BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES ---o0o--- GRADUATION THESIS PSYCHOLOGICAL PROBLEMS WITH ENGLISH SPEAKING SKILLS: PERSPECTIVES OF EFL STUDENTS AT BANKING ACADEMY
INTRODUCTION
Background of the study
Mastering the four essential skills of listening, speaking, reading, and writing is crucial for English language learners, as they are interconnected According to Tang (1997) in "A Course in Language Teaching: Practice in Theory," speaking is considered the most important skill because it reflects a learner's background knowledge and is often the primary focus for foreign language learners Tang emphasizes that proficiency in speaking signifies a deeper understanding of the language, making it a vital component of language acquisition.
Speaking is one of the most challenging yet essential skills for ESL/EFL students, as it is crucial for effective communication Mastery of speaking allows students to express their ideas, feelings, thoughts, and opinions, facilitating the exchange of information Effective communication requires an interactive process involving both a speaker and a listener, emphasizing the importance of dialogue in language learning.
In today's globalized world, proficiency in English is essential, as it serves as the international language Consequently, English as a Foreign Language (EFL) students in countries like Vietnam are expected to excel in this language, with speaking skills often presenting significant challenges Recent studies indicate that students' speaking difficulties are not solely due to inadequate vocabulary and grammar; psychological factors play a crucial role as well According to Braine (2005), psychology is a key determinant of success in English speaking for EFL learners Many students, despite years of study, struggle to effectively use English due to limited vocabulary and a lack of confidence Additionally, fear of making mistakes and embarrassment hinder their willingness to speak in front of others To enhance their speaking skills, EFL students must address these psychological barriers This study aims to explore the fundamental psychological issues affecting English speaking skills among English majors at the Banking Academy in Vietnam.
Research aim
This research investigates how psychological factors affect the speaking abilities of English major students at the Vietnam Banking Academy The study aims to identify these influences and propose effective solutions to enhance students' speaking skills.
Research question
1 To what extent do EFL students encounter psychologicalProblems at Banking Academy, Vietnam?
1.1 What are the psychological problems?
1.2.What is the level (low/medium/high) of psychological problems?
2 What are the strategies to overcome psychological problems in speaking English?
Significance of the study
Investigating the psychological challenges faced by English learners is crucial for enhancing their educational experience Braine (2005) emphasizes that psychology plays a vital role in student success, making this research valuable for institutions, educators, and students alike in fostering a more effective learning environment The study's findings can raise teachers' awareness of psychological issues in their classrooms, enabling them to address these challenges and encourage student participation in speaking activities Additionally, it empowers students to better understand their psychological barriers when speaking English and discover effective solutions The Banking Academy of Vietnam can leverage this research to propose improvements in curriculum development, management, and evaluation, ultimately promoting a positive learning atmosphere Furthermore, given the limited research on EFL students' psychological issues in Vietnam, the insights gained from this study will contribute significantly to the existing literature within the Vietnamese context.
Scope and limitation of the study
This study investigates the primary factors contributing to English psychology issues among EFL students at the Banking Academy of Vietnam, specifically targeting third-year and final-year English majors Conducted over a two-month period from March 5 to May 5, 2024, the research aims to provide insights into the psychological challenges faced by these students in their English language learning journey.
Research Structure
1 Chapter I: Introduction This chapter explains the focus of this case study, the background of the topic, the research question, the purpose, the scope, significance and the structure of the study
2 Chapter II: Literature Review This chapter presents an overview of major theories about speaking skill , psychological problem and previous studies relating to English learning psychological problems From there, directions for the research can be drawn
3 Chapter III: Methodology In this chapter, the methodology including the participants, the research methods, the data collection instruments, data gathering procedure, data analysis, and reliability & validity are described in detail
4 Chapter IV: Findings and Discussion This chapter presents results from questionnaires and interviews as well as discusses some important findings about the extent and causes of psychological problems, thereby offering some solutions for each psychological factor
5 Chapter V: Conclusion, Implications and Recommendation: This chapter summarizes the findings, identifies limitations of the study, and provides implications and recommendations for teachers, students, and future research.
LITERATURE REVIEW
Speaking is a vital communication skill that forms the foundation of effective interaction Language learning researchers have defined "speaking" in various ways, with the Webster New World Dictionary describing it as the act of verbally expressing words, engaging in conversation, making requests, and delivering speeches.
1995) A definition by Chaney & Burk (1998), speaking is the process of creating and sharing meaning by using verbal and non-verbal symbols in different contexts Brown
(1994) and Burns & Joyce (1997) described speaking as an interactive process of meaning development that includes producing, receiving, and processing information communication Eckard & Kearny (1981), Florez (1999), Howarth (2001), and Abd
El Fattah Torky (2006) defined speaking as a two–way process including communication of opinions, information and emotions
Speaking is a vital tool for self-expression, enabling individuals to communicate messages, ideas, emotions, and feelings effectively Successful communication occurs when the audience comprehends the speaker's message, highlighting the importance of clear speech in conveying thoughts.
Effective communication through speaking is essential for expressing ideas clearly, especially for English major students who face challenges in mastering spoken English This skill requires significant effort in selecting appropriate vocabulary and pronunciation, as well as understanding the nuances of the language To convey meaning effectively, speakers must organize their thoughts and utilize correct syntax while being mindful of various speaking characteristics such as colloquial language, intonation, and delivery rate Moreover, students are not only expected to demonstrate grammatical accuracy but also to navigate interaction challenges, including unfamiliar phrases and the pressure to express their intentions confidently Common issues like self-doubt and insecurity can further hinder their speaking abilities.
Speaking is a vital skill in both first and second languages, as it is an active and productive form of communication that demands significant attention This skill not only reflects individuals' thoughts but also reveals their personalities (Nunan, 1991).
Improving speaking proficiency is a primary goal for many language learners, as it serves essential functions like describing situations, expressing complaints, and making polite requests (Richards & Renandya, 2002) Speaking is crucial for daily interactions, facilitating verbal communication of ideas and messages (Efrizal, 2012; Pourhosein Gilakjani, 2016) To foster English communication among learners, it is vital to engage them in real-life conversations Furthermore, the aim of developing speaking skills is to enable successful communication across diverse contexts (Fauziati, 2010).
Speaking is a fundamental language skill that develops alongside listening from childhood, as noted by Tarigan (1990, cited in Riyaz & Mullick, 2016) Individuals typically learn to speak before they read or write, and in daily interactions, they engage in oral communication far more than in written form Therefore, speaking is crucial as it underpins the ability to engage in conversations effectively.
Mastering speaking skills is essential for language learners, particularly in English, where effective communication requires a solid grasp of pronunciation, grammar, vocabulary, fluency, and comprehension Improving these skills necessitates dedicated effort and practice, as successful conversation hinges on the ability to convey thoughts clearly and confidently.
According to Brown (1994), listening and speaking are essential language tools for learners, with speaking playing a crucial role in enhancing vocabulary and grammar skills, ultimately benefiting writing abilities Krashen (1988) explored the connection between listening and speaking, asserting that students' speaking serves as proof of their language acquisition.
Effective communication allows students to express emotions, share stories, and engage in discussions, highlighting the importance of speaking skills beyond the classroom Proficient language speakers gain access to diverse job opportunities and career advancement, as supported by Baker & Westrup (2003), who emphasize that strong English-speaking abilities lead to enhanced educational prospects and better employment outcomes.
According to Hosni (2014), the learning process is more meaningful when students can accurately apply what they know about the language to express their thoughts or feelings in communicative interactions
Learners can significantly enhance their speaking skills by engaging more with the target language and its associated cultures (Riyaz & Mullick, 2016) Research indicates that language acquisition requires ample opportunities for meaningful repetition Engaging in oral interactions and completing meaningful tasks provide essential practice for internalizing the language As Asher (2003) notes, learners tend to quickly imitate the language modeled by their teachers.
Speaking is a crucial aspect of learning English, as it allows students to actively apply the language in real-life situations The significance of speaking skills is reflected in everyday interactions, where communication happens under time constraints, enabling individuals to use words and phrases fluidly without excessive conscious thought Mastering speaking skills empowers individuals to construct meaningful sentences for effective communication, ultimately helping them achieve specific objectives (McDonough & Shaw, 1993).
Learning English is extremely difficult for the majority of Vietnamese learners due to considerable differences between the two language systems Many scholars have explicitly stated speaking challenges
Speaking skills in a foreign language, particularly English, pose significant challenges for learners, as mastering a language involves more than just understanding grammar; it requires the ability to use English in context Research by Fitriani et al (2015) indicates that language difficulties are a major contributor to poor academic performance, hindering students' communication skill development Key issues affecting learners include syntax, vocabulary, and pronunciation, which can undermine their confidence and reveal their vulnerabilities Additionally, psychological factors such as anxiety, low self-esteem, and reluctance to engage in conversation can further impede their ability to speak English proficiently.
Ur (2000) identified four primary categories of speaking difficulties faced by learners: inhibition, lack of ideas, low participation, and reliance on their mother tongue Inhibition, a psychological barrier, often hinders learners from speaking due to fears of judgment from peers, making mistakes, or losing face in social situations.
Many researchers agree that students often experience stress and anxiety when faced with speaking tasks This discomfort can be exacerbated by unfamiliar or uninteresting topics, leading to uncertainty about the accuracy of their responses As a result, learners may choose to remain silent or engage minimally Additionally, students frequently prefer to formulate their ideas in their native language before translating them into the target language.
Many researchers believe that psychological problems such as confidence, motivation, and anxiety also have direct impacts on learners’ speaking performance
Confident language learners who are eager and enthusiastic tend to achieve greater success in speaking activities (Othman & Shuqair, 2013) Conversely, students who experience anxiety or pressure may hesitate to express themselves in English, hindering their progress An unfavorable learning atmosphere can also deter participation in speaking exercises Therefore, fostering a stimulating speaking environment is crucial, as it encourages learners to engage more actively and enhances their motivation to communicate Ultimately, a positive psychological state empowers students to utilize their verbal skills more effectively.
2.2 Psychological Factors with Speaking- skill
RESEARCH METHOD
This study employed a mixed methods approach, as defined by Sugiyono (2014, p 475), which integrates both quantitative and qualitative methodologies to obtain more comprehensive, valid, and reliable data The research utilized a sequential explanatory design to enhance the depth and objectivity of the findings.
Sequential explanatory designs, as described by Sugiyono (2014), combine quantitative and qualitative research methodologies in two stages: the first stage employs quantitative methods, while the second utilizes qualitative approaches This research design begins with the collection of quantitative data, followed by qualitative data collection to clarify and interpret the initial findings In the current study, a questionnaire was used as the quantitative research instrument, while interviews served as the qualitative method The underlying principle of this model is that the quantitative data provides a general overview of the research problem, and qualitative data is essential for a deeper analysis and comprehensive understanding of the findings.
The Faculty of Foreign Languages at Banking Academy, situated at 12 Chua Boc Street, Dong Da District, Hanoi City, Vietnam, was established on November 13, 2008 Its mission is to enhance language proficiency and offer a comprehensive understanding of banking and finance in English The innovative 2-in-1 training program equips students with essential professional knowledge and language skills, preparing them for successful careers in both domestic and international settings.
This study focuses on third-year and final-year students majoring in Foreign Languages at the Banking Academy of Vietnam These students have participated in various English-speaking courses and experienced psychological challenges related to speaking English.
The study utilized convenience sampling to gather data, resulting in 117 completed questionnaires from students, primarily third-year and senior students at the Banking Academy in Vietnam The sample consisted of 9 males and 108 females, with an average age of 21 to 22 This demographic was chosen to ensure participants had sufficient exposure to English major courses, allowing for a more integrated and comprehensive perspective From the responses, 4 volunteers were randomly selected for follow-up interviews.
Table 1 Demographic Information about the Participants of the Questionnaire
Sample size Academic status Average age
117 participants 108 females Third-year ( K24) 62 students 21-22
In this study, the researcher used two instruments: questionnaires as the main instrument, and interview as the supplementary instrument
The study utilized a modified closed-ended questionnaire based on Qureshi et al (2020) to gather data from EFL students at the Banking Academy The questionnaire is divided into two parts, comprising a total of 26 items Part A includes four items that gather demographic information, such as age and gender, as well as self-assessed English speaking ability and the frequency of psychological issues faced by the students Part B contains 22 items rated on a five-point Likert scale, aimed at assessing whether respondents believe their psychological state impacts their oral performance This section is further categorized into five sub-sections, each addressing different psychological factors.
Table 2 Classification of Questionnaire Items
No Type of Psychological Problem Number of questions
After administering a questionnaire, interviews will be conducted to gain deeper insights into EFL students' perceptions of psychological challenges related to speaking skills This highlights the necessity for a qualitative approach, as defined by Lowhorn (2007).
To develop a comprehensive theory explaining observed behaviors, semi-structured interviews were chosen for their flexibility in guiding the investigation and uncovering deeper insights that a standard questionnaire would not provide (Seidman, 2006) These interviews will be conducted with selected participants who previously completed the questionnaire, featuring six questions derived from the study "The Psycholinguistic Analysis of Student Problems in Speaking English" by AW Aras et al (2022).
On March 26 and 27, participants were identified with the assistance of foreign language department lecturers, and survey questions were distributed in A4 format directly to students Each student was allotted 10 minutes to complete the surveys, and the collected data was entered into Excel for analysis, resulting in visual representations such as charts, graphs, and tables.
In conducting the interviews for the study, four randomly selected students over the age of 18 were informed about the study's purpose and assured of confidentiality before providing their verbal consent Each participant received consent and withdrawal forms, allowing them to authorize the recording and use of their interview data for research purposes The interviews, lasting approximately 15 minutes each, took place between April 1 and April 10 via Zoom and in-person, accommodating individual schedules The researcher recorded the sessions using a smartphone in airplane mode, ensuring data security by storing the files with a password After transcribing the recordings to eliminate errors, all audio files were deleted post-analysis to uphold ethical standards.
The analysis of the data was conducted using the SPSS statistical program, focusing on the percentages of responses from a closed-ended questionnaire to assess the influence of psychological variables on respondents' English speaking skills The findings were organized into distinct tables for each psychological factor examined The study utilized a five-point Likert scale, which included the options: Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree.
Table 3 Levels of Agreement or Disagreement's Values
Level of Agreement or Disagreement Value
All 22 items were computed for mean scores, which were then reckoned accordingly to the range in table 4 below
Class Interval = (Maximum Class - Minimum Class) : (Number of Level)
Next, the number of participants choosing Strongly Disagree (SD) to Strongly Agree (SA) of each item was calculated as a percentage Percentages are rounded to display results clearly
All results undergo thorough verification to eliminate any errors in the implementation process, and subsequently, all data tables are created and incorporated into their respective sections or subsections.
The Likert scale is a widely used psychological tool for measuring respondents' emotions, attitudes, and opinions through a multiple-choice format that captures their level of agreement or disagreement This approach simplifies data entry into statistical software like SPSS, as each response is represented by a single number Research indicates that a 5-point Likert scale provides more nuanced insights into participants' opinions compared to a simple Yes-No scale, while also saving time for respondents However, the limitations of the Likert scale lie in its inability to fully capture the depth of respondents' insights, prompting researchers to combine Likert scale surveys with interviews to enrich the data collected and gain a more comprehensive understanding of participants' perspectives.
In SPSS statistical software, Cronbach's Alpha serves as a crucial metric for assessing the reliability of components within Likert scale surveys Any items failing to meet the acceptable reliability threshold of Cronbach's Alpha will be removed from the survey prior to result analysis.
All four audio-recorded interviews were listened to and transcribed, which itself is a process of data analysis and interpretation (Gillham, 2005, p.121)
In the study, participant comments were meticulously chosen and integrated into relevant sections, while ensuring ethical considerations by keeping the identities of all interviewed students confidential The qualitative findings are presented as quotes, serving to enhance and clarify the results derived from the quantitative data.
FINDING AND DISCUSSION
This chapter outlines the research findings, presenting questionnaire responses in tables and interview insights in quotation marks The data is categorized into four key factors associated with psychological challenges in speaking English: anxiety, shyness, fear of making mistakes, and lack of confidence Consequently, the extent of these psychological issues in English speaking is assessed and thoroughly discussed.
4.1.1 The reality of the frequency of psychological problems when learning English speaking skills of the senior English majors of BAV
The investigator identified target participants by gathering information about their academic courses and subsequently collected responses from a second questionnaire focused on the psychological challenges faced by senior English majors in learning to speak English This questionnaire comprised two key questions: the first asked students to evaluate their own speaking skills, while the second required them to assess the frequency of psychological issues they experience during the learning process.
4.1.1.1 Students’ self-assessment of their speaking skills
Figure 1 Students' self-assessment their speaking skills
The pie chart illustrates the self-assessed English speaking proficiency levels of senior English majors, ranging from Intermediate (B1) to Mastery (C2) Notably, 64% of participants identified their speaking skills as intermediate, indicating a general uncertainty about their communication abilities This suggests that many students perceive their language competence as neither high nor low Additionally, 31.8% rated their skills as Upper-Intermediate, while 4.3% considered themselves Advanced, and only 0.9% achieved a Mastery level.
Final-year English majors often find their options limited at the Intermediate and Upper-intermediate levels, despite years of pursuing English proficiency At these stages, most students can articulate their views, negotiate effectively, and ask and answer questions competently However, the ratio of intermediate to high-level students is 111:6, indicating that many learners struggle with effective learning strategies, engagement, and dedication to enhancing their speaking skills.
4.1.1.2 The frequency of psychological problems encountered by EFL students
Figure 2 The frequency of psychological problems encountered by EFL students
The bar chart indicates that a significant number of students face psychological challenges when speaking English, with 35% reporting such issues "sometimes" and "often." Additionally, nearly 24% of students experience these problems "always," while only 6% claim to face them "rarely." Notably, no students reported never encountering psychological issues in this context These findings highlight the persistent nature of psychological problems among students, emphasizing the need for further exploration to identify effective solutions for these challenges.
Table 5.Reliability Scale of Anxiety
The analysis presented in Table 5 indicates that the Anxiety factor variables meet the criteria for a reliable Likert scale, as evidenced by a Cronbach’s Alpha coefficient of 0.722, exceeding the minimum threshold of 0.6 Additionally, all Corrected Item-Total Correlation coefficients are above 0.3, as detailed in Appendix 3 Furthermore, the values in the Cronbach’s Alpha if Item Deleted column are all greater than the overall Cronbach’s Alpha coefficient, reinforcing the reliability of the scale.
Table 6 Level of anxiety factor
1- I feel more stressed when required to speak in English rather than reading and writing
2- Comparisons with others makes me nervous, which increases my anxiety
3- I feel nervous due to anxiety when asked to present in English in front of the class
4- I think that anxiety is one of the main blocking factors in effective speaking of the English language
5- I think that I cannot speak English fluently due to anxiety
6- I think that more focus should be given to students’ participation in oral activities in English to help them overcome anxiety
Table 6 reveals that students perceive various factors contributing to anxiety while speaking English, significantly impacting their psychology and creating numerous challenges in their speaking abilities, with a mean score of 3.81.
A significant 59% of students reported feeling more stressed when speaking English compared to reading or writing, with an average stress level of 3.72 This suggests a lack of confidence in their English-speaking abilities relative to their reading and writing skills Additionally, peer comparison contributes to student anxiety, with an average rating of 3.7, affecting nearly 48% of students.
A significant 17.1% of students "strongly agree" that comparisons with others increase their anxiety, indicating a reluctance to showcase their English-speaking abilities in front of peers This sentiment is further reflected in Item 3, which has a mean score of 3.71, where nearly two-thirds (61.6%) of respondents express agreement or strong agreement that presenting in class induces fear among students.
Anxiety significantly affects English speaking ability, particularly during presentations Interviewer 1 expressed that she experiences nervousness when presenting in class, highlighting the common struggle many face in managing anxiety while speaking.
English presentation in front of the class or during an English speaking skills test I'm worried that I'll get a bad grade or a bad review of my skills." (Interviewer 1)
“Yes, I often feel nervous when the teacher asks me to speak English in front of the class.” (Interviewer 2)
The study reveals that a significant majority of respondents (76.9%) identified anxiety as a primary barrier to effective English speaking Many students expressed that their lack of fluency in English was closely linked to their anxiety levels, with an average response score of 3.63 Interestingly, 71.8% of EFL students noted that participating in English-speaking activities helped alleviate their anxiety.
Interviewer 2 expressed feelings of boredom and lack of motivation during class, highlighting that the focus on reading limits opportunities for practicing English communication This indicates a clear need for more engaging English-speaking activities to enhance student involvement and motivation.
Table 7 demonstrates that the correlations of variables within the Shyness factor meet the criteria for a reliable Likert scale, as indicated by a Cronbach’s Alpha coefficient of 0.773, exceeding the minimum threshold of 0.6 Additionally, all Corrected Item-Total Correlation coefficients are above 0.3, further confirming reliability Moreover, the values in the Cronbach’s Alpha if Item Deleted column are all greater than the overall Cronbach’s Alpha coefficient, reinforcing the scale's consistency.
Table 8 Level of shyness factor
7-I think that shyness is the main reason for reluctance in asking questions in English
8-I feel shy to speak in English if everyone in classroom is looking at me
9-I am too shy to participate in speaking activities in English even if I know the answer
10-I have a phobia of speaking in English in front of the people
11- I go blank and forget what to say during any oral activities in
12- I am unable to show my ability to speak in English at my best because of shyness
Table 8 reveals that EFL students exhibit a significant level of shyness when speaking English, with an average score of 3.58 indicating their reluctance to engage in speaking activities.
A significant portion of study participants, specifically 71%, identified shyness as the primary reason for their hesitation to ask questions in English, as evidenced by a mean score of 3.97 for this psychological factor.
CONCLUSION AND RECOMMENDATION
This chapter summarizes the key findings and recommendations of the study, highlighting the results and insights gained It also outlines expectations for readers, students, teachers, and suggestions for future research.
The study "Psychological Problems with Speaking Skills: Perspectives of EFL Students at Banking Academy of Vietnam" explores the psychological challenges faced by third-year and final-year English majors regarding their speaking skills It aims to identify how psychological factors, such as anxiety, shyness, fear of making mistakes, and lack of confidence, influence these students Findings from a survey of 117 students and interviews with 4 reveal that these psychological issues significantly impact students, particularly the fear of making mistakes, which arises from concerns about being laughed at or criticized by peers In contrast, students are less apprehensive about making mistakes in front of teachers To mitigate these fears, the research suggests that teachers should provide supportive guidance, encourage daily speaking practice, and foster a positive learning environment to boost students' confidence in their speaking abilities.
Three psychological factors—anxiety, shyness, and lack of confidence—significantly impact EFL students at the Banking Academy Students often experience anxiety and shyness when presenting or conversing, stemming from fears of making mistakes or being judged To combat anxiety, they can prepare thoroughly, relax, maintain a positive outlook, and seek peer support Reducing shyness can be achieved by fostering a fun learning environment, engaging in various activities, and adopting a positive mindset The lack of confidence is the most prominent issue, with many students rating their speaking abilities as only Intermediate or Upper-intermediate, which hinders their fluency and willingness to speak in English, especially in front of others To enhance confidence, diverse learning methods such as role-playing, small group discussions, storytelling, and listening to music are recommended This research successfully identified the influence of psychological factors on English speaking abilities and proposed tailored solutions for each factor.
The research conducted within a Bachelor's thesis at the Banking Academy in Vietnam has notable limitations The study focused exclusively on third-year and final-year English majors, which may not accurately represent the broader student population at the university or other Vietnamese institutions Consequently, generalizing the findings to different contexts poses a challenge Additionally, due to time constraints, the investigation was limited to four primary factors contributing to students' psychological issues when speaking English: anxiety, shyness, fear of making mistakes, and lack of confidence Furthermore, the research solely gathered insights from students, lacking input from lecturers, which could enhance the understanding of EFL students' psychological challenges in speaking English.
The study employs questionnaires and interviews to gather data, while also suggesting that observational methods could enhance the understanding of the complex, multidimensional nature of psychological issues related to speaking English.
Research findings suggest several recommendations for students, lecturers, and the Banking Academy aimed at reducing psychological factors that contribute to students' difficulties in speaking English.
This study explores the psychological challenges faced by EFL students at the Banking Academy when speaking English It emphasizes the importance of recognizing how factors such as anxiety, shyness, fear of making mistakes, and lack of confidence impact learning outcomes By assessing these psychological elements, students can identify their root causes and discover effective solutions Building self-confidence is crucial, as it helps overcome these common issues Students should understand that feelings of anxiety and fear are natural and can be addressed through diligent practice and a positive mindset Embracing mistakes as part of the learning process and focusing on self-improvement will further enhance their speaking abilities Ultimately, addressing these psychological barriers requires significant effort and self-awareness from the students.
5.3.2 For teachers of Faculty of Foreign Language
This research provides valuable insights for Faculty of Foreign Languages teachers, helping them to better understand the current state of English learning among English majors By grasping these dynamics, educators can develop more appropriate and effective teaching methods tailored to their students' needs.
Lecturers must recognize the psychological challenges students face when learning English, such as anxiety, stress, and a lack of confidence By observing these symptoms in the classroom, teachers can proactively implement strategies to alleviate students' discomfort and foster a more supportive learning environment.
Instructors should foster a comfortable learning environment by adopting a friendly and supportive attitude, which helps to reduce formality in the classroom It's essential to respect and value the diverse ideas and perspectives of all students To enhance student engagement and confidence in speaking activities, various learning methods, including role-playing, small group discussions, and multimedia resources like videos and broadcasts, can be effectively utilized.
To foster a positive language learning environment, teachers must emphasize that making mistakes is a natural part of the process, alleviating students' fear of errors It's crucial to correct mistakes gently and without judgment, avoiding sarcasm or mockery that could discourage learners Additionally, teachers should be attentive to students' reactions to gauge any signs of discomfort or anxiety, allowing for timely adjustments to the lesson By addressing these psychological barriers, educators can significantly enhance students' speaking skills and overall confidence.
This study has many limitations in terms of participant size and short research time
Future research should be conducted over an extended period to better understand the impact of psychological issues on students' speaking skills Expanding the study to include a broader range of English learners, from freshmen to seniors, as well as teachers, will provide more comprehensive insights Investigating additional psychological factors, such as motivation and low self-esteem, will enhance the objectivity of the findings regarding the challenges and strategies in monitoring students' speaking abilities Employing diverse research methods, like observational data collection, will facilitate a deeper understanding of the intricate relationship between psychological factors and English speaking Moreover, examining the correlation between gender, age, and pre-existing mental health conditions will enrich the research Finally, future studies should focus on identifying effective solutions to alleviate psychological challenges, thereby promoting students' mental well-being and academic success.
Abd El Fattah Torky (2006) conducted a study on the effectiveness of a Task-Based Instruction program aimed at enhancing English speaking skills among secondary stage students The research was published by the National Center for Educational Research and Development at Ain Shams University, specifically within the Women Curricula and Methods of Teaching Department The findings highlight the positive impact of task-based learning strategies on students' speaking abilities in English For more details, visit the ERIC database at https://eric.ed.gov/?id23922.
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Interview questions
Hello, I'm Kieu Trinh, a K23ATCB student, and I invite you to participate in my research article titled "Psychological Challenges in English Speaking Skills: Perspectives of EFL Students at the Banking Academy of Vietnam." Your responses will remain confidential and will solely be utilized for research purposes Thank you for your valuable assistance.
Survey about Psychological problems with EFL students' speaking skills Part I General information
Please provide information by selecting (✓) the information that is appropriate for you
2 What academic year are you in?
3 How do you self-evaluate your speaking ability at present?
4 Do you have psychological problems when speaking English? (anxiety/ shyness/ fear of making mistakes, )
Please provide information by selecting (✓) the information that is appropriate for you
From 1-Strong Disagree to 5- Strong Agree
Please do not skip any questions
Disagree Disagree Neutral Agree Strong Agree
1 I feel more stressed when required to speak in English rather than reading and writing
2 Comparisons with others makes me nervous, which increases my anxiety
3 I feel nervous due to anxiety when asked to present in English in front of the class
4 I think that anxiety is one of the main blocking factors in effective speaking of the English language
English fluently due to anxiety 1 2 3 4 5
6 I think that more focus should be given to students’ participation in oral activities in English to help them overcome anxiety
7 I think that shyness is the main reason for reluctance in asking questions in English
Disagree Disagree Neutral Agree Strong Agree
8 I feel shy to speak in English if everyone in classroom is looking at me
9 I am too shy to participate in speaking activities in English even if I know the answer
10 I have phobia of speaking in
English in front of the people 1 2 3 4 5
11 I go blank and forget what to say during any oral activities in
12 I am unable to show my ability to speak in English at my best
13 My teachers correct my mistakes when I am performing an oral task in English , which makes me feel ashamed in front of my peers
14 Fear of being laughed at by others makes me nervous about speaking in English
15 Fear of being criticized by others makes me reluctant to speak in English
16 My fear of making mistakes 1 2 3 4 5
Disagree Disagree Neutral Agree Strong Agree
Strong Disagree Strong Agree inhibits the process of speaking in
17 I have a certain comfort level with my teachers that helps me in overcoming my fear of making mistakes while speaking in
18 I have a supporting class atmosphere which helps me in overcoming my fear of making mistakes in English
19.I think that self-confidence affects oral performance in
20 I find learning English demotivating due to lack of self confidence
21 I think that maximizing the exposure to spoken English is a good way to build self- confidence in students
22 I think that encouragement has an important role in building self-confidence to speak in
The upcoming phase of our research will involve a personal interview to discuss your English learning experience in greater detail If you are willing to participate, please indicate your consent by checking the box below and providing your contact information We will reach out to you to arrange the interview.
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This appendix includes the interview questions used during discussions with four students, which were translated into Vietnamese for clarity The sequence of the questions listed below is flexible and does not need to be adhered to strictly.
1.Do you often have psychological problems when speaking English? What is that? 2.Have you ever felt anxious or nervous when speaking English? Explain?
3.Are you worried about making mistakes when speaking English? Why? (Fear of being laughed at, of being criticized)
4 Do you feel shy when speaking English in front of many people? Explain
5 Does your lack of confidence affect your ability to speak English fluently? If so, what is your reason?
Reliability Scale of Anxiety - Item-Total Statistics
Scale Mean if Item Deleted
Cronbach's Alpha if Item Deleted 1- I feel more stressed when required to speak in
English rather than reading and writing
2- Comparisons with others makes me nervous, which increases my anxiety
3- I feel nervous due to anxiety when asked to present in English in front of the class
4- I think that anxiety is one of the main blocking factors in effective speaking of the English language
5- I think that I cannot speak English fluently due to anxiety
6- I think that more focus should be given to
18.8974 10.886 304 724 students’ participation in oral activities in English to help them overcome anxiety
Reliability Scale of Shyness - Item-Total Statistics
Cronbach's Alpha if Item Deleted
7-I think that shyness is the main reason for reluctance in asking questions in English
8-I feel shy to speak in
English if everyone in classroom is looking at me
9-I am too shy to participate in speaking activities in English even if
10-I have a phobia of speaking in English in front of the people
11- I go blank and forget what to say during any oral activities in English
12- I am unable to show my ability to speak in
English at my best because of shyness
Scale of Fear of making mistake - Item-Total Statistics
Scale Mean if Item Deleted
Cronbach's Alpha if Item Deleted
13- My teachers correct my mistakes when I am performing an oral task in
English , which makes me feel ashamed in front of my peers
14- Fear of being laughed at by others makes me nervous about speaking in English
15- Fear of being criticized by others makes me hesitate to speak English
16- My fear of making mistakes inhibits the process of speaking in English
17- I have a certain comfort level with my teachers that helps me in overcoming my fear of making mistakes while speaking in English
18- I have a supporting class atmosphere which helps me in overcoming my fear of making mistakes in English
Scale of Self - confidence - Item-Total Statistics
Scale Mean if Item Deleted
Scale Variance if Item Deleted
19- I think that self-confidence affects oral performance in
20- I find learning English demotivating due to lack of self confidence
21- I think that maximizing the exposure to spoken English is a good way to build self- confidence in students
22- I think that encouragement has an important role in building self-confidence to speak in English