Trang 1 FACULTY OF FOREIGN LANGUAGES LUU THI HA A STUDY ON FACTORS CAUSING THE LACK OF THE GRADE TENTH STUDENTS’ SELF - CONFIDENCE IN SPEAKING CLASSES AT DAO DUY TU HIGH SCHOOL Submitted
HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES LUU THI HA A STUDY ON FACTORS CAUSING THE LACK OF THE GRADE TENTH STUDENTS’ SELF - CONFIDENCE IN SPEAKING CLASSES AT DAO DUY TU HIGH SCHOOL Submitted in partial fulfillment of the requirements of the degree of Bachelor of Arts in English Language Teacher Education Thanh Hoa, 2023 HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES LUU THI HA A STUDY ON FACTORS CAUSING THE LACK OF THE GRADE TENTH STUDENTS’ SELF - CONFIDENCE IN SPEAKING CLASSES AT DAO DUY TU HIGH SCHOOL SUBMITTED IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR OF ARTS IN ENGLISH LANGUAGE TEACHER EDUCATION Student’s name: Luu Thi Ha Student ID No: 1967010045 Supervisor : M.A Trinh Thi Hang Thanh Hoa, 2023 i DECLARATION I sincerely affirm that the minor thesis “A study on factors causing the grade tenth students’ lack of self-confidence at Dao Duy Tu High School” is the result of my own work and effort to meet the requirements for graduation thesis at Faculty of Foreign Languages, Hong Duc University Thanh Hoa, May 2, 2023 Luu Thi Ha ii ACKNOWLEDGEMENTS First of all, from the bottom of my heart, I desire to express my deepest gratitude to my supervisor, M.A Trinh Thi Hang for her valuable advice, generous assistance and enthusiastic support in completion of this study My sincere thanks also go to teachers at Dao Duy Tu High School for their useful opinions, which have greatly contributed to my work I would also like to express my thanks to the grade tenth students at Dao Duy Tu High School who have actively participated in this study I am also in debt of my gratitude to my lecturers and my friends for their constructive comments and enthusiastic supports Last but not least, I wish to convey my appreciation to my family members due to their whole-hearted encouragement and support iii ABSTRACT The research has been conducted to find out the current state of students’ self-confidence in speaking classes, factors causing the students’ lack of self-confidence in speaking lessons, and suggest strategies to improve the learners’ level of self-confidence in oral sessions The study was carried out to students at tenth grade at Dao Duy Tu High School In this study, classroom observation, interview and questionnaire were used for collecting the data From the analysis of the data, it revealed the factors that lead to students’ low self-confidence It is expected that contributions from the study can be beneficial to the teaching and learning process of English-speaking skills to grade tenth students in general and grade tenth students at Dao Duy Tu High School in particular iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT .iii TABLE OF CONTENTS iv LIST OF TABLES vi LIST OF DIAGRAMS vii LIST OF ABBREVIATIONS vii PART I: INTRODUCTION 1 1 Rationale 1 2 Aims of the study 2 3 Objectives of the study 2 4 Research questions 2 5 Scope of the study 3 6 Methods of the study 3 7 The significance of the study 4 8 Design of the study 4 PART II DEVELOPMENT 5 CHAPTER 1 LITERATURE REVIEW 5 1.1 Theoretical background of speaking skills 5 1.1.1 Definition of speaking skills 5 1.1.2 The importance of speaking skills 6 1.1.3 Components of speaking 6 1.1.4 Classroom speaking activities 8 1.2 Self-confidence 11 1.2.1 Definition of self-confidence 11 1.2.2 The importance of self-confidence in language learning 12 1.2.3 The influence of self-confidence on learners in speaking lessons 13 1.2.4 Lack of self- confidence 14 1.2.5 The characteristics of students with low and high self-confidence 14 1.2.6 Factors causing the lack of self-confidence 16 v 1.3 Strategies to improve the students’ lack of self-confidence 18 CHAPTER II METHODOLOGY AND PROCEDURE 21 2.1 The setting of the study 21 2.1.1 An overview of research place 21 2.1.2 English teaching and learning situation at Dao Duy tu High School 22 2.1.3 The subjects of the study 22 2.2 Methods of the study 23 2.2.1 Data collection instruments 23 2.2.2 Data collection procedures 23 2.2.3 Methods of data analysis 24 CHAPTER III FINDINGS AND DISCUSSION 25 3.1 Findings 25 3.1.1 Observation 25 3.1.2 Teachers’ interview 29 3.1.3 Students’ questionnaires 34 3.2 Discussion 43 3.2.1 Current state of students’ self-confidence in speaking lessons 43 3.2.2 Factors negatively affecting students’ self-confidence in speaking classes 44 3.2.3 Suggested strategies to develop students’ self-confidence in oral sessions 46 PART III CONCLUSION 57 1.1 Summary of the main ideas 57 1.1.1 Conclusion of the main ideas 57 1.1.2 Summary of the findings 58 1.2 Limitations of the study 59 BIBLIOGRAPHY 60 APPENDICES I APPENDIX 1 .I APPENDIX 2 IV vi LIST OF TABLES Table 3.1: Checklist of classroom observation 25 Table 3.2 Pupils’ view about factors causing lack of self-confidence in speaking classes 34 Table 3.3 Students’ view about how their teachers give feedbacks about their speaking performance 35 Table 3.4 Students’ view about speaking activities that the teacher often use in oral lessons 40 Table 3.5 Students’ view about activities should be frequently used to enhance their self-confidence 41 Table 3.6 Teacher’s guidelines of self-directed dialogue technique 48 Table 3.7 Teacher’s guidelines of Discussion technique 51 Table 3.8 Teacher’s guidelines of role-play technique 53 Table 3.9 Teacher’s guidelines of Debate technique 55 vii LIST OF DIAGRAMS Chart 3.1 The frequency of students involvement in speaking classes 34 Chart 3.2 Students’ reaction when they cannot think of English words 36 Chart 3.3 Students’ opinions about poor grammar can have a negative impact on self-confidence 36 Chart 3.4 Students’ opinion about good pronunciation can have a positive effect on self-confidence 37 Chart 3.5 Students’ view about fear of making mistake can result in the lack of self-confidence 37 Chart 3.6 Students’ view about whether shyness can lead to low self- confidence in oral lessons or not 38 Chart 3.7 Students’ opinion about whether motivation has a positive impact on self-confidence or not 38 Chart 3.8 Students’ feeling when there is little listeners’ support while they are speaking 39 Chart 3.9 Students’ reaction when teachers give negative and disruptive feedbacks about their speaking performance 40 Chart 3.10 Students’ view about group activity which can improve their self- confidence 42 viii LIST OF ABBREVIATIONS M.A: Master of Arts EFL: English as a Foreign Language Etc: Etcetera