speaking abilities is the most crucial part of learning a second or foreign language, and proficiency in the language is determined by one's ability to engage in conversation.. In today'
LITERATURE REVIEW
Theoretical background
Speaking is the act of conveying language orally, enabling communication among individuals It necessitates the coordinated use of several body parts, including the tongue, lips, lungs, vocal tract, and vocal cords As one of the four essential English language skills—alongside listening, reading, and writing—speaking often occurs in the presence of one or more listeners, with dialogues between two or more participants commonly referred to as conversations.
Speaking is a multifaceted skill that can be both spontaneous, as in dialogue, and structured, such as in speeches or presentations Linguists have explored the concept of speaking from diverse angles, leading to a variety of definitions that capture its complexity.
Speaking is the ability to use oral language to express ideas, intentions, feelings, and thoughts clearly, ensuring that the message is easily understood by listeners (Nunan, 1995) It is described as an active process of creating meaning that involves producing, receiving, and processing information (Burns & Joyce, 1997; Nuraini, 2016) Furthermore, speaking is the intentional use of language to convey meaning effectively (Cameron, 2001) Ultimately, speaking is a vital component of communication that allows individuals to articulate their thoughts and emotions.
Speaking involves merging language skills with existing knowledge to create verbal communication, indicating that both linguistic ability and cognitive factors play a crucial role in the speaking process.
Speaking is a complex mental activity that involves the integration of various sub-skills essential for effective oral expression Proficiency in grammar, pronunciation, and vocabulary is crucial for successful communication According to Bygate (1998), the demands of speaking place a greater strain on the central nervous system compared to other tasks, highlighting its intricate nature.
Effective speaking is influenced by various contextual factors, including the physical environment, speaking goals, and the personal and collective experiences of participants Learners must grasp the nuances of when and how to communicate appropriately in different situations while also mastering essential language elements like grammar, pronunciation, and vocabulary (Chaney & Burk, 2001, as cited in Kayi).
Speaking is defined as the process of constructing and conveying meaning through verbal and non-verbal symbols across different contexts (2006) Additionally, fluency in speaking requires not only an understanding of language features but also the capacity to process information and language in real time (Harmer, 2007).
Speaking is a vital productive language skill that enables effective communication and the exchange of information (Siahaan, 2008) It is categorized alongside writing as an active skill, contrasting with the passive skills of listening and reading (Bygate, 2001) The ability to produce understandable sounds is essential for facilitating meaningful interactions, making speaking the most significant of the four language abilities It reflects a user's language proficiency, with studies indicating that it is one of the most challenging skills for learners to master (Bueno, Madrid, & Mclaren, 2006) Even with years of study, many learners struggle to speak fluently in real-time situations (Iqbal, 2012), highlighting that speaking requires not only the articulation of words but also the ability to construct coherent messages.
EFL learners and teachers face challenges in speaking acquisition due to several factors, with the complexity of required competencies being a significant one Goh and Burns (2012) highlight that these competencies include essential linguistic skills such as grammar, phonology, vocabulary, and discourse Mastery of grammar is vital for effective communication, while phonological knowledge enables English speakers to articulate words accurately, incorporating proper intonation, stress, and rhythm Understanding word stress and phonetic sounds is also crucial for conveying meaning (Burns, 2017).
EFL and ESL instructors must have a strong foundation in teaching pronunciation and phonology, especially for non-native speakers, as highlighted by Barker and Murphy (2011) Additionally, lexical knowledge, which refers to a learner's vocabulary range, is crucial for enhancing both receptive and productive language skills, according to Burns (2017) and supported by Cahyono and Widiati.
Enhancing vocabulary among EFL learners in Japan is influenced by several factors A study by Tanaka (2017) revealed that motivation and peer interaction significantly contribute to vocabulary development, while a lack of motivation or negative peer influences can hinder language learning progress Additionally, Tanaka emphasized the importance of learning autonomy, which allows learners to take control of their studies, thereby fostering a positive learning experience and improving English proficiency (Khotimah et al., 2019).
Kikuchi (2009) highlighted that challenges in vocabulary retention can lead to student demotivation in English learning For EFL learners, understanding discourse is crucial as it helps in grasping conversation objectives and affects the vocabulary used The four key linguistic competencies—vocabulary, pronunciation, grammar, and discourse—play a vital role in improving English speaking skills Nonetheless, EFL learners face significant intrinsic challenges in mastering these competencies, which impacts their speaking proficiency (Newton et al., 2022).
Speaking is widely recognized by researchers as a vital component of language learning, involving the verbal communication of ideas and information between individuals or groups This complex process includes producing, receiving, processing, and exchanging information with listeners Successfully conveying a message requires various subskills, making speaking a challenging ability to master.
Brown (2004) describes five categories of speaking skill area Those categories are as follows:
The speaker focuses on imitating words, phrases, or sentences they hear, emphasizing pronunciation rather than comprehension or conversation This passive practice may lead to unintentional repetition without understanding However, learners can enhance their skills by repeating and correcting errors, which aids in memorization and improves overall performance.
The process entails creating brief spoken language segments that showcase proficiency in specific phonological, grammatical, phrasal, or lexical structures Common tasks assigned to learners include directed responses, collaborative reading, phrase and dialogue completion, interpreting information from figures, and basic translation exercises These activities aim to help learners produce grammatically correct language output.
Previous study
Due to the significance of speaking skills in learning a foreign language, especially English, there are a variety of researchers who study the difficulties or obstacles faced by teachers and learners
Nuraini (2016) conducted a qualitative study to identify the barriers faced by teachers in instructing English to EFL learners, utilizing observation and in-depth interviews as research instruments The findings revealed that these barriers stemmed from both internal factors, such as native language, age, exposure, innate phonetic ability, identity, language ego, and motivation, and external factors, including learner autonomy It is recommended that educators focus on the specific needs of their students and perform an environmental analysis prior to teaching speaking skills Additionally, selecting appropriate teaching methods for English speaking instruction is essential for effective learning.
Anugrah (2021) conducted a qualitative study to explore the challenges faced by teachers in teaching speaking skills during online learning at SMAN2 Abiansemal The research involved three English teachers and utilized observation sheets and interview guides Findings revealed nine significant challenges, including poor internet connection, students' unfamiliarity with online platforms, low motivation, ineffective communication, lack of engagement, teachers' limited technical skills, late assignment submissions, and inadequate teaching methods To address these issues, teachers implemented nine strategies such as upgrading internet connectivity, enhancing student motivation, creating WhatsApp groups, preparing engaging media, encouraging student participation, allowing flexible deadlines, applying suitable teaching methods, and training students on platform usage The study also identified nine strengths and weaknesses of these strategies, highlighting the importance of high-speed internet, video resources, learner motivation, interactive media, structured learning, and flexible submission timelines.
Yusuf and Zuraini (2016) conducted a study to identify the challenges faced in teaching speaking skills to EFL learners, utilizing a mixed research approach that combined qualitative and quantitative methods Their research involved observations, questionnaires, and interviews with two English teachers from a public senior high school in Bireuen, Aceh The results revealed that teachers struggled with teaching speaking due to students' limited vocabulary, pronunciation issues, lack of motivation, and interference from their mother tongue.
In a study conducted by Alhassan (2019), the barriers faced by Saudi EFL university teachers in teaching speaking skills were examined, involving 132 randomly selected teachers from Al-Imam Mohammad Ibn Saud Islamic University, Princess Nourah Bint Abdulrahman University, and King Saud University in Riyadh Utilizing questionnaires, semi-structured interviews, and lecture observations, the research identified key challenges such as students' reliance on their first language during collaborative activities, limited vocabulary, fear of making mistakes, low self-confidence, and lack of motivation To address these issues, the study suggested enhancing students' self-confidence, providing constructive feedback, tailoring speaking textbooks to meet learners' needs, and fostering greater motivation among students.
In addition, Ashary (2019) investigated the problems of ESP teachers in teaching in the Mechanical Engineering Department at the University of Muhammadiyah
A qualitative research study conducted at the University of Muhammadiyah Malang identified key challenges faced by ESP teachers, including managing low or uneven student participation, reliance on the mother tongue, motivating learners to engage in English, limited resources for learning materials, and handling disruptive behavior To address these issues, the study suggests fostering closer relationships with students, enhancing learner engagement and motivation, sourcing interesting materials and media, and maintaining a kind approach to classroom management.
Luong Thi Huyen (2014) conducted an action research study at Binh Gia High School in Lang Son, identifying key challenges in teaching and learning English speaking skills The study revealed that students' difficulties were primarily due to insufficient English proficiency, low motivation, and reliance on their mother tongue Additionally, teachers encountered obstacles such as inadequate communicative competence and ineffective teaching methods when facilitating English speaking instruction.
In her 2012 study, Tran Thi Thao explored the challenges of teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology She identified several key factors affecting students' performance, such as varying levels of language proficiency, a lack of engaging topics, previous learning experiences, distant relationships with teachers, and apprehension towards instruction conducted entirely in English.
Vu Thi Thuy (2014) investigated the challenges faced by teachers and students in developing English-speaking skills at Nhi Chieu Upper Secondary School in Kinh Mon district, Hai Duong Province The study identified key issues, including the high demands of the textbook, which often contains exercises that are too difficult for students to engage in speaking practice Additionally, since English is not a mandatory subject for university entrance exams, unlike math, physics, or chemistry, students tend to neglect language practice.
Research gaps
Previous studies have highlighted challenges faced by English teachers in teaching speaking skills at higher educational levels, from upper secondary to university However, there has been a lack of research focusing on the difficulties encountered by teachers in teaching English speaking skills at the primary level This study aims to address this gap by exploring the specific challenges faced by English teachers in teaching speaking skills to younger learners.
The conceptual framework
Figure 1.1 Framework for teachers’ difficulties towards learners speaking skills
This study investigates the relationship between teachers' beliefs and their classroom practices in teaching speaking skills within English classes It establishes a framework by defining the key concepts of teachers' beliefs and practices in language instruction.
This study aimed to explore the beliefs and practices of English teachers at THĐPS, focusing on the factors that influence their teaching methods Through a comprehensive survey, the research addressed the first and second research questions, providing insights into the educators' perspectives and instructional approaches in English language teaching.
Teachers’ difficulties towards learners speaking skills
(28 teachers at THĐPS taking part in the case study for data collection)
- Methods and techniques of teaching in developing learners’ speaking skills
Assessing learners' speaking skills in English involves understanding teachers' beliefs, which encompass knowledge about the subject, teaching methods, self-awareness, and the rationale behind their practices Teachers face challenges in engaging learners and eliciting responses during speaking activities Effective speaking instruction includes various activities aimed at developing speaking skills, gathering information, exploring explanations, and encouraging reflection among students.
The framework illustrated in Figure 1.1 highlights the interplay between various concepts and factors influencing teachers' beliefs regarding the challenges they encounter In this study, 'beliefs' are defined as the perceptions of what should be done and what is preferable in teaching English speaking skills The focus is on teachers' reflections on these challenges and their strategies for addressing issues in language instruction within the school context, particularly examining the connection between teachers' beliefs and their actual teaching practices.
This chapter explores theories surrounding speaking skills and their significance in language teaching It discusses teaching and learning dynamics, highlighting factors that influence learners' speaking competence, which involve both teachers and students Additionally, the chapter reviews challenges teachers encounter when instructing speaking skills, as identified by previous research Finally, it presents findings from earlier studies to illustrate the difficulties faced by educators in the English-speaking teaching process.
METHODOLOGY
Research design
This study employs a mixed-methods approach, integrating both quantitative and qualitative research methodologies to address the research questions Initially, questionnaires were distributed to gather numerical data, followed by interviews to collect qualitative insights This combination allows the researcher to obtain reliable information from participants, effectively answering the research questions.
Research site
Trinh Hoai Duc Primary School, located at No 370, 30/4 Street in Bien Hoa City, Dong Nai Province, spans an area of 4,535 square meters, providing an average of 3.7 square meters per student Established in 1993 as Trung Vuong Primary School, it was initially part of Tran Hung Dao Elementary and Secondary School In 1998, the school was rebuilt and renamed Trinh Hoai Duc Primary School to commemorate the 300-year anniversary of the Bien Hoa - Dong Nai region's formation and development.
Over its 24 years of development, THĐPS has made significant contributions to general education in the province, particularly in the city, laying a strong foundation for future academic success The school was awarded the Third-Class Labor Medal in 2000 and the Second-Class Labor Medal in 2008 by the President of Vietnam Furthermore, it has consistently received commendation flags and certificates of merit from the Prime Minister, the Ministry of Education and Training, and the People's Committee of Dong Nai Province.
Currently, the school features 24 classrooms and has a dedicated staff of 67 members, including 48 qualified teachers All teaching personnel comply with the primary school teaching standards set forth in Circular No 20/2018/TT-BGDĐT.
Sample and sampling procedures
This study involves 28 English teachers from THĐPS, all of whom possess the necessary academic qualifications to objectively assess the speaking abilities of their students.
2.3.2 Description of the participants’ information
The information regarding the teachers who participated in the survey is provided in the Table 2.1
Table 2.1 Information about the participants in the survey
The table revealed that 28 teachers participated in this study There were 20 female teachers, accounting for 71% of the total The remaining 8 teachers (29%) were men
Table 2.2 Teachers’ year of teaching English Teachers’ year of teaching English Teachers Percentage
A survey conducted among 28 English teachers revealed that most participants were under 25 years old The experience levels varied, with 4 teachers (14%) having over 10 years of teaching experience, 11 teachers (40%) possessing 3 to 10 years of experience, and 13 teachers (46%) with less than 3 years in the field.
Research instruments
The investigation utilized Microsoft Excel 2013 for data synthesis and analysis, leveraging its capabilities as a widely-used spreadsheet tool within the Office product group Excel enables users to efficiently calculate, format, and organize data, while also performing statistical operations and generating various graphs Its popularity and pre-installation on most computers made it an ideal choice for the study Additionally, Excel simplifies data entry for statistical analysis compared to specialized applications, offering a comprehensive range of sophisticated statistical tools suitable for both basic and advanced needs.
Data collection procedures
Data for this research were collected through questionnaires, and interviews
In this study, a questionnaire was utilized as the primary data collection method, serving as an effective tool for gathering insights into respondents' beliefs, experiences, and opinions This approach offers several advantages: it allows for the efficient collection of data from a large sample size, minimizes bias since respondents are not influenced by one another's answers, and encourages honest feedback from individuals who may be hesitant to reveal their identities Consequently, respondents can express their thoughts and opinions freely, without the fear of judgment from others.
The survey targeted teachers as participants, utilizing a meticulously developed questionnaire based on prior research and theoretical foundations that focused on the challenges they face in teaching spoken English The questionnaire comprised multiple-choice questions and was divided into two subsections, with an overview of its structure provided in Table 2.3.
Table 2.3 Design of the questionnaire
Part Name Aims Questions number
Before starting the questionnaire, participants were briefed on the research's purpose, the survey's objectives, instructions for completing the questionnaire, and the researcher's commitment to privacy.
Participants were requested to provide some background information in order to identify some characteristics of teachers at THĐPS
II English-speaking teaching difficulties
This section presents teachers' insights on the most significant challenges they face when teaching English speaking skills The identified difficulties are categorized into three main areas: background knowledge, psychological barriers, and language-related issues.
Relying on a single data collection technique can lead to inaccurate results, making interviews a valuable method for researchers According to Sugiyono (2012), interviews are essential in preliminary research as they help identify the key issues to investigate and provide in-depth insights into specific respondent information.
Teachers participated in semi-structured interviews for this study The researcher also conducted interviews with five English teachers with several years of expertise
To investigate the challenges teachers encounter while teaching English profoundly, the researcher developed open-ended interview questions aligned with the research objectives, which were subsequently verified by the teachers Each teacher participated in interviews lasting between 20 to 30 minutes, during which they responded to five open-ended questions (refer to Appendix 2) The interviewer employed note-taking and recording methods to facilitate analysis for the study.
The researcher's prepared questions were completely answered by the participants With their consent, an audio recorder captured all of their comments and viewpoints.
Data analysis procedures
The researcher organizes and quantifies qualitative data, presenting it through tables and figures for effective discussion and description After thorough analysis, the findings are evaluated and showcased in alignment with the study's objectives.
The researcher transcribed the audio recordings of the interviews to analyze the qualitative data gathered during the conversations After transcription, the interview transcripts were organized based on the study's objectives, and relevant concepts were identified and categorized The findings from the interviews will be presented in a narrative format.
Validity & reliability, ethical considerations
To ensure research validity, a questionnaire was developed to identify the current challenges teachers face in teaching speaking at THĐPS The project aims to create a reliable tool for assessing teachers' attitudes and opinions regarding their students' speaking skills The researcher combined various literature sources and conducted interviews with experts and experienced teachers in the field Additionally, adjustments were made to certain phrases in the English version of the questionnaire to better align with the needs of THĐPS teachers, ensuring its reliability during distribution and collection Notably, the interviews were recorded for thorough analysis.
To ensure the reliability of the research instruments, the questionnaires and interviews for teachers were meticulously revised to fit the context of THĐPS’s education The researcher also made linguistic adjustments, refining word choices and sentence structures in the questionnaires to improve clarity and comprehension, making them suitable for the targeted teacher population.
This chapter provides a comprehensive overview of the study's backdrop, topic, participants, and methodology, detailing its overall design It clearly outlines the processes of data collection and analysis Additionally, Chapter 3 presents the analyzed data along with insights into teachers' approaches to teaching speaking skills.
FINDINGS AND DISCUSSIONS
Findings
The primary section of the survey features 29 questions designed to explore the challenges faced by THĐPS teachers in teaching spoken English Teachers are asked to rate their level of agreement with the statement regarding their difficulties in teaching speaking English Based on the theoretical framework presented in Chapter 2, these challenges include linguistic, psychological, and background knowledge obstacles that THĐPS educators encounter in their instruction.
3.1.1 Data analysis of teachers’ opinions in the questionnaire
3.1.1.1 The factors of teachers affecting English speaking teaching Statement 1 The teachers’ knowledge of topics for teaching speaking skills
Figure 3.1 The teachers’ knowledge of topics for teaching speaking skills
According to Figure 3.1, 29% of teachers expressed disagreement regarding the limitation of their knowledge on speaking topics, suggesting they feel adequately prepared for their speaking lessons The abundance of resources available today, including books and the Internet, enables teachers to readily search for and enhance their knowledge.
Strong Agree 18% information regarding speaking topics Since then, it has been simple to provide their learners with additional vocabulary and material
Approximately 29% of teachers maintained a neutral view on the effectiveness of textbooks, likely because they considered them sufficient resources for student learning These educators tend to focus solely on the existing content without seeking to broaden the subjects covered.
A significant 43% of teachers acknowledged that their speaking knowledge is limited, particularly among younger educators with less than three years of experience This lack of expertise and teaching experience hinders their ability to effectively guide and inspire their students.
Statement 2 The teachers’ methods of instruction for teaching speaking skills
Figure 3.2 The teachers’ methods of instruction for teaching speaking skills
7% of teachers strongly disagreed and 75% disagreed that their teaching method was passive, uncreative, and uninteresting, indicating that their method of teaching speaking is active, productive, and increases learners’ interest
Only 18 % of teachers admitted to using passive methods When the result sheet for this assertion was examined, the researcher discovered that the ratio of passive teachers was comprised of older teachers Even though they have extensive teaching experience, they continue to employ ineffective and uninteresting traditional methods
According to the findings in Figure 3.2, to increase learners’ motivation for speaking skills, teachers should improve themselves and share their experiences in order to address this issue
Statement 3 The teachers’ feedback for learners
Figure 3.3 The teachers’ feedback for learners
A significant 93% of teachers (26 out of 28) reported a lack of sufficient time to offer feedback to students during speaking lessons, as indicated in Figure 3.3 After completing a speaking task, teachers are expected to provide individual feedback and correct errors; however, the large class sizes and limited time hinder their ability to address each learner's needs Consequently, teachers often resort to correcting errors as general examples for the entire class rather than providing personalized feedback.
Statement 4 The teachers’ instructions for speaking activities
Figure 3.4 The teachers’ instructions for speaking activities
A significant 68% of teachers reported that they do not exclusively use Vietnamese for speaking activity instructions, highlighting their commitment to fostering an English-speaking environment for learners This approach helps students become more comfortable with English communication To accommodate learners with developing English skills, teachers should adapt their language use during instructions One effective strategy is to initially explain the activity in English and then switch to Vietnamese, ensuring that all students understand the requirements.
Statement 5 The teachers’ techniques for teaching speaking skills
Figure 3.5 The teachers’ techniques for teaching speaking skills
According to Figure 3.5, 93% of teachers utilize various techniques to enhance learners' speaking skills However, traditional teaching methods often leave learners as passive recipients of information, especially when teachers merely display images without facilitating interactive activities To align with the philosophy of learner-centered education, it is essential for teachers to implement more engaging and active instructional strategies that promote effective communication among students.
Statement 6 The teachers’ instructions on grammar, vocabulary, and reading – writing tests
Figure 3.6 The teachers’ instructions on grammar, vocabulary, and reading–writing tests
A significant majority of teachers, 89% (25 out of 28), believe that emphasizing vocabulary, grammar, and reading-writing tests is crucial for English learning Grammar and vocabulary form the foundational elements of language acquisition Without practical application, learners struggle to communicate fluently, as academic study alone is inadequate Additionally, the lack of opportunities for listening, speaking, and discussions limits learners' development of essential communication and presentation skills in English.
3.1.1.2 The factors of students affecting English speaking teaching Statement 7 The teachers’ opinion on the learners’ vocabulary
Figure 3.7 The teachers’ opinion on the learners’ vocabulary
A significant majority of teachers, 60%, strongly believe that their learners' vocabulary is limited in both speaking and writing This perception is supported by the fact that only a small percentage, 11%, hold opposing or neutral views on the matter Teachers attribute learners' inability to express themselves effectively to a lack of vocabulary, which may stem from insufficient practice and retention of new words Without regular speaking opportunities, learners struggle to remember vocabulary, leading to anxiety and negative emotions during classroom interactions Consequently, their limited vocabulary results in silence and disinterest in speaking English, ultimately discouraging them from further engagement in the language.
Statement 8 The teachers’ opinion on the learners’ using the words
Figure 3.8 The teachers’ opinion on learners’ using the words
While vocabulary deficiencies are a significant concern, many teachers also noted that incorrect terminology hampers effective speaking Specifically, 49% of participants expressed agreement with this issue, while 36% acknowledged its impact on communication.
A significant majority of teachers emphasized the importance of having a sufficient vocabulary for effective communication, with 11% remaining neutral and only 4% unsure This highlights that, for educators, the ability to convey ideas clearly is more critical than the precise use of grammar, such as correct word forms, articles, or prepositions Consequently, many teachers believe that occasional errors in these areas do not significantly hinder listener comprehension.
Statement 9 The teachers’ opinion on the learners’ using the tenses
Figure 3.9 The teachers’ opinion on learners’ using the tenses
Learners often face significant difficulties with English verb tenses, as evidenced by a survey where nearly 50% of teachers acknowledged that students struggle with this aspect of communication Specifically, 21% of educators noted that retaining the various grammar rules related to tenses is particularly challenging for learners While 47% of teachers remained neutral on the issue and 11% disagreed, it is clear that verb tenses represent a common area of error for English as a Foreign Language (EFL) students This challenge often leads to hesitation during speaking, as learners must pause to consider the correct tense to use, ultimately hindering their ability to communicate effectively.
Statement 10 The learners mispronounce words
Figure 3.10 The learners mispronounce words
Mispronunciation is a common challenge for EFL learners, leading to reluctance in speaking due to discomfort with correct pronunciation The differences between English spelling and pronunciation contribute to this difficulty, often resulting in unclear communication At THĐPS, nearly half of the teachers recognize that pronunciation errors significantly hinder learners' speaking abilities, while 25% remain neutral on the issue Overall, there is a consensus that mastering correct pronunciation is not an easy task.
Most teachers believe that language-related difficulties, such as incorrect word stresses, intonation patterns, sentence structures, and lack of connected speech, are less challenging than the primary issues identified A significant number of teachers responded with a "neutral" stance on these matters, with no instances of "strongly disagree" noted This indicates that, according to THĐPS teachers, sentence patterns, word stresses, intonation, and connected speech are not significant obstacles to speaking English.
Statement 11 The learners think in Vietnamese and then translate it into English
Figure 3.11 The learners think in Vietnamese and then translate it into English
Discussions
This chapter addresses the key challenges faced by THĐPS teachers and learners in developing English speaking skills Analysis of teacher questionnaires reveals a shared recognition of the importance of speaking skills among both groups Despite this awareness, the outcomes remain unsatisfactory due to various obstacles encountered Additionally, the chapter explores strategies that teachers and learners can implement to improve instructional quality and communication, categorizing them based on specific characteristics.
Low English proficiency significantly hinders learners from engaging in English-speaking activities, as they often lack the necessary vocabulary and sentence structures to effectively communicate their ideas Additionally, poor pronunciation, stress, and intonation contribute to their nervousness, making it difficult for them to interact with others These challenges lead to a reluctance to speak, resulting in infrequent use of English and a growing disinterest in improving their speaking skills Consequently, learners may become disheartened and discouraged from continuing their English language journey.
Many teachers struggle with English-speaking confidence, hindering their ability to teach effectively due to limited knowledge of speaking topics They acknowledge that their communicative skills, especially in speaking and listening, have declined since graduation, largely due to reliance on traditional teaching methods like grammar translation The lack of a supportive language environment further exacerbates the issue, as both teachers and learners often resort to Vietnamese for communication This reliance on their native language prevents effective English communication, and teachers find it increasingly difficult to express themselves in English, resulting in diminished proficiency in a predominantly Vietnamese-speaking environment.
The effectiveness of speaking lessons largely hinges on the instructional methods employed by teachers Students have noted that monotonous teaching styles significantly hinder their participation in speaking activities Additionally, it is crucial for teachers to exhibit positive behaviors in the classroom, as negative actions can foster lasting adverse feelings towards learning English.
Large class sizes significantly impact the teaching of English-speaking skills, as seen at THĐPS, where the average class consists of 45 learners and only three English classes are held weekly This environment makes communicative practices nearly impossible and presents numerous challenges for teachers, particularly regarding discipline Noisy and inattentive students disrupt lessons, consuming valuable time for resolution Additionally, the varying proficiency levels among learners complicate classroom management, making it difficult for teachers to organize activities and monitor progress Stronger students often prefer not to partner with weaker peers, leading to boredom and disengagement, while timid learners receive insufficient support and encouragement.
Current examinations prioritize grammar, writing, and reading comprehension, leading teachers to focus on these areas to meet students' desires for high test scores However, this approach does not promote communicative English skills, as the testing system relies solely on written assessments To enhance English learning motivation among students, it is essential to reform the testing system to encourage practical communication skills.
Teachers are restricted to just three 45-minute periods per week, which many feel is inadequate for in-depth discussions on textbook topics This limited time forces educators to balance introducing new lessons, reviewing previous material, and preparing students for exams, leading to increased workload and stress Consequently, most THĐPS teachers resort to the grammar-translation approach due to time constraints, limiting opportunities for student speaking and engagement The focus on teacher-led instruction often results in insufficient coverage of teaching material, as educators prioritize efficiency over interactive learning.
3.2.4 Solutions to develop English speaking skills
From the teachers' perspective, some workable solutions mentioned are as follows:
To effectively learn to speak English, learners should develop a suitable learning method that emphasizes constant practice Engaging in conversations with friends in English can enhance fluency, and thinking in English during these interactions is beneficial Additionally, learners should focus on communicating without the fear of making mistakes, as this approach fosters smoother and more confident exchanges.
Teachers play a crucial role in creating an effective English learning environment by providing clear instructions and ample support They should foster a friendly and cooperative atmosphere to help students overcome their inhibitions and nervousness while speaking Engaging learners in diverse activities that encourage conversation is essential for increasing their speaking opportunities Additionally, teachers must know how to correct mistakes tactfully to prevent students from fearing errors and to maintain the flow of conversation Encouraging students to switch speaking partners is also a valuable strategy for enhancing their listening and speaking skills.
To enhance the educational experience, teachers recommend establishing a reasonable cap on class sizes to ensure personalized attention for each student Additionally, upgrading facilities and modernizing equipment is essential to create a comfortable and engaging classroom environment that fosters enthusiasm for learning.
This chapter encompasses two primary sections: findings and discussions, which detail the results from surveys and interviews conducted with teachers The analysis reveals that both educators and students encounter considerable challenges in the learning process Subsequently, the chapter will outline potential solutions identified by teachers and learners to improve the teaching and learning of speaking skills.
In conclusion, this section provides a concise summary of the research findings derived from data collection and analysis The researcher also presents pedagogical recommendations aimed at improving students' speaking skills Furthermore, the limitations of the study are addressed, along with suggestions for future research endeavors.
This study aimed to identify the challenges faced by teachers at THĐPS in teaching English speaking skills The analysis of qualitative and quantitative data revealed that teachers encounter numerous difficulties attributed to various factors Key issues include low English proficiency among students—characterized by limited vocabulary, pronunciation errors, and the tendency to translate from Vietnamese—along with inadequate teaching methods and reliance on the mother tongue Additionally, teachers reported challenges related to students' communicative competence, large and diverse class sizes, an ineffective testing system, and insufficient class time, all of which hinder effective English speaking instruction.
The findings led to valuable recommendations for enhancing the teaching and learning of spoken English, which will be explored in more detail in the following section.
Teachers play a vital role in enhancing students' communication skills, making it essential for them to receive guidance on improving speaking abilities Striking a balance between teaching speaking and other language skills is important, as increased opportunities for students to practice speaking English lead to better language proficiency To motivate students to engage with their assignments, educators must also remain informed about innovative teaching methods.