a study on difficulties in learning english speaking skills of the first year english majors at phenikaa university

The study is interested in the difficulties in learning English Speaking skills of first-year major students at Phenikaa University.. The results show that learners encounter many diffic

LITERATURE REVIEW

Overview of Speaking

Speaking is one of the language skills that is very important to be mastered by students to be a good communicator and can be defined in several different ways According to G Fulcher [1], speaking is the verbal use of language to communicate with others Speech is about making choices Students must decide how to communicate and build social relationships through their speech Or, Hornby [2], speaking is about something to talk about, say something about something, mention something, have a conversation with somebody, address somebody in words, say something, or express oneself in a particular language

According to Nunan [3], Webster's New World Dictionary said that speaking is to say words orally, to communicate by talking, to make a request, and to make a speech For instance, Chaney [4] speaking is the process of creating and sharing meaning by using verbal and non-verbal symbols in different contexts Brown [5] and Burns and Joyce [6] defined speaking as an interactive process of making meaning that includes producing, receiving, and processing information Bygate [7] defined speaking as the production of auditory signals to produce different verbal responses in listeners It involves systematically combining sounds to create meaningful sentences

Besides, Thornbury [8] states that speaking is an activity in real life carried out by a speaker to carry out his/ her ideas to interact with listeners The activities are unstructured and evolve based on situational needs They are spontaneous and continue depending on the circumstances The activities are spontaneous, and their continuation depends on the circumstances Speaking involves collaboration between two or more individuals in a shared time and context to exchange opinions, information, or emotions

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Speaking is an activity for expressing oneself in a given situation or conveying a series of ideas within a community through verbal and non-verbal symbols in a particular language, situation, and context

There are several aspects of speaking skills that must be fulfilled by the students Based on Harris' explanation in Azlina [9], there are five aspects of speaking skills, namely comprehension, grammar, vocabulary, pronunciation, and fluency

Comprehension in speaking is a multifaceted skill crucial for effective communication It involves the ability to understand spoken language accurately, ranging from recognizing individual words to grasping the nuances of tone and context At its core, comprehension in speaking allows individuals to process incoming information swiftly, interpret meaning, and formulate appropriate responses in real-time interactions It encompasses various cognitive processes, including decoding language structures, inferring meaning from verbal cues, and adapting to different speaking styles and accents Moreover, comprehension in speaking goes beyond mere linguistic understanding; it involves empathy and cultural sensitivity, enabling speakers to navigate conversations with respect and clarity Proficient comprehension in speaking is honed through exposure to diverse linguistic contexts, active listening practices, and opportunities for meaningful dialogue Effective language learners and communicators continually refine their comprehension skills, integrating new vocabulary, idiomatic expressions, and socio-cultural knowledge into their speech Ultimately, strong comprehension in speaking not only enhances communicative competence but also fosters mutual understanding and meaningful exchanges in both personal and professional settings

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Fromkin & Rodman [10] said that grammar consists of the basic units of meaning, such as words, and the rules for combining them into sentences It is crucial for effective conversation According to Brown [11] “Grammar is the system of rules governing the conventional arrangement and relationship of words in a sentence” Moreover, Thornbury [12], learners’ correct use of grammatical structures requires the length and complexity of the utterances and the well-structured clauses

Grammar is a set of sentence structures that students must master When students use the correct sentence structure, their speaking will be effective and polished Mastering sentence composition according to grammatical rules indicates that students have a strong command of the grammar aspect of speaking skills

Vocabulary is a fundamental element in learning to speak English It encompasses single words, set phrases, variable phrases, phrasal verbs, and idioms Effective communication, both oral and written, requires a sufficient vocabulary Thornbury [12] identifies three typical elements used by speakers:

* When people speak, they are involving a high proportion of words and expressions that express their attitude (stance) to what is being said

* Speakers usually employ words and expressions that express positive and negative appraisal because a lot of speech has an interpersonal function, and by identifying what people like and dislike, they can express solidarity

* A speech often utilizes deictic language, which includes words and expressions that refer to the place, time, and participants in either a nearby or distant context

To speak effectively, students must have a strong command of a wide range of vocabulary and their meanings By mastering vocabulary, students will be able to use the right diction in communication Without vocabulary mastery, students will find difficulties in expressing their ideas with words Therefore,

Copies for internal use only in Phenikaa University students need to master vocabulary to choose the diction of communication greetings Students who can select the appropriate diction and possess a wide vocabulary have successfully met the vocabulary aspect of speaking skills

Pronunciation is how speakers produce clear speech It includes segmental features (vowels, consonants), word stress, tone, pitch, and intonation patterns

To speak English fluently, speakers need to pronounce phonemes correctly, use appropriate stress and intonation patterns, and speak in connected speech Harmer [13] addresses pronunciation topics including pitch, intonation, individual phonemes, phonics, and stress Thornbury [14] defines pronunciation as the ability to produce comprehensible utterances Pronunciation refers to the way students articulate speech clearly during verbal communication In pronouncing words, it is necessary to be clear and straightforward so that the 10 interlocutors can understand the meaning of the words Students have fulfilled the aspect of pronunciation if there are fewer mispronunciations that they say 1.1.2.5 Fluency

Fluency is the ability to speak freely without excessive stopping or hesitation Fluent speakers can convey their message using the resources and abilities they have, despite making grammatical or other errors Hedge [15] defines fluency as the ability to respond coherently by connecting words and phrases, pronouncing sounds clearly, and using stress and intonation effectively Hughes [16] states that fluency involves speaking understandably to maintain communication without causing listeners to lose interest Nunan [17] describes fluency as speaking at an acceptable speed with few false starts and hesitations Moreover, fluency is the ability to speak fluently and accurately Indicators of fluency include speaking at a relatively fast pace with minimal pauses and

"hmm" hesitations A student's fluency increases as they hesitate less while speaking So, fluency is the ability to speak without many pauses and hesitations and is an important aspect of speaking skills Students who have speaking skills

Copies for internal use only in Phenikaa University are those who have good abilities in the aspects of comprehension, grammar, vocabulary, pronunciation, and fluency

1.1.3 The importance of speaking skills

In today's globalized world, communication is essential for success in all fields Language serves as the primary tool for communication, and effective communication is impossible without it Achieving one's aims, objectives, and goals requires proper language use English, recognized as the international language, is spoken worldwide, facilitating communication across different regions, states, countries, and continents

Difficulties in Learning English Speaking Skills

Nowadays, students often face several common difficulties when learning to speak English Learning English speaking skills presents a host of challenges that learners must navigate to achieve fluency Among the myriads of difficulties, five critical factors significantly impact the learning process: vocabulary, grammar, pronunciation, linking words, and the learning environment Each of these factors plays a vital role in shaping a learner's ability to speak English fluently and confidently

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According to Celce and Murcia [22] vocabulary learning is crucial to language acquisition, whether it's a first, second, or foreign language Or McCarthy [23] said that vocabulary is essential in language learning because it involves understanding the words of that language Students' difficulties in speaking, from the perspective of vocabulary mastery, often stem from a lack of understanding of word meanings For EFL students, mastering the meanings of words in a new language can be particularly challenging Insufficient vocabulary mastery can lead to issues that impact speaking fluency

Generally, vocabulary acquisition is a fundamental challenge in learning English speaking skills English has a vast lexicon, and learners often struggle to build a sufficient vocabulary to express themselves effectively This difficulty is compounded by the language's richness in synonyms, idiomatic expressions, and phrasal verbs For instance, a single concept can be expressed in multiple ways, each with subtle nuances Learners may find it hard to remember and correctly use words, especially those with similar meanings but different connotations or contexts Moreover, encountering new vocabulary in spoken language, where the pace is faster and context cues might be minimal, can be overwhelming This gap in vocabulary can lead to hesitations and interruptions in speech, hindering fluency So, limited vocabulary is another significant issue Without a broad vocabulary, students struggle to express themselves fully and understand conversations This limitation can lead to communication breakdowns and a lack of confidence in speaking

As Phuong [24] said, to communicate effectively, students need to master grammar Therefore, grammar is considered a key element in speaking However, many students have poor grammar skills In conversations, grammatical errors are frequently encountered, and students often use incorrect structures without realizing their mistakes This leads to ineffective communication, as the intended meaning is not properly conveyed Even when students are given a topic and time to prepare their dialogue before a

Copies for internal use only in Phenikaa University performance, gaps between their first language and the foreign language result in persistent grammatical inaccuracies Additionally, students often believe they lack competent grammar management

Grammar is another major hurdle in mastering English speaking skills English grammar is complex, with its array of tenses, aspects, moods, and syntactic structures Non-native speakers often grapple with constructing grammatically correct sentences while speaking spontaneously Errors in tense usage, subject-verb agreement, and word order are common and can impede clear communication For example, the proper use of the present perfect tense, which does not exist in many languages, can be particularly perplexing Learners might also struggle with articles, prepositions, and auxiliary verbs, which can change the meaning of a sentence if used incorrectly The need to apply grammatical rules in real-time conversation adds to the difficulty, often causing anxiety and reducing speaking confidence So, grammar and sentence structure also pose substantial challenges English has complex grammar rules, and students often struggle with correct word order, verb tenses, and subject-verb agreement These grammatical errors can make speech awkward and sometimes difficult to understand

According to Hornby [25] pronunciation plays a crucial role in speaking, as it determines how a language or specific word or sound is articulated Many students often struggle with pronunciation, which negatively impacts their speaking performance, leading to noticeable errors when pronouncing words These pronunciation difficulties are often due to inhibition, which further contributes to inaccuracies in their spoken communication

It can be said that pronunciation poses significant difficulties, as English phonetics can be tricky for many learners The language contains sounds that do not exist in other languages, making them hard to reproduce Additionally, English is notorious for its inconsistent spelling-to-sound correspondences, where the same letters or letter combinations can be pronounced differently in

Copies for internal use only in Phenikaa University different words Learners may struggle with sounds like the "th" in "this" or

"think," which do not exist in many other languages Mispronunciation can lead to misunderstandings and may also cause embarrassment, further discouraging learners from speaking Furthermore, intonation, stress patterns, and rhythm in English are crucial for conveying meaning and emotion, and mastering these aspects requires significant practice and exposure These problems above also lead to the ability to speak stuttering, frequent pauses or hesitation, which is another critical component of speaking that many students find difficult to achieve

Linking words, or discourse markers, are essential for coherent and cohesive speech They help to organize thoughts, indicate relationships between ideas, and guide listeners through the conversation However, learners often find it challenging to use linking words appropriately This difficulty arises from a lack of familiarity with various discourse markers and their nuanced uses For instance, words like "however," "therefore," "meanwhile," and "nevertheless" have specific functions that might not have direct equivalents in the learner's native language Misusing these words can lead to confusion and disrupt the flow of conversation Additionally, spoken English often employs reduced forms and connected speech, where words are linked together smoothly, further complicating the correct usage of linking words

The learning environment significantly influences the acquisition of English-speaking skills A supportive and immersive environment can greatly enhance language learning, while a restrictive or non-conducive environment can impede progress Factors such as exposure to native speakers, opportunities for practice, and access to resources play a crucial role For instance, learners in non- English-speaking countries may have limited opportunities to practice speaking with fluent speakers, leading to slower progress Additionally, a lack of access to quality learning materials and interactive speaking opportunities can hinder

Copies for internal use only in Phenikaa University development Classroom environments that emphasize rote learning and grammar rules over communicative practice may also fail to build speaking skills effectively Social and cultural factors, such as fear of making mistakes and losing face, can further inhibit learners from practicing speaking

Other issues such as lack of confidence, fear of making mistakes, shyness, anxiety, and lack of motivation are psychological factors that can impede speaking Moreover, speaking skills are crucial for learners to succeed in their professions In today's world, job interviews often require candidates to demonstrate their talents, and many selections are based on interview performance Job aspirants must participate in debates and group discussions, where their oral communication skills are closely evaluated Additionally, professionals need to deliver oral presentations to promote products, or their companies and to train colleagues

In conclusion, learning English speaking skills is a multifaceted challenge influenced by various factors, including vocabulary, grammar, pronunciation, linking words, and the learning environment Each of these elements presents unique difficulties that learners must overcome to achieve fluency Building a robust vocabulary, mastering complex grammatical structures, perfecting pronunciation, effectively using linking words, and fostering a supportive learning environment are essential steps toward becoming a proficient English speaker Addressing these challenges requires a holistic approach that combines formal instruction, immersive practice, and a positive, encouraging atmosphere to support learners in their journey toward English fluency.

Strategies for developing speaking skills

According to the survey research topic of Bashir, M., Azeem, M., & Dogar, A H [26] with the research topic “Factors affecting students' English Speaking skills”, mentioned development strategies for speaking skills as follows: The discussion emphasizes the importance of communicative output in language learning, where learners engage in tasks such as gathering information, planning, or creating content using both newly introduced and existing language

Copies for internal use only in Phenikaa University skills Unlike traditional methods that prioritize accuracy, these activities focus on conveying meaning effectively, reflecting real-life communication where participants bridge information gaps

Instructors employ a balanced approach, integrating diverse input and output activities to cater to learners at all proficiency levels This variety not only motivates students but also enhances language acquisition Speaking, seen not just as an outcome but as a fundamental process of learning, is crucially supported by teaching specific strategies These include using minimal responses to encourage hesitant learners to engage actively in conversations by providing ready-made reactions like acknowledgments or confirmations

Additionally, recognizing communication scripts for common scenarios such as greetings or transactions aids learners in anticipating and responding appropriately within cultural norms Furthermore, promoting the use of language to discuss language itself helps learners articulate misunderstandings and seek clarification confidently By normalizing these interactions in the classroom, instructors cultivate an environment where learners can practice and refine their communicative skills authentically, thereby boosting their overall proficiency and confidence in using the language outside academic settings.

Previous studies on English speaking difficulties

Tuan and Mai [27] conducted a quantitative study by distributing questionnaires to Vietnamese students to identify significant challenges in English language learning Their research highlighted grammar and vocabulary as primary hurdles faced by the learners To address these issues, Tuan and Mai recommended the adoption of more contextual and communicative grammar teaching methods, which would integrate grammar instruction into practical language use rather than isolated drills The use of questionnaires enabled the researchers to gather extensive data on the learners' experiences and difficulties, providing a comprehensive overview of the common obstacles in their language acquisition process This approach allowed the researchers to pinpoint specific

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Nguyen Thi Thu Huong [28] conducted a study to investigate the difficulties faced by first-year English majors at Thai Nguyen University of Education in practicing spoken English, as well as the underlying causes A mixed-methods research approach was employed in this study Two data collection tools were used: questionnaires and interviews The research subjects were 44 first-year English majors at Thai Nguyen University of Education The results showed that all students encountered difficulties in speaking English, although not all students faced the same challenges The most significant issues were grammar and vocabulary The main causes were limited access to the target language and insufficient practice time Personal factors such as shyness, lack of confidence, and fear of making mistakes also contributed to the students' difficulties Several measures were proposed to address these issues

The importance of speaking proficiency in second or foreign language communication has been highlighted for many years However, research indicates that both ESL (English as a Second Language) and EFL (English as a Foreign Language) learners often find it challenging to speak a foreign language Sawir [29] investigated the learning difficulties of ESL learners by interviewing twelve international students in Australia from Indonesia, Hong Kong, Thailand, Vietnam, and Japan All participants admitted that communicating in English had been difficult despite studying in Australia for years Similarly, Lee [30] found that, regardless of their length of study in the US, all the graduates she interviewed struggled to participate in whole-class discussions Hosni [31] also highlighted that EFL learners, regardless of their knowledge of English, still face speaking difficulties

According to Brown [32] identified issues in vocabulary, pronunciation, grammar, and fluency as common speaking problems Various studies have documented the difficulties students face in speaking English, identifying

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Aleksandrzak [33] conducted a study on the challenges of teaching and learning spoken English as a foreign language at an advanced level The study explored the difficulties in selecting appropriate teaching methods, the most common types of classroom interactions among students, and the methods of classroom management and evaluation used by teachers It also recommended suitable speaking activities for advanced English learners

According to Al-Nakhalah [34] investigated the speaking difficulties faced by English language students at Al Quds Open University, examining the reasons behind these challenges The study used interviews to identify speaking difficulties and their causes, and an experimental method to evaluate potential solutions The results indicated that the main difficulties in speaking were caused by fear of making mistakes, shyness, anxiety, and lack of confidence The author recommended creating a supportive environment to encourage students to practice speaking English

Candraloka and Rosdiana [35] researched students' speaking competency and their challenges in speaking at an Indonesian junior high school, employing a mixed methods approach The study involved speaking tests, questionnaires, and interviews Findings showed that all students had issues with vocabulary and pronunciation, 83.9% struggled with grammar, and 96.7% had problems with fluency Additionally, personal factors such as shyness, anxiety, confusion, lack of confidence, and fear of making mistakes were noted The study recommended stimulating students' motivation and using engaging speaking materials

The studies provide a multifaceted understanding of the difficulties in learning English speaking skills Vocabulary limitations, grammatical complexities, pronunciation challenges, issues with linking words, and the learning environment are recurrent themes that significantly impact learners Addressing these challenges requires a comprehensive approach that integrates effective teaching practices, supportive learning environments, and tailored

Copies for internal use only in Phenikaa University feedback Fostering positive attitudes towards language learning can significantly enhance learners' speaking skills.

RESEARCH METHODOLOGY

Research design

The questionnaire is designed as a tool to survey students' problems With

11 questions, including 5 questions related to the difficulties in speaking skills that students encounter, students choose according to frequency levels: Never, Seldom, Sometimes, Often, Usually, Always, and 5 questions providing strategies to improve English speaking skills, students will choose the pre- designed strategies on the survey by marking an X in the box they choose The survey ends with an open question (not required) “If so, please suggest any strategies to improve difficulties in English speaking skills?” Students suggest strategies to enhance their English-speaking abilities

In general, research data is collected and analyzed to show the difficulties in English speaking skills that students encounter and suggest improvement strategies All survey participants are voluntary.

Research question

The research questions are focused on two main parts related to the topic:

A study on difficulties in learning English speaking skills of the first-year English majors at Phenikaa University From, two research questions are given: Question 1: What are the difficulties in learning English speaking skills of the first-year English majors at Phenikaa University?

Question 2: What are the strategies to help the first-year English majors at Phenikaa University improve their English-speaking skills?

Participants and setting

2.3.1 The setting of the study

This study was conducted on first-year English majors at Phenikaa University to understand the difficulties in learning English speaking skills The main participants in this study were first-year English majors who took listening skills as a core subject in college The reason for choosing the research subject as first-year students majoring in Phenikaa is because:

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First, the first-year English majors have all studied and been exposed to English for 5 years or more Second, they have passed the university entrance exam and at the same time, when in university, speaking skills will become a mandatory subject First-year students who have just completed speaking practice in the second semester of their English major will certainly have many difficulties during their studies because we all know that in high school, students ignore other subjects and spend most of your time on grammar From there, a completely new method of learning English was introduced and accompanied by a great challenge to the new learning strategy In addition, when participating in research, students can recognize their difficulties and take measures to help improve them In short, these problems must be identified and resolved as early as possible when children are just starting to learn English speaking skills

It can be seen that speaking skills is also one of the extremely important skills and learners encounter many difficulties in speaking skills The survey with the participation of 132 first-year English majors at Phenikaa University participated in the survey by answering questions about difficulties in speaking skills with five proposed aspects including vocabulary, grammar, pronunciation, conjunctions, and learning environment and how to overcome the above five aspects through checking the levels: Never, Seldom, Sometimes, Often, Usually, Always, before the proposed survey questions, and a question providing a suggestion to the difficulty ( optional) will be answered by students themselves

In general, students come from different areas but have had the opportunity and a long period of time to be exposed to English However, when it comes to practicing speaking skills, students still have many difficulties That is why the research topic aims to find difficulties and propose strategies for students, specifically first-year majors at Phenikaa University, through a survey to find results

Besides the countless difficulties in learning English speaking skills that students often encounter, the survey suggested five main difficulties The number of students participating in the survey was 132 students, the percentage remained

Copies for internal use only in Phenikaa University the same according to the survey results The results from the survey are as follows

The research was conducted with the participation of 132 first-year English majors at Phenikaa University Students mainly come from urban and rural areas, with a few from mountainous areas Students who have mainly studied English for 5 years or more participated in the survey The study only focused on first-year English majors regarding difficulties in learning English speaking skills Thereby, the research topic also offers strategies to overcome difficulties in this skill This is a survey activity with the consent of the learner.

Data collection produres

To obtain reliable and valuable data for research, the study uses quantitative research methods by using survey questionnaires to collect data from first-year majoring This method allows for the systematic collection and analysis of quantitative data, providing reliable research results

This study is divided into main sections, each serving a specific purpose Including the introduction and conclusion, the study also has three chapters that help clarify the research objectives, methods, findings and conclusions, designed as follows:

INTRODUCTION: This part includes rationale; aims of the study; scope of the study; significance of study, method of study, and the design of the study

In this chapter, the study will present consists of theoretical reviews and difficulties in learning English Speaking skills and mention previous studies on English Speaking difficulties

This chapter will detail the methods used for selecting the population and participants, describe the data collection techniques, and explain the data analysis process

In this chapter, the study will present the findings and initiate a discussion Additionally, it will offer recommendations for overcoming challenges in listening skills

CONCLUSION: This part will present a conclusion of the study, limitations of the study, and suggestions

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Speaking is one of the language skills that is very important to be mastered by students to be a good communicator and can be defined in several different ways According to G Fulcher [1], speaking is the verbal use of language to communicate with others Speech is about making choices Students must decide how to communicate and build social relationships through their speech Or, Hornby [2], speaking is about something to talk about, say something about something, mention something, have a conversation with somebody, address somebody in words, say something, or express oneself in a particular language

According to Nunan [3], Webster's New World Dictionary said that speaking is to say words orally, to communicate by talking, to make a request, and to make a speech For instance, Chaney [4] speaking is the process of creating and sharing meaning by using verbal and non-verbal symbols in different contexts Brown [5] and Burns and Joyce [6] defined speaking as an interactive process of making meaning that includes producing, receiving, and processing information Bygate [7] defined speaking as the production of auditory signals to produce different verbal responses in listeners It involves systematically combining sounds to create meaningful sentences

Besides, Thornbury [8] states that speaking is an activity in real life carried out by a speaker to carry out his/ her ideas to interact with listeners The activities are unstructured and evolve based on situational needs They are spontaneous and continue depending on the circumstances The activities are spontaneous, and their continuation depends on the circumstances Speaking involves collaboration between two or more individuals in a shared time and context to exchange opinions, information, or emotions

Copies for internal use only in Phenikaa University

Speaking is an activity for expressing oneself in a given situation or conveying a series of ideas within a community through verbal and non-verbal symbols in a particular language, situation, and context

There are several aspects of speaking skills that must be fulfilled by the students Based on Harris' explanation in Azlina [9], there are five aspects of speaking skills, namely comprehension, grammar, vocabulary, pronunciation, and fluency

Comprehension in speaking is a multifaceted skill crucial for effective communication It involves the ability to understand spoken language accurately, ranging from recognizing individual words to grasping the nuances of tone and context At its core, comprehension in speaking allows individuals to process incoming information swiftly, interpret meaning, and formulate appropriate responses in real-time interactions It encompasses various cognitive processes, including decoding language structures, inferring meaning from verbal cues, and adapting to different speaking styles and accents Moreover, comprehension in speaking goes beyond mere linguistic understanding; it involves empathy and cultural sensitivity, enabling speakers to navigate conversations with respect and clarity Proficient comprehension in speaking is honed through exposure to diverse linguistic contexts, active listening practices, and opportunities for meaningful dialogue Effective language learners and communicators continually refine their comprehension skills, integrating new vocabulary, idiomatic expressions, and socio-cultural knowledge into their speech Ultimately, strong comprehension in speaking not only enhances communicative competence but also fosters mutual understanding and meaningful exchanges in both personal and professional settings

Copies for internal use only in Phenikaa University

Fromkin & Rodman [10] said that grammar consists of the basic units of meaning, such as words, and the rules for combining them into sentences It is crucial for effective conversation According to Brown [11] “Grammar is the system of rules governing the conventional arrangement and relationship of words in a sentence” Moreover, Thornbury [12], learners’ correct use of grammatical structures requires the length and complexity of the utterances and the well-structured clauses

Grammar is a set of sentence structures that students must master When students use the correct sentence structure, their speaking will be effective and polished Mastering sentence composition according to grammatical rules indicates that students have a strong command of the grammar aspect of speaking skills

Vocabulary is a fundamental element in learning to speak English It encompasses single words, set phrases, variable phrases, phrasal verbs, and idioms Effective communication, both oral and written, requires a sufficient vocabulary Thornbury [12] identifies three typical elements used by speakers:

* When people speak, they are involving a high proportion of words and expressions that express their attitude (stance) to what is being said

* Speakers usually employ words and expressions that express positive and negative appraisal because a lot of speech has an interpersonal function, and by identifying what people like and dislike, they can express solidarity

* A speech often utilizes deictic language, which includes words and expressions that refer to the place, time, and participants in either a nearby or distant context

To speak effectively, students must have a strong command of a wide range of vocabulary and their meanings By mastering vocabulary, students will be able to use the right diction in communication Without vocabulary mastery, students will find difficulties in expressing their ideas with words Therefore,

Copies for internal use only in Phenikaa University students need to master vocabulary to choose the diction of communication greetings Students who can select the appropriate diction and possess a wide vocabulary have successfully met the vocabulary aspect of speaking skills

Pronunciation is how speakers produce clear speech It includes segmental features (vowels, consonants), word stress, tone, pitch, and intonation patterns

To speak English fluently, speakers need to pronounce phonemes correctly, use appropriate stress and intonation patterns, and speak in connected speech Harmer [13] addresses pronunciation topics including pitch, intonation, individual phonemes, phonics, and stress Thornbury [14] defines pronunciation as the ability to produce comprehensible utterances Pronunciation refers to the way students articulate speech clearly during verbal communication In pronouncing words, it is necessary to be clear and straightforward so that the 10 interlocutors can understand the meaning of the words Students have fulfilled the aspect of pronunciation if there are fewer mispronunciations that they say 1.1.2.5 Fluency

Fluency is the ability to speak freely without excessive stopping or hesitation Fluent speakers can convey their message using the resources and abilities they have, despite making grammatical or other errors Hedge [15] defines fluency as the ability to respond coherently by connecting words and phrases, pronouncing sounds clearly, and using stress and intonation effectively Hughes [16] states that fluency involves speaking understandably to maintain communication without causing listeners to lose interest Nunan [17] describes fluency as speaking at an acceptable speed with few false starts and hesitations Moreover, fluency is the ability to speak fluently and accurately Indicators of fluency include speaking at a relatively fast pace with minimal pauses and

Data analysis

First, Determine who will respond to the survey and provide the form Second, data was collected and analyzed quantitatively through survey questionnaires All questionnaire items when collected have frequencies and percentages calculated immediately The way to conduct the survey is to use a smartphone to take the survey online by scanning directly at their place in the classroom, or for those who do not use mobile phones, it will be provided access link

Third, once the data has been collected, the data generated by Google Forms will be exported in Excel format for easy arrangement, review, and storage purposes Then, use visualizations such as graphs to represent the data to give a visual picture of the results and aid in understanding complex data

Fourth, analyzing the data presented in charts to find the most prominent points of interest, trends and patterns and draw valid conclusions and generate insights from the results

Finally, findings and discussion: report the results, presenting their interpretation of the statistical results of the study in the articles in the discussion section of the articles Provide actionable recommendations based on examined data and evidence and document the entire process.

FINDINGS AND DISCUSSIONS

Data analysis

The majority of the respondents faced difficulties in their speaking Difficulties in speaking skills are divided into five main issues: vocabulary, grammar, pronunciation, linking words, and learning environment

3.1.1 Results and discussion from questionnaires of students

In the study of difficulties in learning English speaking skills that students often encounter, the survey suggested five main difficulties The number of students participating in the survey was 132 first-year English majors, the percentage remained the same according to the survey results Results from the survey, percent of students have difficulty learning English speaking skills out of a total of 132 students evaluated based on frequency level:

Chart 3.1 The English vocabulary difficulties

The bar chart represents the results of a survey on the vocabulary challenges influencing students' speaking skills Learning and effectively using vocabulary is a significant challenge for students learning English A recent survey has highlighted several key areas where students often struggle

The first difficulty of vocabulary is finding the correct word quickly with 66% of students choosing "sometimes," 25% of students choosing "often," 21%

Copies for internal use only in Phenikaa University choosing "seldom," and at lower levels 10% of students chose "usually," 7% choose to "always" have difficulty in this problem, only 3% "never" make the mistake of finding the right word quickly Most students (66%) report that they sometimes struggle to find the correct word quickly when speaking This indicates that while they have a good grasp of vocabulary, the speed of recall can be a barrier A significant portion (25%) often faces this issue, showing that a considerable number of students find this to be a frequent challenge Only a small percentage (3%) never face this problem, suggesting it is a widespread issue among English learners

The second difficulty in vocabulary is understanding and using idiomatic expressions with 67% of students choosing "sometimes," 26 % choosing

"seldom," 21% of students choosing "often," 12% of students chose "usually," and at the lower end 7% choose "always," only 1% "never" make errors understanding and using idiomatic expressions Idiomatic expressions pose a significant challenge, with 67% of students sometimes struggling with them Understanding idiomatic language requires a deep understanding of cultural nuances, which can be difficult for non-native speakers This category has the lowest percentage (1%) of students who never face issues, indicating idiomatic expressions are a major hurdle

So, the difficulty in remembering new words which accounted 64% of students chose "sometimes", the number of students choosing "often" and

"seldom" is equal to 23%, 12% of students chose "usually," and at a lower level 7% chose "always," only 3% "never" have difficulty remembering new words Remembering new vocabulary is another major difficulty, with 64% of students indicating they sometimes struggle The equal percentages for "often" and

"seldom" (23%) suggest that this issue is somewhat balanced in terms of frequency The data shows that consistent practice and exposure are crucial for vocabulary retention

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The fourth difficulty is using appropriate academic or technical terms 59% of students chose "sometimes," 26% of students chose "seldom," 23% chose

"often," 12% of students chose "usually," and at the lower 8% who chose

"always," only 4% who "never" had difficulty using appropriate academic or technical terms Using academic or technical terms appropriately is also challenging, with 59% of students sometimes finding it difficult This challenge is likely due to the specialized nature of academic and technical vocabulary, which requires specific context and understanding

Besides the challenges, in addition to the four vocabulary challenges above, according to students participating in the survey, up to 60% of students still "sometimes" encounter other difficult vocabulary problems when speaking English, up to 21% number of students "never" encounter other difficulties, 19% choose "seldom," 17% choose "often," 11% choose "usually" to make other mistakes, 4% choose "always" to encounter other difficulties So, there are 60% of students report sometimes facing other difficult vocabulary issues This category suggests that there are additional, varied difficulties students encounter that may not fit neatly into the specified categories

The analysis highlights that vocabulary challenges significantly impact students' ability to learn English speaking skills Common difficulties include finding the correct word quickly, understanding and using idiomatic expressions, remembering new words, and using appropriate academic or technical terms Addressing these issues through targeted learning strategies and practice can help improve students' spoken English skills

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Chart 3.2 The English grammar difficulties

The graph represents the grammar problems influencing students' speaking based on the questionnaire responses indicating several key areas where participants face challenges in grammar when speaking English These areas include the use of correct verb tenses, forming complex sentences, and using articles correctly Additionally, participants mentioned other unspecified grammar issues

Participants' responses to the questionnaire showed that, for challenges with grammar in speaking English, 65% chose "sometimes" with the use of correct verb tenses, 22% said that "seldom", 15% chose "usually", 14% chose " often", 12% choose "always", and 4% "never" use the correct verb tenses The majority of participants (65%) "sometimes" struggle with using the correct verb tenses This suggests that verb tenses are a common area of difficulty that isn't constant but fluctuates depending on context or familiarity with specific tenses

A smaller portion of participants (22%) "seldom" encounter issues, indicating a relatively good grasp of verb tenses for these individuals 4% of participants claim they "never" use the correct verb tenses, pointing to a significant struggle in this area

Next comes the challenge of forming complex sentences Accounting for 57% of students said that it is "sometimes", the number of students participating in the survey said that they "seldom" and "often" encounter challenges in forming complex sentences with an equal rate of 22% The "always" and "usually" levels

Copies for internal use only in Phenikaa University are 14% and 13%, respectively And only 4% chose "never" Over half (57%) of the participants find forming complex sentences challenging "sometimes." This suggests that while these students can occasionally manage complex sentence structures, they often face uncertainty or errors when attempting to do so This significant proportion highlights a common area of struggle among the students, indicating that while they are not entirely unable to form complex sentences, their proficiency is inconsistent 22% "seldom" and 22% "often" face challenges, showing a balanced spread in the frequency of encountering difficulties A small fraction (4%) "never" finds it challenging, which could indicate stronger proficiency in sentence formation for these individuals

In the challenge of subject-verb agreement, up to 59% of students

"sometimes" have this problem, the number of students choosing "seldom" accounts for 23%, followed by 22% of students who "often" have difficulty, 15% of students said it was "usually", 10% of students said it was "always", and only 3% said it was "never" The majority of students (59%) sometimes face this issue, suggesting that while it is not a constant problem, it frequently disrupts their language use The significant percentage of students (23%) who "seldom" experience this problem indicates that some students have a relatively good grasp of subject-verb agreement, but the fact that 22% "often" struggle with it points to a considerable group needing more focused instruction in this area The low percentage (3%) of students who "never" encounter this issue suggests that very few students have fully mastered subject-verb agreement

Next is using articles (a, an, the) correctly, 56% of students "sometimes" have this problem, 24% of students choose "often", 18% of students "often" have difficulty, 17% of students say it's "usually", 10% of students say it's "always", and only 7% of students say they "never" make this mistake More than half (56%) of the participants "sometimes" struggle with using articles correctly This suggests that articles, while seemingly simple, can often be confused, particularly in spoken English 24% "often" have difficulty, and 17% "usually" face challenges, indicating a significant number of students have regular trouble with

Copies for internal use only in Phenikaa University this aspect Only 7% "never" make mistakes with articles, showing that mastery in this area is less common

Besides the above problems, the survey also shows that 53% of students

Findings of the study

The purpose of this section is to summarize and discuss the findings from the questionnaire to answer the research questions

3.2.1 Students’ difficulties in English Speaking skills

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The research focuses on understanding the difficulties that first-year English majors at Phenikaa University encounter in learning English speaking skills Research results show that students still encounter many difficulties with speaking skills The study used a comprehensive survey to find difficulties through key aspects, specifically vocabulary, grammar, pronunciation, use of linking words, and the learning environment

The survey highlights significant challenges of vocabulary The majority of students have difficulty recalling exact words quickly while speaking, which indicates a general difficulty in speaking fluently Idiomatic expressions also pose a significant challenge, which reflects the cultural and contextual complexity involved Additionally, using academic or technical terms appropriately proves challenging for students, emphasizing the specialized knowledge needed in certain contexts In addition, there are still many students who believe that they still have to face many other difficulties In terms of grammar, participants identified several areas of difficulty The most common problem is with verb tenses Students have difficulty identifying verbs and using them correctly This problem can lead to unnatural expressions Forming complex sentences was another significant challenge, noted by a majority of survey participants, demonstrating the complexity involved in English sentence structure Correct use of writing challenges students, highlighting the nuances of English grammar that influence speaking proficiency

Pronunciation emerges as an important area requiring attention Specific sounds like “th,” “r,” and “l” cause trouble for most students Meanwhile, many students have difficulty emphasizing the correct syllables Intonation patterns challenge respondents' arguments, affecting spoken English's natural flow and meaning Problems with pronouncing ending sounds and using linking sounds are also very common, affecting many students as analyzed through the chart Regarding the use of linking words, students sometimes forget to incorporate them into their speech, reflecting occasional errors in structuring coherent discourse Many other survey participants overused the same linking words,

Copies for internal use only in Phenikaa University indicating that this was a challenge for them, demonstrating the need to use a diverse vocabulary to enhance their own expression Regarding the learning environment, a significant portion of students sometimes encounter very few opportunities to practice speaking with others This lack of practice will go hand in hand with feedback gaps in practice Psychological barriers such as anxiety also bring great challenges that make them not confident enough to speak or may speak hesitantly In addition, a portion of survey participants lack access to learning resources, all of which contribute to varying degrees of obstacles in improving English speaking skills

To sum up, the study provides a comprehensive analysis of the difficulties faced by first-year English majors at Phenikaa University The findings underscore the multifaceted nature of challenges across vocabulary acquisition, grammar proficiency, pronunciation accuracy, linking word usage, and the impact of the learning environment Addressing these challenges requires tailored approaches that emphasize consistent practice, targeted feedback, cultural and contextual understanding, and adequate resources to support effective language learning and skill development

3.2.2 Strategies to improve in English Speaking skills

Faced with difficulties in learning speaking skills, the project has also proposed specific suggesstions for each difficult aspect to help students somewhat improve their speaking skills

Regarding vocabulary improvement strategies, according to the survey, the most popular method of improving vocabulary is reading many books, articles, and newspapers, chosen by most survey participants This approach not only introduces new words but also provides contextual understanding and grammatical usage, making it a comprehensive learning tool Following closely, students chose flashcards or vocabulary apps, demonstrating a preference for interactive and repetitive learning methods to aid memory Participating in conversations in English is also highly appreciated as it allows learners to

Copies for internal use only in Phenikaa University practice and reinforce vocabulary in a real-time context, thereby improving skills in real-life use In addition, attending seminars or classes is also chosen by many students Next, grammar enhancement techniques, aimed at improving grammar in speaking, practical speaking practice focusing on specific grammar points emerged as the top choice of many participants This practice method allows learners to apply grammar rules actively, supporting the process of absorption and practical application Regular grammar exercises and questions are closely followed, highlighting the ongoing importance of structured practice in consolidating grammar knowledge Furthermore, emphasizing the importance of receiving feedback from teachers emphasizes the value of individual guidance in correcting errors and honing grammar skills Grammar-focused activities are also popular, providing interactive and engaging ways to reinforce grammar concepts

Then, in terms of improving pronunciation, most people think that listening and repeating after native speakers is the most effective method This approach allows learners to imitate authentic speech patterns, intonation, and rhythm, supporting the acquisition of accurate pronunciation The use of pronunciation software or apps also follows suit, providing interactive tools for practice and immediate feedback that accommodate diverse learning preferences Classes that focus on pronunciation are also popular, providing a structured environment for targeted instruction and corrective feedback from the instructor, which is important for perfecting pronunciation skills In addition, the study also includes a strategy for integrating linking words to improve the use of linking words in speech Most students agree with doing speaking exercises that focus on integrating linking words This method allows learners to practice incorporating these words seamlessly into their speaking style, improving coherence and fluency Watching and imitating their favorite speeches or presentations provides real-life examples of linking word use in real-life contexts Direct integration into speaking practice is strictly implemented, ensuring learners gain confidence and proficiency through active application Teachers' feedback on linking word usage is also appreciated, providing personalized guidance to hone and perfect their

Copies for internal use only in Phenikaa University skills To improve the learning environment, the survey highlights some important environmental factors for enhancing speaking skills Creating a supportive and low-anxiety atmosphere emerged as a top priority, emphasizing the importance of fostering a comfortable environment where students feel encouraged to practice speaking without fear of being judged review Increased feedback and correction from teachers are also essential, providing learners with constructive criticism to improve their speaking level More opportunities for peer practice sessions and greater access to resources such as English clubs contribute to a dynamic and interactive learning environment

To sum up, the survey data provides valuable insights into effective strategies and preferred methods for improving English speaking skills among first-year English majors at Phenikaa University By emphasizing vocabulary enrichment through reading and interactive tools, hands-on grammar practice, focused pronunciation exercises, integration of linking words in speech, and enhancing the learning environment with supportive atmospheres and ample feedback, educators can effectively support students in their journey to mastering spoken English These strategies collectively address the diverse challenges identified, promoting confidence, and proficiency in English speaking skills.

Implications

Based on the comprehensive research conducted on the difficulties first- year English majors at Phenikaa University face in learning English speaking skills, several targeted recommendations can be made to help students overcome these challenges and improve their proficiency First and foremost, expanding vocabulary is crucial, and students can achieve this by reading a diverse array of books, articles, and newspapers This method not only introduces new words but also provides context and grammatical usage, making it a comprehensive tool for learning Using flashcards or vocabulary apps can also aid memory through interactive and repetitive learning methods Additionally, actively participating in

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English conversations, whether with peers or in language exchange programs, helps reinforce vocabulary in real-time contexts, making it easier to use words in practical scenarios Attending seminars or classes focused on vocabulary can further enhance learning

Improving grammar in speaking is another critical area Students should engage in practical speaking practice that targets specific grammar points, allowing them to apply rules actively and absorb them more effectively Regular grammar exercises and structured practice sessions are essential to consolidate knowledge Seeking feedback from teachers is invaluable, as it offers personalized guidance for correcting errors and refining grammar skills Participating in grammar-focused activities can make the learning process more engaging and interactive

For pronunciation improvement, students should listen and repeat after native speakers This practice helps them mimic authentic speech patterns, intonation, and rhythm, which are vital for accurate pronunciation Utilizing pronunciation software or apps provides interactive practice and immediate feedback, catering to diverse learning preferences Enrolling in classes that focus on pronunciation offers a structured environment for targeted instruction and corrective feedback from instructors

To enhance the use of linking words, students should engage in speaking exercises that emphasize the integration of these words This practice improves coherence and fluency by allowing them to seamlessly incorporate linking words into their speech Watching and imitating speeches or presentations can provide real-life examples of effective linking word usage Consistent integration into speaking practice, coupled with teacher feedback, can help students gain confidence and proficiency

Creating a supportive and low anxiety learning environment is essential Students should seek out or create spaces where they feel comfortable practicing speaking without fear of judgment Engaging in peer practice sessions and

Copies for internal use only in Phenikaa University joining English clubs can provide a dynamic and interactive learning atmosphere

By combining these strategies vocabulary enrichment, grammar practice, pronunciation exercises, linking word integration, and a supportive learning environment students can effectively enhance their English-speaking skills and gain greater confidence in their language abilities

In addition, peer correction helps improve English speaking by fostering a collaborative learning environment where students feel more comfortable making mistakes and receiving feedback It encourages active listening and critical thinking as learners identify and correct errors This practice enhances pronunciation, vocabulary, and grammar skills Additionally, peer correction builds confidence and promotes a sense of responsibility for each other's progress, making the language-learning process more engaging and effective

Lastly, group work contributes to improving English speaking by creating a collaborative environment where individuals can practice conversational skills Engaging in discussions with peers exposes participants to diverse vocabulary and sentence structures, enhancing their language proficiency It encourages active spontaneous speaking, which is crucial for fluency Group activities often involve problem-solving and role- playing, which mimic real-life situations, making the practice more practical and relatable Additionally, receiving feedback from group members helps identify areas for improvement

To enhance English learning skills among students, teachers can employ a variety of effective strategies tailored to address specific challenges For vocabulary improvement, encouraging students to read a wide range of books, articles, and newspapers can significantly expand their vocabulary while providing contextual understanding and grammatical usage Utilizing flashcards and vocabulary apps can also be beneficial, offering interactive and repetitive

Copies for internal use only in Phenikaa University learning methods that aid memory retention Additionally, fostering an environment where students regularly participate in English conversations can reinforce vocabulary usage in real-time contexts Attending seminars or classes can further support vocabulary acquisition

For grammar enhancement, teachers should emphasize practical speaking practice that focuses on specific grammar points This approach helps students actively apply grammar rules, promoting better absorption and useful application Regular grammar exercises and structured practice sessions are essential in consolidating grammar knowledge Providing constructive feedback is crucial, as it offers personalized guidance in correcting errors and honing grammar skills Incorporating grammar-focused activities can make learning more engaging and interactive

Improving pronunciation can be achieved by encouraging students to listen and repeat after native speakers This method helps learners imitate authentic speech patterns, intonation, and rhythm, improving pronunciation accuracy Pronunciation software or apps can provide interactive practice and immediate feedback, catering to diverse learning preferences Additionally, offering classes focused on pronunciation ensures structured instruction and corrective feedback from the teacher

To enhance the use of linking words in speech, teachers can implement speaking exercises that emphasize the integration of linking words This practice improves coherence and fluency by allowing students to incorporate these words seamlessly into their speaking style Encouraging students to watch and imitate speeches or presentations that effectively use linking words provides real-life examples and contexts Personalized feedback from teachers on linking word usage is valuable in refining these skills

Creating a supportive and low anxiety learning environment is paramount Teachers should foster a comfortable atmosphere where students feel encouraged to practice speaking without fear of judgment Providing ample opportunities for

Copies for internal use only in Phenikaa University peer practice sessions and access to resources such as English clubs can contribute to a dynamic and interactive learning environment By combining these strategies: vocabulary enrichment, grammar practice, pronunciation exercises, integration of linking words, and a supportive learning environment - teachers can effectively support students in their journey to mastering spoken English.

Summary

This chapter includes a detailed analysis of the information collected from the questionnaire Next is the analysis and discussion of the results of the research questions, and answers to the objectives of the topic The implications section has provided some strategies and techniques to help students overcome negative factors and improve their English-speaking skills

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The research topic has provided us with an overview of speaking theory, concepts and specific aspects of speaking skills, and presented topics related to difficulties in learning the skill At the same time, I have pointed out topics related to difficulties in learning speaking skills helps us better understand the importance of speaking and above all, many first-year English majors are interested in this issue

With the participation of 132 first-year English majors at Phenikaa University, the research results show that the majority of students are still facing many difficulties in learning English speaking skills Through 5 specific difficulties in vocabulary, grammar, pronunciation, linking words, and learning environment, the study clearly sees that learning English speaking skills for first- year students still has many challenges

Research results show that first-year English majors have difficulty with vocabulary, most students encounter challenges finding the right word quickly understanding and using idiomatic expressions, remembering new words, using appropriate academic or technical terms This will easily cause misunderstandings for the listener, forcing students to overcome it by sing flashcards or vocabulary apps, reading more books, articles, and newspapers, engaging in more conversations in English, attending vocabulary-building, workshops or classes Besides, many other offers were suggested by students participating in the study Regarding grammar, issues such as using correct verb tenses, forming complex sentences, subject-verb agreement, using articles (a, an, the) correctly cause most students to have trouble during speaking In addition to the above difficulties, pronunciation is also a difficulty that people pay attention to Students still often pronounce mistakes such as wrong accent, wrong special sounds (r, l, th, ), have struggle with, wrong intonation of sentences, wrong ending sound, and missing ending sounds, this can cause the listener not to

Copies for internal use only in Phenikaa University understand, or misunderstand, easily causing rude things That's why many suggestions in the study have been put forward such as listening to and repeating after native speakers, using pronunciation software or apps, taking pronunciation-focused classes, receiving teachers' feedback on the pronunciation, and there are other suggestions Besides, difficulty with linking words is also one of the troubles when speaking English for first-year students They often forget to use them, are not flexible in using them in the right context, or overuse them At the same time, the learning environment is also one of the difficulties that students are concerned about Most students believe that they often have limited opportunities to practice with others, lack feedback from teachers, feel anxiety or lack confidence, and have inadequate access to learning resources, for example join English-speaking clubs ) Students still believe that they still must face many other difficulties and strategies suggested In addition, survey respondents also emphasizing the importance of daily practice, they suggested engaging in conversations with native people, teachers, and friends As well as using immersive methods such as watching English movies with subtitles and using pronunciation checker apps Moving to an English-speaking country to learn the language is an effective method to strengthen your vocabulary, and absorb more of the native culture, from there speaking English will become obvious, more fluid, and natural

In short, the theory has provided us with an overview of speaking skills and topics Through the survey, we have seen specific data analysis, presented results and discussed the difficulties that first-year English majors encounter when learning English speaking skills Not only that, the study also provides extremely useful strategies to help improve the above difficulties

The research topic was developed when first-year English majors had completed their semester at university, so the survey had to be sent through online class groups This is also the reason why the project delayed quite a long

Copies for internal use only in Phenikaa University time to collect survey questionnaires At the same time, the survey questionnaire collected compared to the number of first-year English majors was only about 1/3 of the number of students participating in the study out of the total first-year English majors at university

For students, faced with the difficulties that have been pointed out in learning English speaking skills, they need to be aware of the importance of speaking skills and practice every day, anytime, anywhere to quickly improve

To achieve that, students need to have specific study plans They must spend a lot of time reviewing after each class, practicing speaking on topics such as eating, traveling, science, etc they need to read more books, watch TV, listen to music They should also boldly speak and communicate with lecturers in English to receive immediate feedback

For teachers, it can be seen as one of the extremely important skills to help learners accurately convey information to listeners Therefore, during the learning process, lecturers should create opportunities for students to practice speaking as much as possible To build a good language practice environment - especially speaking practice, in addition to old speaking practice methods such as speaking in class individually

Instructors can introduce other methods into teaching through practical lessons such as topic-based debates, which give students the opportunity to speak, or assign speaking homework to do individually or recorded in groups and teachers will give feedback when they receive assignments, or you can also organize English movie dubbing contests for all students inside and outside the school Participating in the contest can help students practice their English- speaking skills, demonstrate creative thinking, along with teamwork and competitive spirit

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APPENDIX APPENDIX 1 SURVEY QUESTIONNAIRE FOR STUDENTS

Hi everyone, I am Nguyễn Thị Linh from the 14th academic year - English language I am doing research on "A Study on Difficulties in Learning English Speaking Skills of the First-year English Majors at Phenikaa University" I would like to ask for your help with the questionnaire to collect the relevant data for my study There is no right or wrong answers All the questions are in the form of close-ended rating scales that we hope will not take much of your time and effort to accomplish The information will surely be kept confidential to avoid disturbing your privacy Thank you so much

4 Which area are you from?

5 How long have you been studying English?

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II DIFFICULTIES IN ENGLISH SPEAKINGING SKILLS

Question 1: Which aspect of vocabulary do you find most difficulty when speaking English?

Question 2: What is your biggest difficulty with grammar when speaking English?

Never Seldom Sometimes Often Usually Always

Finding the right word quickly

Understanding and using idiomatic expressions

Using appropriate academic or technical terms

Never Seldom Sometimes Often Usually Always

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Question 3: What aspect of pronunciation do you struggle with the most?

Question 4: What are your difficulties in linking words (e.g., however, therefore, moreover)?

Using articles (a, an, the) correctly

Difficulties Never Seldom Sometimes Often Usually Always

Pronouncing specific sounds correctly (e.g., th, r, l)

Stressing the right syllables in words

Never Seldom Sometimes Often Usually Always

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Question 5: Which aspect of your learning environment most affects your speaking skills? different contexts

C) Overusing the same few linking words

Never Seldom Sometimes Often Usually Always

Limited opportunities to practice speaking with others

B) Lack of feedback from instructors or peers

C) Anxiety or lack of confidence in class

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Question 6: What do you think would help you improve your vocabulary the most?

A) Using flashcards or vocabulary apps

B) Reading more books, articles, and newspapers

C) Engaging in more conversations in English

D) Attending vocabulary-building workshops or classes

Question 7: What method would you prefer to improve your grammar in speaking?

A) Regular grammar exercises and quizzes

B) Speaking practice focused on specific grammar points

C) Teachers’ feedback on grammar mistakes during conversations

Question 8: Which activity do you think would help you improve your pronunciation the most?

A) Listening to and repeating after native speakers

B) Using pronunciation software or apps

D) Receiving teachers’ feedback on the pronunciation

Question 9: How would you prefer to enhance your use of linking words in speech? resources

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