the findings and discussion of the research results.

FINDINGS AND DISCUSSIONS

Findings

4.1.1 Students’ English-speaking difficulties and their causes

Effective communication skills in a second language, particularly speaking skills, are essential for language learners to successfully interact with native speakers and to achieve their language learning goals However, speaking difficulties are common among language learners, and there are various factors that can affect speaking performance In this context, it is important to identify and understand the factors that can impact speaking difficulties to develop effective language learning and teaching strategies

Table 6 Overall mean score of students’ English-speaking difficulties and their causes

Based on the mean scores in Table 6, the participants rated some other external aspects as the most important factor affecting their English-speaking performance (M=3.49), followed by affective aspects (M=3.44), linguistic aspects (M=3.42), and instructional aspects (M=2.93) The ranking suggests that external factors, such as cultural background and exposure to English outside of class, might have a greater impact on English-speaking performance than language instruction factors Meanwhile, affective factors may put a moderate impact on students’ English- speaking performance; and instructional aspects might have a slightly lower influence on students’ speaking difficulties The following discussion will explore specific factors affecting speaking difficulties, including affective, linguistic, instructional, and other external factors

The statistics on affective aspects related to students' English-speaking difficulties reveal important insights into the emotional and motivational factors that impacted their language learning experience, which was demonstrated in Table 7

Table 7 Statistics on students’ English-speaking difficulties related to affective aspects

I am not motivated and interested in speaking English in class 267 3.43 520

I do not want to speak English well although it is useful 267 2.30 544

I feel embarrassed when speaking English in class 267 4.04 504

I feel nervous before English class 267 4.23 489

I am afraid of receiving negative feedback or criticism about my English-speaking performance 267 3.20 577

The analysis indicates that students have varying degrees of difficulty with affective aspects of speaking English The item with the highest mean score was "I feel nervous before English class" with a mean of 4.23, followed by "I feel embarrassed when speaking English in class" with a mean of 4.04 In contrast, the statement "I do not want to speak English well despite its utility" received the lowest mean score of 2.30, indicates that the majority of students are motivated to speak English well A solid conclusion drawn from the observation and interview implies that students' desire and enthusiasm in learning English might not be a big problem, even when emotional elements like fear and humiliation may greatly impair students' English-speaking ability Teachers of English as a foreign language still had an obligation to provide a welcoming classroom setting that catered to their students' emotional requirements and inspires them to acquire and improve their English language abilities

The observational and interview data further corroborate the importance of emotional elements in connection to problems with English language acquisition Anxiety and low self-esteem likely contributed to many students' reluctance to speak out in class Students interviewed reported experiencing anxiety and worry while attempting to use English in social situations

… you know… speaking English is so hard for me even when I have to play a role in a conversation, for example, buying or selling things Uhmm… I often pause and feel nervous when having to speak loudly in class (St.21)

However, it did not seem that students' linguistic challenges were significantly affected by instructional elements Many students said they felt their professors and resources were sufficient, but that they still had trouble communicating because of personal issues like fear or lack of confidence

Fear of negative feedback or criticism appeared to be another affective factors influencing students' English-language difficulties The item "I am afraid of receiving negative feedback or criticism about my English-speaking performance" received a moderate mean score, indicating that some students may be reluctant to speak English in class for fear of being judged or corrected In addition, it was observed that some students hesitated to speak up in English-speaking activities, even when they had knowledge of the language When asked about their reluctance, some students mentioned their fear of making mistakes or being corrected by the teacher or peers

I am afraid of being criticized for not speaking English well Sometimes I feel ashamed of myself when my friends can do it but I can’t Especially when the teacher calls other classmates to fix my errors (St.07)

This fear of negative feedback or criticism aligns with the item in the questionnaire and suggests that it was a prevalent issue among students Additionally, some students reported feeling embarrassed or self-conscious about their English- speaking abilities, which supports the questionnaire item "I feel embarrassed when speaking English in class." Additionally, the observation and interview data align with the affective factors identified in the questionnaire, indicating the significance of these factors in students' English-speaking difficulties

Overall, the findings suggest that affective factors play a significant role in students’ English-speaking difficulties and that addressing these issues could enhance their speaking abilities

Table 8 presents the descriptive statistics for five categories of English- speaking difficulties related to linguistic aspects (pronunciation, vocabulary, grammar, fluency, and comprehension) as reported by 267 participants The mean scores for the five categories of difficulties suggest that participants experienced the most challenges with vocabulary, as indicated by a mean score of 3.80 This was followed closely by grammar, with a mean score of 3.59, and pronunciation, with a mean score of 3.49 Fluency had a lower mean score of 3.01, suggesting that participants were relatively less confident in their ability to speak fluidly Comprehension had the lowest mean score of 2.75, indicating that participants were the least confident in their ability to understand spoken English However, it is important to note that the standard deviation for each category varied, indicating that the participants’ experiences and challenges within each category differed considerably

Table 8 Statistics on students’ English-speaking difficulties related to linguistic aspects

I often feel confident when pronouncing English words 2.55 643

I often have trouble with the pronunciation of certain sounds in English 3.96 826

I am often corrected by a teacher or native speaker for mispronouncing a word in English 3.49 3.42 680

I think my pronunciation affects my ability to communicate in English 4.68 513

I often practice my pronunciation outside of class 2.83 823

I do not have a large size of English vocabulary to express my ideas 3.71 551

I often encounter unfamiliar English words while communicating in English 3.31 670

I often have trouble remembering English words I learned in class 3.80 4.15 611

I often use a dictionary to look up English words 3.80 633

I often find it difficult to express myself in English due to limited vocabulary 4.01 677

I often feel confident in my understanding English grammar rules 3.98 787

I often make grammar mistakes when speaking in English 4.26 817

I often find it difficult to use the correct tenses or verb forms in English 3.59 2.90 726

I am often corrected by a teacher or native speaker for making a grammar mistake in English 4.21 726

I often practice English grammar outside of class 2.58 628

I often feel confident to speak English fluently 2.50 722

I often have to pause or hesitate when speaking in English 4.11 679

I often find it difficult to think of the right words to say in

I often struggle to express my thoughts or ideas in English due to lack of fluency 3.38 1.095

I often practice speaking English outside of class 2.50 712

I often feel confident to understand English when communicating in English 2.51 732

I often have trouble understanding spoken English 2.52 727

I often find it difficult to understand English slang or idioms 3.11 996

I often misunderstood a question or direction given in

I often practice listening and reading English outside of class to comprehend the target language 2.51 712

The statistics related to difficulties with vocabulary indicate that the mean score for this category is relatively high at 3.80 This means that, on average, participants in the study reported experiencing some difficulty with their vocabulary in English Specifically, the most commonly reported difficulty was having trouble remembering English words learned in class, with a mean score of 4.15, indicating that there was a wide range of responses in this category Additionally, the fact that many participants reported using a dictionary to look up English words suggests that they may be actively working to improve their vocabulary Overall, these statistics suggest that vocabulary is an area of challenge for many English language learners, but that they are taking steps to address this difficulty

Statistical analysis of grammar indicates that the participants have mixed experiences and opinions regarding their grammar proficiency While the mean score for feeling confident in understanding English grammar rules is relatively high at 3.98, the mean score for making grammar mistakes when speaking in English is even higher at 4.26 This suggests that despite feeling confident in their understanding of English grammar rules, many participants still struggle with applying them correctly when speaking Similarly, while the mean score for finding it difficult to use the correct tenses or verb forms in English is 3.59, the standard deviation is also relatively high at 0.726 This suggests that there was a wide range of experiences and opinions regarding this particular difficulty It is interesting to note that the mean score for practicing English grammar outside of class is relatively low at 2.58 This could suggest that participants may not be prioritizing grammar practice outside of the classroom, which could be impacting their ability to apply grammar rules correctly in their speech

Concerning obstacles related to pronunciation, the mean score of 3.49, indicates that they experienced some level of difficulty with their pronunciation in English Specifically, participants reported having trouble with the pronunciation of certain sounds in English, and they often get corrected by teachers or native speakers for mispronouncing words This suggests that participants may benefit from targeted instruction on English pronunciation Interestingly, participants also reported feeling confident when pronouncing English words, despite reporting difficulties with specific sounds and being corrected by others This may reflect a lack of awareness of specific pronunciation issues or a tendency to overestimate one's own abilities The high mean score of 4.68 for the statement "I think my pronunciation affects my ability to communicate in English" suggests that participants perceive their pronunciation abilities as being a significant barrier to effective communication in English Finally, participants reported practicing their pronunciation outside of class, indicating that they are motivated to improve in this area

Looking at the statistics for difficulties related to fluency, it can be seen that the mean score for feeling confident to speak English fluently is quite low, at 2.50, indicating that many respondents lack confidence in their ability to speak English smoothly On the other hand, the mean score for having to pause or hesitate when speaking in English is relatively high at 4.11, indicating that many respondents experience this difficulty The mean score for finding it difficult to think of the right words to say in English is 3.01, which is relatively moderate However, the high standard deviation of 1.148 suggests that this difficulty varies greatly among respondents Finally, the mean score for struggling to express thoughts or ideas due to lack of fluency is 3.38, indicating that many respondents found it challenging to express themselves in English The mean score for practicing speaking English outside of class is low, at 2.50, indicating that many respondents do not practice speaking English enough outside of class

Discussions

It is evident from the statistics that many language learners struggle with English speaking, and that several variables contribute to this difficulty The results suggest that external variables related to language teachings, such as cultural background and exposure to English outside of class, may have a stronger influence on English proficiency Anxiety, fear, and a lack of drive are all affective elements that may have a major influence on a person's ability to communicate; followed by linguistic and instructional factors respectively The findings collaborate with Verah

(2012), Quyên et al (2018), Yimam (2019), Yaorm (2019), Yaseen (2019), Ngọc and Dung (2020), Alifia (2020), Amoah and Yeboah (2021), Phương et al (2021), Nhung and Bửu (2022), Châu et al (2022), Nhung (2022)

Firstly, the research demonstrates the significance of the role of emotions in language learning, since factors such as shyness and poor self-esteem may influence a student's decision to participate in class discussions Teachers have a responsibility to create a classroom community that encourages students to learn English and helps them cope with the challenges they may face emotionally Successful interaction with native speakers and progress toward one's language learning objectives depend on the development of strong communicative competence in the target language, especially in spoken form In order to effectively construct language learning and teaching techniques that fulfill students' needs and improve their speaking skills, it is essential to identify and understand the elements that influence speaking challenges, including emotional, linguistic, instructional, and other external aspects

The second consideration is about linguistic aspects or how the language is used Many of the study's participants reported having trouble with various linguistic aspects of communicating in English The finding echoes with Yaorm (2019), Nhung and Bửu (2021) Reasonably, vocabulary was the hardest part, then grammar and pronunciation There was also a stumbling blockage in terms of fluency and comprehension Participants reported having trouble recalling classroom terminology and often coming across new English words in everyday conversation Many, though, said they consult dictionaries to learn new English words, so they appear to be making efforts to overcome this barrier Participants' knowledge of English grammatical rules was high, but their ability to use those rules appropriately in conversation was low It is possible that many participants' inability to appropriately apply grammar rules in speech is related to the result that many participants don't prioritize mastering English grammar outside of class Participants reported having problems pronouncing specific sounds in English and being chastised by instructors or native speakers for mispronouncing words, suggesting that pronunciation was another area of difficulty Evidence from the questionnaire suggests that, on the whole, individuals have difficulty with various linguistic components of English, but are working to improve

In addition to instructional aspects, the first set of indicators relates to what students learn in English lessons, and they could not be having enough opportunities to use the language in class The second set of figures concerns responses to oral presentations, and it is possible that educators may benefit from coming up with more interesting exercises that include new terminology to get students to speak English

A lack of communication methods is addressed in the third data set, suggesting that some students may be making up for their English proficiency in other ways This result is compatible with Kondo (2018), Quyên et al (2018), Yaorm (2019), Thảo and Nguyệt (2019), Nhung (2022) It could possibly be explained that this lack of speaking skills might be due to students' lack of confidence or experience when it comes to expressing themselves in a foreign language Therefore, students' proficiency in English might benefit from a more substantive English-teaching syllabus and curriculum, greater feedback during speaking activities, and instruction in effective speaking strategies

The next aspect deals with some other external indicators The findings extract that overcrowding in the classrooms, a lack of accessible technology, and issues with the English language and its cultural norms all contribute to secondary school students' difficulty in communicating in English in Thai Nguyen Province The findings align with Kondo (2018), Ngọc and Dung (2020), and Nhung (2022) A possible explanation is that they have trouble with both speaking and comprehending the language, and they feel the need to carefully organize their statements before speaking Students have concerns about the classroom environment, including the lack of speaking chances, the high level of competition, the prevalence of slang, and the need for patient and understanding listeners Teachers that implement an "English only" policy must also model patience and understanding for their students as they learn and use the language

Last but not least, results indicate that there are a variety of methods that could assist secondary school students in Thai Nguyen Province in overcoming their English language barriers Teachers have the ability to significantly influence the motivation and engagement of their students by cultivating a positive and supportive learning environment Students can increase their confidence, motivation, and outlook on English by, among other things, engaging in frequent speaking practice, setting realistic goals, and maintaining a positive attitude The findings are aligned with language learning strategies developed by Oxford (1990) that apply social strategies, affective strategies, and metacognitive strategies Furthermore, the results also support the taxonomy of learning strategies by O’Malley and Chamot’s (1990) and Nakatani (2006) which students can self-encourage to push motivation within socio-affective strategies In addition, students can learn to surmount their speaking difficulties with the help of education that emphasizes practical and effective strategies for addressing issues such as pronunciation, using nonverbal cues, and overcoming fear and timidity In particular, this finding is compatible with Nakatani

(2006) which sheds light on nonverbal strategies to enhance successful and natural communication Students' academic and personal lives may benefit from employing these strategies to enhance their English language skills and self-confidence

Chapter 4 presents the findings and discussion of the study on secondary school students' English-speaking difficulties at Tan Thinh and Trung Vuong Secondary School, Thai Nguyen Province The study found that students faced various obstacles when speaking English, including affective factors, linguistic factors, instructional factors, and some other external factors While some students struggled due to a lack of resources and support from their environment, others were hindered by internal factors such as low self-esteem and fear of making mistakes Moreover, linguistic and instructional factors, such as limited exposure to English-speaking environments and ineffective teaching strategies, can also impede students' progress in developing their English-speaking skills In light of these findings, it is crucial to address these factors and develop effective solutions to overcome them Thus, Chapter 5 provides an overview of the limitations of this study and discusses the implications and recommendations for addressing students' English-speaking difficulties.

CONCLUSIONS, LIMITATIONS, IMPLICATIONS, AND

Conclusions

This study concludes an investigation of the challenges that Vietnamese secondary school students in Thai Nguyen Province confront while attempting to communicate in English The descriptive-designed research employed a mixed methodology with a questionnaire, observation checklists, and semi-structured interviews as the main data collection instruments The results indicate that learners encounter several obstacles stemming from internal and external contexts as well as language and instruction barriers These include cultural differences, a lack of practice speaking English outside of school, a lack of confidence, a fear of making mistakes, a lack of vocabulary and grammar knowledge, a lack of speaking strategies, and a crowded classroom Students, however, have come up with a variety of solutions to these problems, such as interacting with friends and family, viewing English-language TV series and movies, and utilizing language study applications

Students, on their part, have stressed the value of instructors' positive reinforcement in developing their speaking abilities Students depend on teachers to provide a range of speaking activities, cultivate a welcoming classroom setting, offer constructive criticism and guidance, and serve as role models for effective communication Therefore, educators must recognize the range of difficulties their students face and design lessons accordingly This might include doing things like giving students more speaking assignments, covering more technological and multimedia tools, and cultivating a classroom environment that encourages students to take chances and grow in self-assurance

Overall, the findings of this study highlight the significance of attending to the affective, linguistic, instructional, and other external elements that contribute to students' challenges with English speaking Students' future academic and professional success depends heavily on their ability to recognize and overcome these obstacles, therefore, helping them do so is of paramount importance.

Limitations

There are several caveats to this study, but that is to be expected with any research The results should be interpreted with caution, for a few reasons

One limitation of this study is the use of self-reported data from students, which can be subject to social desirability bias Students may have been hesitant to report their true feelings about their English-speaking abilities and may have provided socially desirable answers Additionally, the sample size of the study was relatively small, limiting the generalizability of the results to other populations

Another limitation is the study's focus on a single province in Vietnam, which may not be representative of the country as a whole Different regions in Vietnam may have different educational policies and resources available to students, which could affect their English-speaking abilities and experiences Future research could explore these factors and their influence on students' English-speaking abilities to provide a more comprehensive understanding of the issue.

Implications

Educators and politicians alike will benefit greatly from contemplating this research's implications According to the results, educators should learn to identify multiple causes for English-language difficulties among students and collaborate to develop effective solutions To ensure that secondary school students are adequately prepared for success in English-language courses, policymakers should also evaluate the pedagogical approaches and curriculum currently in place

The importance of creating a secure and hospitable classroom for students to practice English is one of the most important takeaways from this research Teachers can assist students in gaining confidence in public speaking by providing constructive criticism and creating opportunities for students to gain such confidence

Affective factors, such as students' self-esteem and motivation, influence their English proficiency, which has implications for instruction and evaluation The most effective method to help language learners who struggle with low self-esteem or a lack of motivation is for instructors to be able to recognize these issues and respond appropriately

This study concludes that technology has the potential to assist students in enhancing their English abilities Communication-challenged students may benefit tremendously from the provision of auxiliary materials, such as conversing software and other assistance Policymakers should consider measures that would make English more prevalent in the classroom and encourage students to use it outside of school

Lastly, this study's implications emphasize the need for educators, policymakers, and students to collaborate in order to effectively teach English language proficiency Educators and policymakers in Thai Nguyen Province can aid in improving the English proficiency of secondary school students by addressing the numerous internal and external factors that contribute to the students' English- speaking difficulties.

Recommendations

Based on the findings of this study, several recommendations are made for secondary school English language teachers and educational administrators in order to help students better their English language skills

Educators should prioritize speaking activities in the classroom and employ student-centered strategies that promote active learning By allowing students to practice in small groups and providing feedback on their performance, teachers can encourage students to participate in class discussions Second, instructors of the English language need access to training programs that emphasize the development of oral communication skills Speaking strategies and the incorporation of technology into the classroom environment are common themes at these events When teaching several language skills, vocabulary, language emphasis, pronunciation, and project work, it may be difficult for instructors to cover all the essential information within a single class hour However, there are strategies that teachers can use to maximize their instructional time and ensure that students receive the necessary practice and feedback to develop their language skills For example, teachers can prioritize the most critical learning objectives and allocate more time to those areas They can also incorporate time-saving techniques such as task-based learning and cooperative learning, which allow students to practice their language skills while working together in pairs or groups Additionally, teachers can use technology to support student learning, such as online resources and language-learning apps that provide additional practice and feedback outside of class time Ultimately, the key is for teachers to be intentional and strategic with their instructional time, focusing on the most critical language skills and using effective instructional strategies to maximize student learning

Thirdly, it is suggested that schools invest more funds in resources such as talking software and other aids for students with speech difficulties and politicians in the field of education should consider implementing measures that increase the prevalence of English in the classroom and encourage students to use it in other contexts The recommendation to invest more funds in resources such as talking software and aids for students with speech difficulties is a positive step towards inclusivity and equal opportunity in education It is essential that schools provide adequate resources to support students with different learning needs and abilities Additionally, the implementation of measures that increase the prevalence of English in the classroom and encourage its use in other contexts can lead to better English proficiency and greater confidence in speaking for students It is important for policymakers and educators to recognize the importance of creating a supportive environment for English language learners and providing them with the necessary resources to improve their language skills

These suggestions may help students overcome some of the current obstacles they face when attempting to learn English and enhance their proficiency in the language This study contributes to the understanding of the challenges and potential solutions related to English-speaking skills among secondary school students in Vietnam The findings and recommendations can be useful for policymakers, educators, and researchers in developing effective strategies and interventions to support students' language learning and communication skills

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The purpose of this questionnaire is to obtain your background information and your challenges when you speak English Please complete the questions as accurately and honestly as possible All the information provided by you is solely for the study purpose and you can be confident that you will not be identified in any discussion of the data

What grade are you in?

How long have you learnt English?

Please indicate how much you agree or disagree with each of the statements by ticking the suitable box

1 I am not motivated and interested in speaking English in class

2 I do not want to speak English well although it is useful

4 I feel nervous before English class

5 I am afraid of receiving negative feedback or criticism about my

6 I often feel confident when pronouncing English words

7 I often have trouble with the pronunciation of certain sounds in

8 I am often corrected by a teacher or native speaker for mispronouncing a word in English

9 I think my pronunciation affects my ability to communicate in English

10 I often practice my pronunciation outside of class

11 I do not have a large size of English vocabulary to express my ideas

12 I often encounter unfamiliar English words while communicating in English

English words I learned in class

14 I often use a dictionary to look up

15 I often find it difficult to express myself in English due to limited vocabulary

16 I often feel confident in my understanding English grammar rules

17 I often make grammar mistakes when speaking in English

18 I often find it difficult to use the correct tenses or verb forms in English

19 I am often corrected by a teacher or native speaker for making a grammar mistake in English

20 I often practice English grammar outside of class

21 I often feel confident to speak English fluently

22 I often have to pause or hesitate when speaking in English

23 I often find it difficult to think of the right words to say in English

24 I often struggle to express my thoughts or ideas in English due to lack of fluency

25 I often practice speaking English outside of class

26 I often feel confident to understand

27 I often have trouble understanding spoken English

28 I often find it difficult to understand

29 I often misunderstood a question or direction given in English

30 I often practice listening and reading

English outside of class to comprehend the target language

31 English teaching curriculum limit learners’ English-speaking practice

32 The assessment of speaking practice was not regularly applied

33 The content of teaching syllabus did not focus on communicative achievement

34 The textbook lack English-speaking activities

35 Speaking skills is separately taught from other language skills

36 The teacher did not create interesting activities in class

37 The teacher did not correct mistakes when I speak English

38 The teacher did not give activities that require students to practice or use new vocabulary

39 I prepare a list of common phrases and expressions before engaging an English conversation

40 If I don’t know the exact words, I will describe the word or concept using other words

41 I try to paraphrase or restate the information to make sure listeners understand it correctly

42 I use fillers (um, uh, well) while speaking in English to buy time to think about what to say next

43 I use body languages or gestures to support my communication while speaking in English

44 I often go back and correct myself while speaking in English

45 I use different intonation and stress patterns to emphasize important information while speaking in English

46 Speaking classes are usually crowded with students

47 There are no assistive devices to practice speaking English

48 My friends and I often use Vietnamese to communicate more

49 The good students in the class will be more confident in speaking English

50 Classroom arrangement is limited, making it difficult for students to communicate and interact

51 My cultural background affects the way

52 The differences between Vietnamese and English sound systems make speaking English difficult for me

53 I need more time to think before I speak

54 I do not have any pressure conditions while talking in English

55 I perform well during my speaking activities

56 I understand what people say while they speak English

57 I have patient and understanding listener while speaking

THANK YOU FOR YOUR COOPERATION!

Mục đích của bảng khảo sát này là để thu thập thông tin về kinh nghiệm học tiếng Anh và những khó khăn khi nói tiếng Anh của con Con hãy trả lời các câu hỏi một cách trung thực nhất Các thông tin mà con cung cấp chỉ sử dụng cho mục đích nghiên cứu và các con có thể yên tâm rằng các con sẽ không bị nêu tên trong bất kỳ bàn luận nào

Con học tiếng Anh được … năm

Hãy chỉ ra mức độ đồng ý hay không đồng ý của các con với mỗi câu hỏi bên dưới bằng cách chọn từ 1 đến 5

3 = Con chưa quyết định được

1 Con không có động lực và hứng thú nói tiếng Anh trong lớp

2 Con không muốn nói tiếng Anh tốt dù nó rất hữu ích

3 Con cảm thấy xấu hổ khi nói tiếng Anh trong lớp

4 Con cảm thấy lo lắng trước giờ học tiếng

5 Con sợ nhận được nhận xét không tốt hoặc chỉ trích tiêu cực về khả năng nói tiếng Anh của mình

6 Con thường cảm thấy tự tin khi phát âm các từ tiếng Anh

7 Con thường gặp khó khăn với việc phát âm một số âm trong tiếng Anh

8 Con thường được cô giáo hoặc người bản ngữ sửa lỗi phát âm sai từ tiếng Anh

9 Con nghĩ cách phát âm của con ảnh hưởng đến khả năng giao tiếp bằng tiếng

10 Con thường luyện phát âm tiếng Anh ngoài giờ học trên lớp

11 Con không có nhiều vốn từ tiếng Anh để diễn đạt ý kiến của con

12 Con thường gặp những từ tiếng Anh lạ khi giao tiếp bằng tiếng Anh

13 Con thường gặp khó khăn trong việc ghi nhớ các từ tiếng Anh con đã học trên lớp

14 Con thường sử dụng từ điển để tra từ mới tiếng Anh

15 Con thường gặp khó khăn khi diễn đạt bằng tiếng Anh do vốn từ hạn chế

16 Con thường thấy tự tin khi hiểu các quy tắc ngữ pháp tiếng Anh

17 Con thường mắc lỗi ngữ pháp khi nói tiếng Anh

18 Con thường thấy khó sử dụng đúng thì hoặc dạng động từ trong tiếng Anh

19 Con thường được cô giáo hoặc người bản ngữ sửa lỗi tiếng Anh

20 Con thường thực hành ngữ pháp tiếng

21 Con cảm thấy tự tin khi có thể nói tiếng

22 Con thường phải ngắt quãng hoặc ngập ngừng khi nói tiếng Anh

23 Con thấy khó khăn khi tìm những từ thích hợp để nói bằng tiếng Anh

24 Con thường gặp khó khăn về sự trôi chảy khi diễn đạt suy nghĩ hoặc ý tưởng của mình bằng tiếng Anh

25 Con thường luyện nói tiếng Anh ngoài

26 Con cảm thấy tự tin để hiểu nội dung khi giao tiếp bằng tiếng Anh

27 Con gặp khó khăn để hiểu ngôn ngữ nói tiếng Anh

28 Con thấy khó hiểu tiếng lóng hoặc thành ngữ trong tiếng Anh

29 Con thường hiểu sai một câu hỏi hoặc hướng dẫn bằng tiếng Anh

30 Con thường luyện nghe và đọc tiếng Anh ngoài giờ học

31 Giáo trình dạy tiếng Anh hạn chế việc thực hành nói tiếng Anh của học sinh

32 Việc đánh giá phần luyện nói không được áp dụng thường xuyên

33 Nội dung giáo trình giảng dạy chưa chú trọng đến luyện nói giao tiếp

34 Sách giáo khoa thiếu các hoạt động nói tiếng Anh

35 Kỹ năng nói tiếng Anh được dạy tách biệt với các kỹ năng khác

36 Cô giáo không thiết kế các hoạt động thú vị trong lớp

37 Cô giáo không sửa lỗi khi con nói tiếng

38 Giáo viên không đưa ra các hoạt động yêu cầu học sinh thực hành hoặc áp dụng từ mới trong khi nói

39 Con hay chuẩn bị danh sách các từ liên quan đến chủ đề trước khi nói chuyện bằng tiếng Anh

40 Nếu con không biết chính xác từ cần dùng là gì, con sẽ mô tả từ hoặc khái niệm bằng các từ tương đương

41 Con cố gắng diễn giải hoặc trình bày lại thông tin để đảm bảo người nghe hiểu chính xác

42 Con sử dụng từ đệm (uhm, uh, well,…) khi nói tiếng Anh để câu giờ suy nghĩ xem nên nói gì tiếp theo

43 Con sử dụng ngôn ngữ cơ thể hoặc cử chỉ để hỗ trợ giao tiếp bằng tiếng Anh

44 Con thường nghĩ lại và sửa lỗi vừa mắc khi nói tiếng Anh

45 Con sử dụng các mẫu ngữ điệu và trọng âm khác nhau để nhấn mạnh thông tin quan trọng khi nói bằng tiếng Anh

46 Các lớp học nói thường đông học sinh

47 Không có thiết bị hỗ trợ luyện nói tiếng

48 Con và các bạn thường sử dụng tiếng Việt để giao tiếp hầu hết thời gian

49 Những bạn học giỏi trong lớp thường tự tin hơn khi nói tiếng Anh

50 Việc kê bàn ghế trong phòng học hạn chế khiến học sinh khó giao tiếp và tương tác

51 Nền tảng văn hoá ảnh hưởng đến cách con nói tiếng Anh

52 Sự khác biệt giữa âm tiếng Anh và tiếng

Việt khiếp việc noí tiếng Anh trở nên khó khăn đối với con

53 Con cần thời gian để suy nghĩ trước khi nói bằng tiếng Anh

54 Con không gặp bất kì áp lực nào khi nói chuyện bằng tiếng Anh

55 Con thể hiện tốt trong các hoạt động nói của mình

56 Con hiểu những gì moị người nói khi họ nói tiếng Anh

57 Có những người bạn kiên nhẫn và chịu khó nghe con nói tiếng Anh

CÁM ƠN SỰ HỢP TÁC CỦA CON!

Affective aspects Yes No Neutral

Students are interested in speaking activities

Students are embarrassed when speaking English

Students are afraid of receiving negative feedback or criticism about their English speaking

Students feel confident when pronouncing English words

Students have trouble with the pronunciation of certain sounds in

The teacher corrects students’ mispronouncing a word in English

Students do not enough vocabulary to express their ideas

Students forget necessary words to speak English for a task

Students feel confident in their understanding English grammar rules

Students often make grammar mistakes when speaking in English

The teacher corrects students’ grammar used for their speaking activities

Students feel confident to speak

Students often pause or hesitate when speaking in English

Students feel confident to understand the content of the conversation when communicating in English

There are no or few interactive

English-speaking activities in class

The teacher does not correct mistakes when students speak

The teacher gives time for students to prepare before they speak English in class

Students prepare lists of necessary words or phrases for their speaking performance

Students describe the word or concept using other words

Students try to paraphrase or restate the information to make sure listeners understand it correctly

Students use fillers while speaking

English to buy time to think about what to say next

Students use body languages or gestures to support English speaking

Students go back and correct themselves while speaking in

Students use different intonation and stress patterns to emphasize important information while speaking in English

Speaking classes are too crowded

There are no assistive devices to practice speaking English

Students use Vietnamese to communicate in speaking activities

Classroom arrangement is limited for various speaking activities

Students have enough time to think before speaking in English

Students are not under any pressure conditions while talking in English

Other students are patient to wait until their classmates complete the speaking task

The teacher praises students for their efforts to speak English

The teacher provides constructive feedback for students’ English- speaking performance

The teacher does not judge students’ speaking mistakes

The teacher provides instant feedback during students’ English- speaking performance

The teacher designs many interactive activities such as group discussions, debates, role-playing and presentations

Besides the textbook, the teacher provides other authentic materials

(e.g news articles, videos, or post casts)

The teacher provides clear instruction and evaluation criteria

(e.g voice recording tools, language learning apps, gaming tools) in speaking lessons