During the process of doing this graduation paper, I have received lots of necessary assistance, precious ideas and timely encouragement from my teachers, family and friends. This paper could not have been completed without the help, encouragement and support from a number of people who all deserve my sincerest gratitude and appreciation.
1 DECLARATION I certify my authorship of the study report entitled “A study on the effects of learning English speaking skills for non-English major students by joining English club at Hung Yen University of Technology and Education” This graduation paper is the result of my own research and the substance of this dissertation has not been submitted for a degree to any other university or institution and that if this declaration is found to be false, disciplinary measures and penalties can be taken and imposed in accordance with university policies ad rules Hung Yen, May 2019 Nguyen Thi Thuy Duong ACKNOWLEDGEMENTS During the process of doing this graduation paper, I have received lots of necessary assistance, precious ideas and timely encouragement from my teachers, family and friends This paper could not have been completed without the help, encouragement and support from a number of people who all deserve my sincerest gratitude and appreciation First of all, I would like to express my deepest attitude to my supervisor, Dr Do Phuc Huong, who is the English lecturer of Foreign Languages Faculty, for her valuable guidance, critical feedback, and enormous encouragement Without her incessant support, this research cannot come to this successful closing stage In addition, I would like to thank all the members of English club at UTEHY for helping me to complete this research and especially for their cooperation during data collection process My sincere thanks go to all the authors of the books, magazines, and other materials listed in the reference part for their ideas that have been reflected and developed in the study Last but not least, I am extremely grateful to my family and friends for their love, great encouragement and unconditional support in the process of writing this thesis ABSTRACT The research aims at investigating the learning English speaking skills for nonEnglish major students by joining English club at Hung Yen University of Technology and Education, the situation of learning speaking skills, as well as techniques for improving speaking skills for the non-English majors, at UTEHY The study gives a systematic presentation the key theories related to speaking skills and English clubs The aspects of speaking skills and some difficulties in learning English speaking skills are also thoroughly discussed In order to achieve the above objectives, the researcher carried out survey questionnaires among 37 non-English major students, and randomly interview nonEnglish major students who are the members of English club (UTEC 3) at UTEHY for their perspectives Based on the analysis from above sources of data, the researcher drew some significant conclusions The results of such research showed that students realized the importance of English and they want to improve their English skills especially speaking skills when they join English club Finally, the findings were discussed, and some suggestions and implications for learning speaking skills for the non-English majors at Hung Yen University of Technology and Education were proposed for both teachers and students TABLE OF CONTENT ABBREVIATIONS ESL: English as a Second Language UTEHY: Hung Yen University of Technology and Education UTEC 3: Hung Yen University of Technology and Education English Club LIST OF CHARTS AND TABLES List of charts Chart 1: Students’ frequency of practice English speaking skills in class Chart 2: The speaking patterns Chart 3: Students’ response to English speaking lesson Chart 4: The frequency of self-study English speaking skills at home Chart 5: The most influential element in the interest of students in class Chart 6: The reasons that make students want to join English club Chart 7: The frequency of using English Chart 8: The levels of speaking topics difficulties in English club Chart 9: The most interesting activities in the club List of tables Table 1: The frequency of students in practice English speaking skills Table 2: The problems that students often face Table 3: The frequency of students’ joining English club Table 4: The improvement of the members in club Table 5: Students’ opinions on the best way to improve English skills CHAPTER I: INTRODUCTION This chapter introduces the rationale, the aims, research questions, the scope, the methodology and the design of the study 1.1 Rationale of the study Nowadays, it is easy to witness that English is recognized as an international language and its role has become more and more important in every aspect of life because it is considered as an effective means of international communication in various fields such as education and training, business and commerce, etc For this reason, learning English has become more and more urgent towards individuals with the aim of meeting the requirement of both study and work It is important tool in the modern life English has been learning widely for a long time in Vietnam However, most of the learners cannot use English naturally and frequently and they have not achieved the high effect in using English to communicate In the high school, English has been teaching as the compulsory subject, but learners can be aware of the importance of learning English, they not put the suitable environment to communicate in English Most teachers followed all the activities in the course book without adapting and designing to be suitable for students’ abilities, levels and needs Although the learners spend a lot of time learning English, their linguistic competence, especially the speaking skills, have not been effective As a result, the appropriate choice of materials as well as the language activities is very important for learners to improve language skill The major purpose of learning English is focusing on the development of communicative approach All the speaking activities are designed with the aim of helping students find out the easy way to practice speaking English effectively It is the fact that students felt bored with the current materials and have no learned how to speak at time of high school, so their speaking ability is mostly poor Therefore, it should be having a new environment where student can communicate by English or practice in order to help students develop the English speaking skills better in daily life Thus, it gives the author great motivation to choose the study “A study on the effects of learning English speaking skills for non-English major students by joining English club at Hung Yen University of Technology and Education” 1.2 Aims of the study The aims of the study are as the following: - To investigate the situation of the non-English major students in learning speaking skills - To find out the difficulties in learning English speaking skills from the students before - joining the English club To suggest and recommend some techniques through joining English club for nonEnglish major students 1.3 Research questions - How the non-English major students learn English speaking skills? - What difficulties that non-English major students have faced with before - joining the English club? What should be done to improve the speaking skill for non-English major students when they join the English club? 1.4 Scope of the study The study is about improving speaking skills for non – English major students at Hung Yen University of Technology and Education Because of the limitations of time and knowledge, the shortage of reference materials, this study cannot cover the whole issue of speaking skills It only focuses on exploring common difficulties students get in speaking skills Moreover, the study could not cover all the non – English major students at Hung Yen University of Technology and Education It is confined to the non – English major students in UTEC at Hung Yen University of Technology and Education 1.5 Methods of the study The study will be conducted using quantitative, qualitative methods The study includes survey questionnaires and interview questions for non-English major students in UTEC at Hung Yen University of Technology and Education After getting the data, the researcher will produce the tables and charts for presenting and analyzing the collected data 1.6 Design of the study The study includes four main chapters, organize as follows: Chapter 1: Introduction - Rationale of the study Aims of the study Research questions Scope of the study Research methodology Design of the study Chapter 2: Literature review Theories related to study - Theoretical background related to English speaking Difficulties in English speaking Strategies of English speaking skills The background of English club Chapter 3: The study - Result of the study - Discussion about the result of study - Suggestion for teaching and learning Chapter 4: Conclusion - Summary of the study - The limitations of the study - Suggestions for further studies 10 CHAPTER 2: LITERATURE REVIEW This chapter presents the summarization what conclusions have been reached in literature and findings closely related to the issue of the paper and provide background knowledge for better understanding of the rest of the paper such as aspects of speaking skills Then, the author also mention about the background of English club 2.1 Definition of speaking skills Speaking is one of the skills that have to be master by students in learning English There are some definitions of speaking skills below, such as according to Jones (1996;12) states that: “In speaking we tend to be getting something done, exploring ideas, working out some aspects of the world, or simply being together” If the students speak English fluently that can help them easily to communicate and also explore their idea Speaking English well also helps students to access up-to-date information in fields including science, technology and health and so on According to Cameron (2001:40) “Speaking is the active use of language to express meaning so that other people can make sense of them, therefore, the label of productive use of language can be applied to speaking” Brown (2004: 140), defines “Speaking (skill) as a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test taker’s listening skill, which necessarily compromises the reliability and validity of an oral production test.” It means that speaking is a productive skill, speaking is not just saying something through speech organs, speaking is thinking how to articulate our ideas through words There are three important points within this definition of speaking skills Firstly, by productive skill means the ability of a person to actively produce the language by coordinating the organs of speech such as the lips, tongue, teeth, vocal cords, larynx, pharynx, etc 36 CHAPTER 4: CONCLUSION This chapter will deal with a summary of the major findings, limitations of the study and some suggestions for further studies 37 4.1 The summary of the study In general, the results gained from the research give enough confidence to say that the research questions at the beginning of the study have finally been answered and the study have mentioned in the introduction Being the student carries out the study of learning English speaking skills for nonEnglish major students by joining English club at Hung Yen University of Technology and Education, the author identified the behavior of students toward joining English club for learning improvement and also found out the effectiveness of this method From that, the researcher pointed out some solution for improving students’ autonomy in learning speaking skills With regard to theoretical background, in chapter 2, the Literature Review presents the understanding of speaking skills and English club, its benefits, important and the methods Besides, the study suggested some recommendations for two objects (teachers, students) to improve the teaching and learning’s process with the hope that all the non-English major students at UTEHY can communicate with others through English easily and feel more confident Based on the analysis of the data collection from the questionnaire for students and the informal interviews and discussions, the three main factors were found, in which students’ lack of language input about vocabulary, pronunciation, grammatical structures was demonstrated as the most focusing one in the realities of learning speaking skills at UTEHY 4.1.1 The first research question: How the non-English major students learn English speaking skills? To answer for the first research question the author gave questions in survey questionnaires and to find out the students’ behavior about the English speaking skills The result showed that the students sometimes practise English speaking skills both at home and in the class, and they only keep silent in speaking lessons And if the teachers allow practise, they only choose individual activities or work-pair activities Although, when they were interviewed about the importance of English speaking skills, students admit that they think speaking skills is extremely essential and useful for both jobs and the daily life but they did not practise regularly 38 4.1.2 The second research question: What difficulties that non-English major students have faced with before joining the English club? The author used questions in survey questionnaires and interview questions to answer the second research question Basing on the result of question, it showed that the lack of language input such as vocabulary, grammatical structures, pronunciation; the lack of confident; and difficulties in expressing the ideas are the main reasons prevent students from practice speaking skills Students also choose other elements effects on the interest of the students on class are the confidence, the abundance of games and activities respectively In short, the influence of individual elements (lack of vocabulary, grammatical structures, pronunciation; unconfident) and environment of communication in speaking lessons are the mistakes that nonEnglish major students in English club often made 4.1.3 The third research question: What should be done to improve the speaking skill for non-English major students when they join the English club? The final research question is answered by survey questionnaires and interview questions Both the results of the surveys and interviews show that all of the students join English club regularly because they are keen on the speaking activities They also admit that they are more confident than before Students can find the confidence in the new environment when using English to communicate and the abundance of games and activities help them can speak out without worrying about the lacking of language input 4.2 The limitations of the study Although the researcher has made effort toward carrying out this study such as the data collection methods, survey questionnaires for learns, interviews for students Due to the limitation of time, although the study is carefully and clearly designed and based on reliable data, it still remains some following limitations: First, the study only carries an investigation in the non-English major students in English club learning speaking skills so the findings may not generalized to all the students of the university Second, the study only investigate in speaking skills, the results may not totally true to other skills or subjects 39 Besides, another problem is set up, the students may not give the exactly answers This is one of the obstacles for the researcher In addition, the techniques suggested in this researcher are selected from different reliable but limited sources Inspire of the mentioned limitations, the researcher hopes that this exploratory researcher will contribute to the better situation of teaching and learning English speaking skills for non-English major students at UTEHY 4.3 Suggestions for the further study Because of the limitation, this study could not cover all of the aspects of the study Many issues would be interesting topics for further research, for example: - Further investigation into methods making interest of students in learning - English speaking skills Further investigation into using visual aid in teachers’ error correction for improving making errors of students Besides, the study only focuses on difficulties for only non-English major students who are members in English club It is suggested that further researchers concentrate on others non – English major students in order to be easier to compare the improvement and help them improve their speaking skills Moreover, for the further studies, to get better results, the researcher should invite more participants and the data collection method Together with using survey questionnaires and interviews, observation is also necessary to get more persuasive conclusions All in all, despite the study can avoid to the limitation, the researcher has been completed under the guiding of the supervisor and self – effort Any comments and criticism will be highly appreciated for better further study REFERENCES 40 Bowen, Tim (2005), Methodology: Shy Students; An Article Offering Suggestions And Advice On Teaching Shy Students [Online] Available: http:// www.onestopenglish.com/ support/ask-the- experts/methodology questions/methodology-shy-students/146385.article (March 15, 2011) Brown H.D (2001), Teaching by Principles: An Interactive Approach to Language Pedagogy New York: Pearson Education Brown H.D (2004), Language Assesment Principle and Classroom Practices New York: Pearson Education Cameron L (2001), Teaching Languages to Young Learners New York Chen (2003), Chinese College Student's Perceptions of Non-Native English Teachers Foreign Language Teaching and Research 34/3: 228-230 Derwing T M and Munro M J (2005), Second Language Accent and Pronunciation Teaching: A Research-Based Approach Alberta, Canada: TESOL Quarterly Fraser H (2001), Teaching Pronunciation: A handbook for Teachers and Trainers Gilbert J.B (2008), Teaching Pronunciation: Using the Prosody Pyramid Cambridge: Cambridge University Press Harmer, J (1991), The practice of English language teaching London: Longman 10 Harmer, Jeremy (2007), How to Teach English China: Pearson Education Limited 11 He Summer X & Chen, Amanda J.Y (2010), How to Improve Spoken English [Online]Available:http://sites.google.com/site/languagejournal/Home/how-to-improvespoken-English (February 19, 2010) 12 Hieu, Trung (2011), Students Lack Confidence To Use English [Online] Available:http://vietnamnews.vnagency.com.vn/Talk-Around-town/212262/Studentslack-confidence-to-use-English.html (July15, 2011) 13 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 14 Jalaluddin (2012), An Analysis on the Role of English Camp in Promotion the Participants’ Spoken Expressions Held in STKIP Hamzanwadi Selong Unpublished S1 of Thesis of STKIP Hamzanwadi Selong 15 Jazadi, Iwan (2008), The Politics of Curriculum: an Interpretive Study of English Language Teaching and Learning at High School in Indonesia Sumbawa: Paracendekia NW Press 16 Juhana (2012), Linguistic Factors that Become Students’ Obstacles to Speak in English Class Ragam Jurnal Pengembangan Humaniora Vol.12 No.2 Agustus 2012 41 17 Jones, Pauline (1996) Planning an oral language program In Pauline Jones (ed.), Talking to Learn Melbourne: PETA, pp 12–26 18 Kline J.A (2001), Speaking Effectively: A Guide for Air Force Speakers Alabama:Air University Press 19 Musty N (2013), Simulation of a Study Abroad Language Programme: The English Village at Kinki University 20 Nguyen Thi Thanh Huyen & Khuat Thi Thu Nga (2003) Learning vocabulary through games Asian EFL Journal, 5(4) Retrieved February 13, 2006, from http://www.asian-efl-journal.com/dec_03_sub.Vn.php 21 Nunan, D (2003) Practical English Language Teaching New York: McGraw Hill 22 Nurmawan (2010), An Analysis of Learning Strategies Used by Good EFL Learners: A Case Study of Two Learners at STKIP Hamzanwadi Selong Unpublished S1 Thesis of STKIP Hamzanwadi Selong 23 Pollard L (2008), Teaching English: A book to Help You through Your First Two Years in Teaching 24 Richards J.C et al, (1992), Longman Dictionary of Language Teaching and Applied Linguistics (Second edition) Harlow, Essex: Longman Group UK Limited 25 Richards J C (2006), Communicative Language Teaching Today NewYork: Cambridge University Press 26 Robby S (2010), Conquer Your Fear of Making Mistakes when Speaking English [Online] Available: http://englishharmony.com/conquer-fear-of-making-mistakes- when-speaking-english/ (March 15 2011) 27 Saurik (2011), Learning English The Easy way! [Online] Available: http://guides.wikinut.com/Learning-English-The-Easy-Way!/2wuchx26/ (March 15, 2011) 28 Thornbury S (2000), Accuracy, fluency and complexity, English Teaching professional, Issue 29 Turk C (2003), Effective Speaking: Communicating in Speech London: Spon Press 30 Willis, D (1990), The Lexical Approach Birmingham: Centre for English Language studies 31 Yi Htwe, Yi (2007), Shyness Main Obstacle To Learning English [Online] Available: http://www.mmtimes.com/no371/n010.htm (March 15, 2011) 42 APPENDIX 1: SURVEY QUESTIONNAIRES This survey questionnaires are designed for my graduation paper namely: “A study on the effects of learning English speaking skills for non-English major students by joining English club at Hung Yen University of Technology and Education” in completing these questions, please choose the answer by circling the letter next to your choice, ticking off the items in a checklist or expressing your idea in the blank All your personal information as well as your answers will be kept confidential and not be used for other purposes Thanks for your help! Bảng câu hỏi khảo sát thiết kế cho tốt nghi ệp c tôi, c ụ th ể là: “ Một nghiên cứu hiệu việc học kỹ nói tiếng Anh cho sinh viên không chuyên cách tham gia câu lạc tiếng Anh tr ường Đ ại h ọc S phạm Kỹ thuật Hưng Yên”, để hoàn thành câu hỏi này, vui lòng chọn câu trả lời cách khoanh tròn chữ bên cạnh lựa chọn bạn, đánh dấu vào m ục danh sách thể ý tưởng bạn vào chỗ trống Tất thông tin cá nhân câu trả lời bạn giữ bí mật khơng sử dụng cho m ục đích khác Cảm ơn bạn giúp đỡ! Personal Information (Thông tin cá nhân): Your gender (Giới tính bạn): A a b c d Male (Nam) B Female (Nữ) You are student (Bạn sinh viên………………) The first-year (Năm đầu tiên) The second-year (Năm thứ hai) The third-year (Năm thứ ba) The final-year (Năm cuối) How long have you been learning English? (Bạn học tiếng Anh rồi?) years (năm) How long have you been learning English speaking skills? ( Bạn học kỹ nói tiếng Anh rồi?) years (năm) The situations of learning speaking skills (Thực trạng việc học kỹ nói) How often you practise speaking skills in class? a b c d e a b c d a b c d a b c d e ( Bạn có thường xuyên luyện tập kỹ nói lớp không?) Always ( Luôn luôn) Often (Thường xuyên) Sometimes (Thỉnh thoảng) Rarely (Hiếm khi) Never (Không bao giờ) Which partners you practise in speaking lesson? Bạn thường thực hành học kỹ nói?) Individual (Cá nhân) Pair work (Theo cặp đôi) Small group work (Theo nhóm nhỏ) Whole class (Cả lớp) What you when the teachers provide the knowledge about speaking lesson? (Bạn thường làm giáo viên giảng học kỹ nói?) Prastise with interest (Hào hứng với tiết học) Keep silent (Giữ im lặng) Ignore (Bỏ qua) Sleep (Ngủ) How often you practise English speaking at home? (Bạn thường thực hành nói tiếng Anh nhà nào?) Always (Luôn luôn) Often (Thường xuyên) Sometimes (Thỉnh thoảng) Rarely (Hiếm khi) Never (Không bao giờ) Which mistakes you often make when you practise English speaking skills? You can choose more than one (Bạn thường mắc phải lỗi thực hành nói ti ếng Anh? Bạn có th ể ch ọn nhiều đáp án.) a I not know how to pronounce sounds: s, sh, f, k, p, t, ch, th, (Tôi cách phát âm âm như: s, sh, f, k, p, t, ch, th, ) b I often feel unconfident whenever I speak English (Tôi thường cảm thấy không tự tin nói tiếng Anh) c I can not express my idea and exchange information whenever I speak English ( Tơi khơng thể diễn tả ý tưởng trao đ ổi thông tin v ới m ọi ng ười b ằng ti ếng Anh) d I not have enough language input: vocabulary, pronunciation, grammatical structures (Tôi khơng có đủ kiến thức nguồn như: từ vựng, phát âm, cấu trúc ngữ pháp để nói) e I not have motivation when I speak (Tơi khơng có động lực để nói tiếng Anh, khơng cảm th có h ứng thú v ới vi ệc nói ti ếng Anh) f I lack background knowledge (Tôi thiếu kiến thức bản) g Topics are difficult or uninteresting to speak (Các chủ đề nói khó khơng thú vị) h Teachers not guide me how to speak effectively (Thầy/cơ giáo khơng hướng dẫn chúng tơi cách nói hiệu quả) i The class atmosphere is not good, such as: too noisy, no one wants to practice, (Khơng khí lớp học khơng tốt cho việc thực hành nói ti ếng Anh nh ư: ầm, không sinh viên muốn thực hành nói tiếng Anh) j I often spend time transfer new words from Vietnamese into English when I speak (Tôi thường thời gian cho việc dịch từ từ tiếng Việt sang tiếng Anh để nói) k Other reasons (Lí khác ) ……………………………………………………………………………………………………………………………… …………………………………………… Which factors have the most influential element in the interest of students in class? You can choose more than one choice (Yếu tố gây ảnh hưởng đến việc hứng thú học h ọc sinh gi h ọc nói tiếng Anh? Bạn chọn nhiều đáp án) a The attitudes of the teachers (Thái độ giáo viên) b The abundance of games and activities (Sự phong phú trò chơi hoạt động) c The class atmosphere (Khơng khí lớp học) d The level of difficulties of topic ( Độ khó chủ đề nói) e The equipment is not enough (Khơng đủ thiết bị hỗ trợ học) f Others (Yếu tố khác) ………………………………………………………………………………………… ………………………………………………………………………………………… 10 What are the reasons that make you want to join English club? You can choose more than one If you have another reason, please write below (Lí khiến bạn tham gia vào câu lạc ti ếng Anh? Bạn có th ể ch ọn nhi ều đáp án Nếu bạn có lí khác, bạn viết vào chỗ trống phía dưới.) To improve the English skills: speaking skill, listening skill, reading skill, writing skill (Để cải thiện kỹ tiếng Anh: kỹ nói, kỹ nghe, kỹ đọc, kỹ vi ết) To practise English speaking skills (Để thực hành nói tiếng Anh) To make friends (Để giao lưu kết bạn) To relax after stressful day in class (Để giải trí sau học căng thẳng) To be introduced the club to you and you want to join it (Được bạn bè giới thiệu bạn muốn tham gia) Other reasons (Lí khác) ………………………………………………………………………………………… ………………………………………………………………………………………… 11 How often you join English club? (Bạn có thường tham gia buổi hoạt động câu lạc tiếng Anh không?) a Always (Đầy đủ) b Often (Thường xuyên) c Sometimes (Thỉnh thoảng) d Rarely (Hiếm khi) 12 How often you use English to communicate with other members? (Bạn có thường dung tiếng Anh để giao tiếp tham gia câu lạc không?) a Always (Luôn luôn) b Often (Thường xuyên) c Sometimes (Thỉnh thoảng) d Rarely (Hiếm khi) 13 What you think about the topics in speaking club? (Bạn cảm thấy chủ đề nói câu lạc nào?) a Familiar (Thiết thực) b Unfamiliar (Khơng thiết thực) c Interesting (Thú vị) d Normal (Bình thường) e Boring (Nhàm chán) 14 What you think about the level of difficulties of speaking topics in club? (Bạn thấy chủ đề nói câu lạc nào?) a Very difficult (Rất khó) b Difficult (Khó) c Suitable (Phù hợp) d Easy (Dễ) e Very easy (Rất dễ) 15 After you join the club, how your English speaking skills improve? Please tick in your choice (Sau tham gia câu lạc bộ, kỹ nói tiếng Anh b ạn đ ược c ải thi ện nh th ế nào? Vui lòng điền dấu vào lựa chọn bạn.) Problems (Vấn đề gặp phải) Levels (Mức độ) I improve my ability when I pronounce sounds: s, sh, f, k, p, t, ch, th, (Tôi cải thiện khả phát âm âm như: s, sh, f, k, p, t, ch, th, ) I feel more confident whenever I speak English (Tơi cảm thấy tự tin nói tiếng Anh) I can express my idea and exchange information whenever I speak English (Tơi diễn tả ý trao đổi với người tiếng Anh) I improve basic language input: vocabulary, pronunciation, grammatical structures (Tôi cải thiện kiến thức về: từ vựng, cách phát âm, cấu trúc ngữ pháp) I have motivation when I speak (Tơi có động lực để nói tiếng Anh) I improve background knowledge (Tôi cải thiện kiến thức bản.) Topics become easier and more interesting to speak (Tơi cảm thấy chủ đề nói dễ dàng thú vị hơn) I not spend much time transfer new Very Much much (Nhiều (Rất ) nhiều ) Average (Trung bình) Little (Một chút) None (Khơng cải thiện) words from Vietnamese into English when I speak (Tôi không cần tốn nhiều thời gian để dịch từ từ tiếng Việt sang tiếng Anh để nói nữa) Suggestions for improving English speaking skills (Một vài gợi ý cho việc cải thiện kỹ nói tiếng Anh) 16 What activities you like most in English speaking skills in the club? You can choose more than one choice (Hoạt động khiến bạn cảm thấy thích thực hành nói ti ếng Anh câu l ạc A B C D E bộ? Bạn chọn nhiều đáp án.) Playing games to improve your abilities (Chơi trò chơi để cải thiện khả năng) Speaking in pairs or group (Thực hành nói theo cặp đơi theo nhóm) Speaking individually (Nói cá nhân) Receiving feedbacks from other members (Những góp ý từ thành viên khác) Receiving suggestions from leader for the next time (Những góp ý từ nhóm trưởng) Others (Ý kiến khác) ………………………………………………………………………………………… ………………………………………………………………………………………… 17 In your opinion, what is the best way to improve your English speaking skills? (Theo bạn, cách tốt để cải thiện kỹ nói tiếng Anh gì?) A Fostering vocabulary knowledge (Nâng cao kiến thưc từ vựng) B Self – correction and peer – correction (Tự sửa lỗi bạn bè sửa lỗi) C Practice with friends, teachers, and foreigners (Thực hành nói với bạn bè, thầy cơ, người nước ngoài) D Joining English clubs (Tham gia vào câu lạc tiếng Anh) E Teachers’s correction (Có giúp đỡ từ giáo viên) F Using some applications about speaking skills; listening to English songs, stories, short English conversations;…to improve English speaking skills (Sử dụng vài ứng dụng để cải thiện kỹ nói; nghe hát ti ếng Anh, câu truyện tiếng Anh, hay đoạn hội thoại ngắn tiếng Anh;đ ể cải thi ện kh ả nói tiếng Anh) G Others (Ý kiến khác) ………………………………………………………………………………………… ………………………………………………………………………………………… Give your own ideas: (Đưa ý tưởng riêng bạn) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Thank you very much for your co-operation! (Cảm ơn bạn nhiều hợp tác bạn!) APPENDIX INTERVIEW QUESTIONS FOR STUDENTS How often you practise English speaking skills in class? ( Bạn có thường xuyên thực hành nói tiếng Anh lớp khơng?) Do you think that English speaking skills is important? ( Bạn có nghĩ kỹ nói tiếng Anh quan trọng không?) Can you list some mistakes that you often make whenever you practise English speaking skills? ( Bạn liệt kê vài lỗi mà bạn thường mắc phải bạn th ực hành nói ti ếng Anh không?) In your opinion, which elements lead to the interest of English speaking skills? ( Theo bạn, yếu tố ảnh hưởng đến hứng thú học kỹ nói lớp?) Do you often practise English speaking skills? (Bạn có thường xun thực hành nói tiếng Anh khơng?) Which activity that you like most when you practise English speaking skills in English club? (Hoạt động câu lạc tiếng Anh mà bạn cảm thấy thích nhất?) Do you have any suggestions to help the students improve their English speaking skills? ( Bạn có gợi ý cho việc cải thiện kỹ nói tiếng Anh không?) ... Technology and Education, the situation of learning speaking skills, as well as techniques for improving speaking skills for the non -English majors, at UTEHY The study gives a systematic presentation the. .. gives the author great motivation to choose the study ? ?A study on the effects of learning English speaking skills for non -English major students by joining English club at Hung Yen University of Technology. .. implications for learning speaking skills for the non -English majors at Hung Yen University of Technology and Education were proposed for both teachers and students 4 TABLE OF CONTENT ABBREVIATIONS ESL: