A study on the difficulties in learning english speaking skills faced by the first year international students at TMU and possible solutions

ABTRACT In the four skills of English, speaking skills are considered the most important When you learn any language, what you aim to is how to communicate naturally, fluently with indigenous people Maybe you have good writing skills because you have a strong grasp of grammar and vocabulary, but your reflection is poor Some common causes for Vietnamese people who have difficulty in speaking English are afraid of communication, lack of training environment, lack of vocabulary, poor grammar etc Nowadays, English is included in the curriculum from primary school The reality, you are always taught by passive methods under the guidance of teachers Therefore, you learn English from grade to grade 12 with the aim of passing a written test in school and college exams Students learn grammar and vocabulary, practice reading texts in books So they have less chance to practice speaking Currently, a number of secondary and high schools switch the test method from writing to oral exam some subjects, including English However, students deal most with rote learning without understanding anything The situation lasted up to university make poor English speaking skills Because of the lack of thorough training in speaking skills, most first-year students have problems communicating in English For the above reasons, a study of the difficulties that first-year international students encounter in the process of practicing English speaking skills at TMU University is implemented This study aims to find some difficulties and solutions to overcome to improve speaking skills for students, to help students confidently communicate in class as well as in daily life and further work ii1 ACKNOWLEDGEMENTS In the process of completing this thesis, I have received a lot of help from my supervisor, teachers of English Faculty – Thuongmai University, first-year international student Firstly, I would like to thank Mrs Nguyen Thi Bich Ngoc, who guided me to complete this graduation thesis Thanks to the dedicated guidance, careful instruction, I can complete the graduation thesis Her comments and suggestions made me realize what was missing in my research The words of encouragement and facilitating me to be able to complete this thesis Secondly, I would like to thank the teachers of the English department who helped me to complete my studies in class so that I can conduct this thesis At the same time, I also thank the freshmen of the international university of trade university for helping me in surveying to find difficulties in learning English speaking skills Last but not least, I would like to sincerely thank my family for always supporting and strengthening my strength and efforts and love for me to follow Thank you, friends, who always stand side by side, support and support me in my study and life ii2 TABLE OF CONTENTS ii3 LIST OF ABBREVIATIONS No Abbreviations TMU EFL English meaning Vietnamese meaning Thuongmai University Đại học Thương Mại English as a foreign Tiếng Anh ngoại ngữ language ii4 LIST OF FIGURES AND CHARTS ii5 CHAPTER 1: OVERVIEW OF THE SUTYDY 1.1 Rationale English is becoming more and more important in today's life English is a global language with more than 53 countries used and the official language of the EU For Vietnam, a country in the era of global development and integration, English has become increasingly essential than ever English exists in all different professions such as business, technology, medicine, import, and export etc English decides 50% success in your work, especially foreign companies, you will need a common language to exchange Employers will hire a candidate who has excellent English skills instead of an English proficient candidate, which will determine your future and future work Moreover, it's great when you're good at all English skills: listening speaking, reading, writing This will make you stand out in your work and life Opportunity to come to you more, you have the opportunity to access more sources of knowledge 55% of websites in the world write in English, 95% of the articles are collected at the US Science Information Institute written in English Many great works of the world such as the works of George Orwell or Jane Eyre, Emily Bronte will give you the feeling that translation texts not bring Today English is used in commerce more and more widely As TMU, it is even an international training department, a faculty affiliated with many major universities abroad The use of English by international education students is not as good as expected Communication skills are seen as essential skills when you learn any language, which is used daily in your life, study and future work The most difficult is for freshmen when they are not familiar with the university curriculum as well as the teaching method Mostly in high school, students have almost no chance to practice speaking English, but only focus on grammar and vocabulary for the final exam The reason why make students afraid to speak, afraid to say wrong or fewer reflexes etc All of these factors make it difficult for students to speak English when they go to college This makes it ii6 difficult for students to learn in the classroom, especially when there are subjects to speak English Therefore, in this study, I will study “ A study on the difficulties in learning English speaking skills faced by the first-year international students at TMU and possible solutions” to improve students' speaking skills 1.2 Previous studies According to my research, there are a few research topics about difficulties in practicing English speaking Some topics refer to non-English major students I have consulted some studies in Vietnam in particular and in the world in general on this research topic, for example: In Ur, P (1996) research studies, he pointed out that there are four factors that make it difficult to practice speaking: students often worry about mistakes, fear of being scolded, shy; students themselves have no effort; uneven participation in a class, some participants are enthusiastic while the rest not say anything; they are afraid to speak another language, they tend to like to speak their mother tongue because it is easier Lukitasari (2003) research has shown that learners not improve their speaking skills because they not learn three important elements in speaking, namely vocabulary, grammar and phonics According to the study of Lawtie (2004), the difficulties of speaking are affected by emotional state They are dominated by emotions like unconfident, shy, anxious, nervous If they not believe in themselves, this will become a big problem for them Therefore, emotional factors become one of the important factors to consider when communicating with people who have difficulty speaking In addition, Rababa’h (2005) he indicates that this difficulty comes from themselves, teaching strategies, teaching programs and living environment In other words, they have no motivation to learn English or they have not felt that this is an important thing Hinkel (2005) stated that problems that occur when communication is possible because they not understand the meaning of the word, not know how to use it ii7 and cannot express their meaning This prevents the communication process from becoming successful According to Yunita (2014), she said that some of the problems students face when speaking English are pronunciation, grammar, vocabulary, motivation, anxiety and embarrassment It is these factors that hinder students' English speaking process The author studied a number of subjects who encountered this problem in learning to participate in difficult to learn English and she realized that these students could not speak English fluently According to the study of Nauli (2014), there are three factors that influence the process of learning English It's cultural difficulties (including social acceptance and English status), English difficulties (including elements problem and personal problem) and communication problems (self-confidence and speaking opponent) These objective and subjective factors were studied by him at the national university in Jambi In Mustafa Mubarak Pathan (2014) research studies about ” An Overview of Major Difficulties Faced by the Libyan EFL Learners in Speaking Skill”, He pointed out several causes of difficulty in practicing speaking skills, such as: pronunciation, the use of adjective, the use of prepositions , the use of idioms, grammatical errors , semantic errors, other problems ( lack of vocabulary, fear / embarrassment while communicating, lack of interest and motivation, lack of practice,lack of environment for practice, …), influenced by mother tongue He gave the reasons for the above reasons: “Their failure to recognize this is primarily because of the failure on the part of their teachers to make them understand this fact at the very early stage of their learning And this failure on the part of the teachers is because of the facts that most of the EFL school teachers in Libya are neither trained properly for this reason nor are their skills upgraded.” In Samira Al Hosni (2014), she lists three main difficulties when speaking English, they are linguistic difficulties (students find it difficult when they lack vocabulary, some students have said: “We want to speak, but we don’t know the word” or “We not know how to say it” Although the teacher has been teaching grammar for a long time, students still can’t say short sentences), mother tongue ii8 use, and inhibition (students are scared of making mistakes in front of the crowd, which is why they don't say in class They said "They will laugh at us if we make mistakes") Although there were many people working on speaking skills, the truth is that the number of students who speak English confidently is still small It is because of the above difficulties that are repeated but not completely ended so I chose to study this topic 1.3 Aims of the study This study was conducted to understand why the freshman students of TMU's International Training Faculty had difficulty learning English speaking skills After identify difficulties, I will give some solutions that correspond to those difficulties to improve students' speaking skills Based on previous research, I hope this research will help first-year international students at TMU improve their difficulties in practicing speaking skills Since then speaking skills of students can be improved to serve for classroom learning as well as in life 1.4 Research subjects This study was carried out with 100 students in the Tourism and Service Administration major of International Training Faculty TMU Specialization Tourism and Service Administration has a total of more than 200 students, but due to time constraints, I focused on the difficulties that 100 students encounter when learning to speak English Students are exposed to many different ways of teaching in different schools, so each person's ability is different Therefore, the results obtained from the study will be the most accurate and realistic results 1.5 Scope of the study The International Training Faculty at TMU has many different majors However, due to limited time and to get the most accurate results, I choose to narrow down the scope This is specialized Tourism and Service Administration Currently, this major has more than 200 students I will survey 100 students in this field ii9 For the purpose of finding out the difficulties that students encounter when learning to speak English, research will be done to find the purpose above I hope these studies can help them identify difficulties and implement solutions to improve 1.6 Research methodology According to C.R.Kothari, research method is defined that the methodology refers to a systematic method that includes problem making, hypothesis formation, data collection, analysis and making conclusions to a certain generalization for a number of the theory given In the methodology, there are qualitative and quantitative methods However, with the study based on the number of such students, I decided to choose a qualitative method to this research C.R.Kothri wrote: "Qualitative research, on the other hand, is concerned with qualitative phenomenon, i.e., phenomena related to or involving quality or kind" In this method, we are interested in the reason and thinking of the object studied Qualitative methods are implemented in many different ways such as questionnaires, interviews, observations etc In order to bring the most objective results, I have used two methods which are questionnaires and interview With the combination of these two methods, I hope to bring together results in many aspects 1.6.1 Instruments 1.6.1.1 Questionnaires The study was conducted at TMU This research is based on questionnaires This is a great support tool for collecting qualitative information, which saves time to collect and analyze data In this method, the questionnaire will be given to students with pre-existing questions and answers Students will read and answer questions according to the form Using this questionnaire to find out the level of some difficulties in speaking English Also, that uses qualitative methods to investigate the frequency and abilities of students With this method, we will have an accurate view of students' thoughts and opinions The questionnaire was designed for 100 first-year international students at TMU, majoring in Tourism and Service Administration The goal of the questionnaire is to understand the difficulties, causes and solutions to improve ii10 A study how to improve English speaking skills of TMU University's International students A study the difficulties faced by TMU University second-year international students while learning to speak English I hope that future research will overcome and supplement what is missing in my research The following studies will find difficulties and solutions in a more objective way to improve the speaking skills of TMU University students In addition, I also hope that from these studies, students can compare and apply suggested solutions for students to study better 41 CONCLUSION In comparison with the initial goal, research has achieved the following achievements: • Research has found out the difficulties faced by first-year students specialized in Tourism and Service Administration of International Training Faculty at TMU University when learning English speaking skills • Research has provided some solutions to overcome these difficulties From the difficulties and solutions given above, the author hopes that students can overcome their limitations and can apply some suitable solutions to them This will help students to improve their speaking skills and can confidently communicate both in learning and life Based on the results of the study, the difficulties and solutions have been shown in detail for TMU students Because of the limited time, the study was conducted only with 100 students Research results may be more objective if implemented with more students Furthermore, future studies may use the results of this study and develop more broadly to produce accurate results, I hope the following studies will complement the shortcomings and promote better The author hope that the following studies will continue to study more carefully about the difficulty of English speaking students Since then students have more objective information on this issue 42 REFERENCES I Books Aftat, Mokhtar, (2008), Motivation and Genuine learning Bachman, L., & Palmer, A S (1996) Language Testing in Practice Oxford: Oxford University Press Bashir, M., Azeem, M., & Dogar, A H (2011) Factor Effecting Students’ English Speaking Skills British Journal of Arts and Social Sciences, 2(1), 34-50 Brown, H D (1994) Teaching by Principles-An Interactive Approach to Language Pedagogy Prentice Hall Regents Brown, H.D (2001) Teaching by Principles New York : Wendy Wolf Brown, H.D (2004) Teaching by Principles: An Interactive Approach to Language Pedagogy New York: Pearson Education Burns, A., & Joyce, H (1997) Focus on Speaking Sydney: National Center for English Language Teaching and Research Bygate, M (1987) Speaking Oxford: Oxford University Press Celce-Muria, M., Brinton, D & Goodwin, J (1996) Teaching Pronunciation: A Reference for Teachers of English to Speakers of Languages London: Cambridge University Press 10 Chaney, A (1998) Teaching Oral Communication in Grades K-8 USA A Viacom Company 11 Conrad, C & Dunek, L (2012) Cultivating Inquiry-Driven Learners: A College Education for the Twenty-First Century Maryland: JHU Press 12 Cook, V (1996) Second Language Learning and Language Teaching London: Arnold 13 Cushman, D & Cahn, D (1985) Communication in Interpersonal Relationships New York: SUNY Press 14 Dornyei, Z (2001) Motivational strategies in the language classroom Cambridge: Cambridge University Press 15 Efrizal, D (2012) Improving Students’ Speaking through Communicative Language Teaching Method at Mts Jaalhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia International Journal of Humanities and Social Science, 2(20), 127-134 16 Gardner, R.C (2001) Language Learning Motivation: the Student, the Teacher, and the Researcher Texas Papers in Foreign Language Education, 6, 1-18 43 17 Hetrakul, K.(1995) The Second Language http://eserver.org/courses/spring95/76- 100g/KavinHetrakul.html (Accessed on March 06, 2015) 18 Hinkel, Eli 2005 Handbook of Research in Second Language Teaching and Learning London: Seattle University 19 Hornby, 1990 Teaching English to Speakers of Other Language London: Cambridge University Press 20 Horwitz, Elaine K., & Horwitz, Michael B (1986) Foreign Language Classroom Anxiety Joann Cope Source: The Modern Language Journal, Vol 70, No (Summer, 1986), pp 125-130 21 Javed, Muhammad et al (2013) Comparative Study of the Pakistani and Indonesian Student’s Anxiety Towards the English Language Learning Middle-East Journal of Acientific Research 18(11) IDOSI Publications ISSN 1990-9233 22 Lanerfeldt, M Talängslan A part of: Rudberg, L (1992), (Red.), Barns tal- och språksvårigheter Lund: Studentlitteratur 23 Latha, B M (2012) Teaching English as a Second Language: Factors Affecting Learning Speaking Skills International Journal of Engineering Research & Technology (IJERT), 1(7), 1-6 24 Lawtie 2004 Biodiesel and Speech Difficulties available at: z.mortonjones@worc.ac.ukhttp:/www.scips.worc.ac.uk/subjects_and_challenge s/biosciences/b iosci_speech viewed on: 15th November 2014 25 Learners’ Oral Performance A Case Study of Sudan University of Science Retrieved on 20 June, 2016 26 Lightbown, P., & Spada, N (1999) How languages are learned (2nd ed.) New York: Oxford University Press 27 Littlewood, W (1981).Communicative language teaching Cambridge: Cambridge University Press 28 Littlewood, W., 1984 Foreign and second language learning Cambridge: Cambridge University Press, 113 pages 29 Lukitasari, N (2003) Students’ Strategies in Overcoming Speaking Problems in Speaking Class University of Muhammadiyah Malang 44 30 Mahripah, S (2014) Exploring Factors Affecting EFL Learners’ Speaking Performance: from Theories into Practices Proceedings of the 3rd UAD TEFL International Conference 2014 “Materials Development in Asia and Beyond: Directions, Issues, and Challenges.” English Education Department, Universitas Ahmad Dahlan, Yogyakarta, Indonesia 31 Mazouzi, S (2013) Analysis of Some Factors Affecting Learners’ Oral Performance A Case Study: 3rd Year Pupils of Menaa’s Middle Schools M A Dissertation, Department of Foreign Languages, English Division, Faculty of Letters and Languages, Mohamed Khider University of Biskra, People’s Democratic Republic of Algeria 32 Middleton, Frank, (2009), Overcome Your Fear Of Speaking Foreign Languages [Online] Available: http://www.eslteachersboard.com/cgi- bin/language/index.pl?page=2;read=1071 (March 17, 2010) 33 Mustafa, Elhadi Nasr Elhadi (2015) Psychological Factors Affecting Sudanese EFL Learners’ Oral Performance A Case Study of Sudan University of Science and Technology A thesis of M.A Degree Sudan University of Science and Technology 34 Nasiri, A., & Pourhossein Gilakjani, A (2016) A Review of EFL Learners’ Speaking Skill and the Strategies for Improvement Modern Journal of Language Teaching Methods (MJLTM), 6(9), 53-59 35 Nauli, H (2014) Speaking practice problems: an investigation of last semester students’ perspective in a public university Jambi University 36 Ortega, Lourdes (2009) Understanding Second Language Acquisition London: HODDER EDUCATION: AN HACHETTE UK COMPANY 37 Parsons, L (2004) Grammarama! Innovative Exercises, Creative Activities, Models From Reading, Sentence Combining, Updated Rules, and More! Ontario: Pembroke Publishers 38 Rabab’ah,G (2005) Communication problems facing Arab learners of English.Journal of Language and Learning, 3(1),ISSN 1740-4983 39 Ranson, S (2000) Recognizing the Pedagogy of Voice in a Learning Community Educational Management Administration and Leadership, 28 (3), pp 263-279 45 40 Shafaei, A & Nejati, M (Eds.) (2009) Annals of Language and Learning: Proceedings of the 2009 International Online Language Conference (IOLC 2009) Florida: Universal Publishers 41 Thornbury, S (2005) How to Teach Speaking Harmer, J (Ed) London: Longman 42 Tiono, Nani I and Sylvia, A (2004) The Types of Communication Strategies Used by Speaking Class Students with Different Communication Apprehension Levels in English Department of Petra Christian University, Surabaya A Thesis, Petra Christian University 43 Tomita, H (1996) Recent Advances in Parsing Technology New York: Springer 44 Trouvain, J., & Gut, U (Eds.) (2007) Non-native prosody: Phonetic description and teaching practice Berlin, Germany: Mouton de Gruyter 45 Ur, P (1996) A course in language teaching Cambridge: Cambridge University Press 46 Widdowson, H G 1984 Teaching Language as Communication London: Oxford University Press 47 Yunita, I (2014) Speaking problems of students non - English course and English course at one senior high school in Jambi city Jambi University II Websites http://www.eltsjournal.org/archive/value2%20issue3/10-2-3-14.pdf https://educationalresearchtechniques.com/2017/07/21/types-of-speaking-in-esl/ https://www.academia.edu/36120209/Introduction_in_Speaking_Skill https://www.researchgate.net/profile/Samira_Al_Hosni/publication/270340628_ Speaking_Difficulties_Encountered_by_Young_EFL_Learners/links/54a843470 cf256bf8bb7e177/Speaking-Difficulties-Encountered-by-Young-EFL- Learners.pdf http://oaji.net/articles/2015/1781-1426765407.pdf http://www.modares.ac.ir/uploads/Agr.Oth.Lib.17.pdf https://books.google.com.vn/books? id=icJUnNnooigC&printsec=frontcover&dq=Gillham, +2005&hl=vi&sa=X&ved=0ahUKEwjGz7SQncjhAhVGUd4KHaKeDRIQ6AE IJzAA#v=onepage&q=Gillham%2C%202005&f=false 46 APPENDIX THE QUESTIONNAIRE FOR FIRST-YEAR INTERNATIONAL STUDENTS AT TMU The questionnaire was designed to investigate your English speaking ability and the factors that make it difficult to learn your English This questionnaire is only for research purposes I guarantee the data results not serve any other purpose Choose the answer that you think is the most reasonable: How you think it is important to speak English in class? A Very important B Important C Normal D Unimportant What is the motivation for you to learn English? A Certification exam ( TOEIC, IELTS, etc.) B Studying abroad C Labor (and service) export D Finding a job E Others ( Please specify): Have you ever felt anxious when you have to speak English? A Yes B No Why are you worried about speaking English? Please use (x) for these following ideas Choose the answer according to your opinion: (Answer this question if you choose option A question 3) The causes create your anxiety Agree Disagree Lack of preparation Lack of practice Inability to express Ideas Fear of making mistakes Fear of being focus of attention 6.Low English proficiency Table : The cause of anxiety when you speaking English Do you have problems pronouncing English? A Yes B No What you have trouble pronouncing English? (Answer this question if you choose option A question 5) A Not interested in stress B Difficulty with liaison C Influence of Vietnamese when speaking English (Vietnamese words are easy to remember However, this leads to false pronunciation) D Not pay attention to ending sound 47 E Others ( Please specify): What problems you encounter when learning English vocabulary? A Lack of vocabulary B Difficulty in choosing words C Some foreign slang words that you find difficult to apply D Learn single vocabulary E Others ( Please specify): How does grammar make it difficult for you to learn English? A Confuse of tenses B Wrongly arranged sentences C Divide inappropriate verbs D Choose from the wrong type E Does not apply regular grammar  lack of flexibility F Others ( Please specify): 48 You feel in the following problems, which problems make you find it difficult to learn English speaking skills? Please use (x) on the difficulty level of each problem according to the gradual 4-point scale: no problem, normal, difficult, very difficult Problems encountered when practicing English speaking skills Motivation Confidence Anxiety Pronunciation Vocabulary Grammar Tablet 3: The cause of difficulties in learning English speaking skills 10 Which of the following solutions you find effective to overcome difficulties when learning to speak English? Please check (x) for solutions that you find useful to yourself Suggest solutions to overcome students' difficulties in Agree Disagree speaking English Practice listening to news and programs in English to learn the correct pronunciation of accents and intonation Self-study pronunciation according to the table IPA (International Phonetic Alphabet) Learn vocabulary by the subject, film to know the context of use of many different words Learn grammar combined with writing and speaking to master grammatical forms Practice speaking to native speakers by talking directly or through some apps like HiNative, Siri etc Practice speaking alone or standing in front of a mirror to increase self-confidence as well as more fluency Provide criteria for each day of learning 20, 30, etc vocabulary Read newspapers and news in English to increase their vocabulary and learn their grammar Think by English helps you not to be confused when you have to say your opinion Set a specific target every day for yourself: how long to communicate fluently English, how long you speak English every day etc Table 4: Solutions to improve your English speaking skills 49 Interview questions Among the stated factors (motivation, confidence, anxiety, pronunciation, vocabulary and grammar), what factors you find the most difficult for you? Explain why? What measures you yourself have to improve those difficulties? Bảng câu hỏi khảo sát yếu tố gây khó khăn q trình học nói tiếng Anh sinh viên năm khoa đào tạo quốc tế trường đại học Thương Mại Bảng câu hỏi thiết kế để điều tra khả nói tiếng Anh bạn yếu tố gây khó khăn cho việc học tiếng Anh bạn Bảng câu hỏi dành cho mục đích nghiên cứu khóa luận Tôi đảm bảo kết liệu không phục vụ A B C D cho mục đích khác Chọn câu trả lời bạn cho hợp lí nhất: Bạn nghĩ nói tiếng anh có quan trọng việc học tập lớp không? Rất quan trọng Quan trọng Ít quan trọng Khơng quan trọng 50 A B C D E Động lực để bạn học tiếng Anh gì? Thi chứng ( TOEIC IELTS, …) Du học Xuất nhập Tìm việc làm Ý kiến khác (cụ thể) Bạn có lo lắng phải nói tiếng Anh hay khơng? A Có B Không 51 Tại bạn lại lo lắng nói tiếng Anh? Đánh dấu (x) vào ý Trả lời theo quan điểm bạn ( trả lời câu bạn chọn đáp án A câu 3) Nguyên nhân khiến bạn lo lắng Đồng ý Không đồng ý Thiếu chuẩn bị Thiếu luyện tập Không thể diễn đạt ý Sợ sai Sợ bị ý 6.Trình độ tiếng Anh thấp Bảng 2: Những nguyên nhân khiến bạn lo lắng nói tiếng anh Bạn có gặp vấn đề phát âm tiếng Anh hay không? A Có B Khơng Tại bạn gặp khó khăn phát âm tiếng Anh? ( Trả lời câu hỏi bạn chọn đáp án A câu hỏi 5) A Khơng xác định âm B Khó khăn với từ nối âm C Ảnh hưởng tiếng Việt phát âm tiếng Anh ( Việt hóa từ vựng để dễ nhớ, nhiên điều dẫn đến việc phát âm sai) D Không trọng âm cuối ( ending sounds) E Ý kiến khác ( cụ thể) A B C D E Vấn đề bạn gặp phải học từ vựng tiếng Anh? Thiếu từ vựng Khó khăn việc chọn từ cho phù hợp với ngữ cảnh Một số từ lóng người nước ngồi mà bạn cảm thấy khó áp dụng Học từ vựng đơn lẻ Ý kiến khác (cụ thể) 52 A B C D E F Ngữ pháp gây khó khăn cho bạn q trình học nói tiếng Anh nào? Nhầm lẫn Trật tự câu xếp sai Chia động từ khơng thích hợp Chọn từ loại sai Không áp dụng ngữ pháp thường xuyên  thiếu linh hoạt Ý kiến khác (cụ thể) Bạn cảm thấy vấn đề sau, vấn đề khiến bạn cảm thấy khó khăn học kĩ nói tiếng Anh? Đánh giá (x) vào mức độ khó vấn đề theo thang điểm tăng dần: khơng gặp vấn đề, khó, khó, khó F Các vấn đề gặp phải luyện kĩ nói tiếng Anh G H I J L M N O Q R S T V W X Y Z Phát âm AA AB AC AD AE AF AG AH AK AL AM K Động lực P Sự tự tin U Sự lo lắng Từ vựng AJ.Ngữ pháp AO AI AN Bảng 3: Những khó khăn bạn gặp phải nói tiếng anh 10 Dưới số giải pháp mà bạn sử dụng để khắc phục khó khăn học nói tiếng anh Đánh dấu (x) vào giải pháp mà bạn thấy có ích thân AP Đề xuất giải pháp để để khắc phục khó khăn sinh viên AQ Đồ AR K AS Luyện nghe tin, chương trình Tiếng Anh để học cách phát âm xác trọng âm ngữ điệu AV Tự học phát âm theo bảng IPA ( International Phonetic Alphabet) AY Học từ vựng theo chủ đề, phim ảnh để biết ngữ cảnh sử dụng nhiều từ khác BB Học ngữ pháp kết hợp với luyện viết nói để nắm dạng ngữ pháp BE Luyện nói với người xứ cách nói chuyện trực tiếp hay thông qua số app AT AU AW AX AZ BA BC BD BF BG 53 HiNative, Siri … BH Luyện nói đứng trước gương để tăng tự tin trôi chảy BK Đưa tiêu chí ngày học 20, 30… từ BI BJ BL BM BN Tích cực đọc báo, tin tức Tiếng Anh để BO tăng vốn từ vựng học hỏi ngữ pháp họ BQ Tập suy nghĩ tiếng anh giúp bạn khơng bổi BR rối phải nói ý kiến BT Đặt tiêu cụ thể ngày cho thân: BU sau phải giao tiếp thành thạo tiếng anh, ngày nói tiếng anh … BW Bảng 4: Giải pháp để thiện kĩ nói bạn BX 54 BP BS BV G Câu hỏi vấn Trong yếu tố nêu ( động lực, tự tin, lo lắng, phát âm, từ vựng ngữ pháp), bạn thấy yếu tố khó khăn bạn? Giải thích sao? Bản thân bạn có biện pháp để cải thiện khó khăn đó? H 55 ... thoughts and opinions The questionnaire was designed for 100 first- year international students at TMU, majoring in Tourism and Service Administration The goal of the questionnaire is to understand the. .. mispronouncing can cause misunderstandings or frustration Cook (1996) stated that learning another language is to develop a new pronunciation habit and ignore the familiar pronunciation of the native... was carried out with 100 students in the Tourism and Service Administration major of International Training Faculty TMU Specialization Tourism and Service Administration has a total of more than