Building up students’ self confidence in learning speaking skills at a university in hanoi a survey of methods

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATES STUDIES *********** TRẦN THỊ THU BUILDING UP STUDENTS’ SELF-CONFIDENCE IN LEARNING SPEAKING SKILLS AT A UNIVERSITY IN HANOI: A SURVEY OF METHODS (Xây dựng tự tin cho sinh viên học kỹ nói tiếng Anh trường đại học Hà Nội: Khảo sát phương pháp) M.A Minor Programme Thesis Field : English Teaching Methodology Code : 60 14 10 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATES STUDIES *********** TRẦN THỊ THU BUILDING UP STUDENTS’ SELF-CONFIDENCE IN LEARNING SPEAKING SKILLS AT A UNIVERSITY IN HANOI: A SURVEY OF METHODS (Xây dựng tự tin cho sinh viên học kỹ nói tiếng Anh trường đại học Hà Nội: Khảo sát phương pháp) M.A Minor Programme Thesis Field : English Teaching Methodology Code : 60 14 10 Supervisor : Dr Trần Thị Thu Hiền Hanoi, 2013 DECLARATION I hereby declare that the thesis entitled: “Building up students’ self-confidence in learning speaking skills at a university in Hanoi: A survey of methods” is the result of my own research for the degree of Master of Arts and has not been previously submitted for a degree or diploma at any other university or institution wholly or partially To the best of my knowledge and belief, the thesis contains no material previously published or written by another person, except where due reference is made in the text Signature Trần Thị Thu i ACKNOWLEDGEMENT First, I would like to express my sincere gratitude to my supervisor, Ms Tran Thi Thu Hien, for her guidance, helpful suggestions, invaluable critical feedback and encouragement during the time I tried to complete this thesis I would like to sincerely thank the lecturers of the Faculty of Post Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their useful lessons that have helped in the clarification of my points I am also grateful to all the teachers and the students at Hanoi University of Industry, who have contributed data to my study Without their enthusiastic cooperation, and assistance, I would never have been able to conduct my research I would also like to thank all the members of my family for their love, care and encouragement Last but not least, I would like to thank all those who read and comment this work in manuscript ii ABSTRACT Speaking is considered an important skill among the four language skills and self-confidence in learning speaking skills plays an essential part to learner’s success However, in reality, the level of self-confidence in speaking English of non-English major freshmen at Hanoi University of Industry is not high The study focuses on factors affecting non-English major freshmen’s selfconfidence in speaking English and methods to build up their self-confidence in learning speaking skills The subjects in the study are 150 non-English major freshmen randomly selected and twelve teachers teaching English for these faculties’ students Findings from the questionnaires and interview show that non-English major freshmen at Hanoi University of Industry are not self-confident in learning speaking skills due to students’ factors, teachers’ factors and objective factor Besides, three methods have been applied to increase freshmen’s self-confidence in speaking English namely designing pair or group work activities, letting students practice through many speaking activities and giving interesting topics of speaking Based on such findings, some suggestions are given with the hope that they might be useful for teachers as well as non-English major freshmen at Hanoi University of Industry in particular and other universities in general to develop nonEnglish major freshmen’s self-confidence in learning speaking skills iii TABLE OF CONTENTS DECLARATION……………………………………………………………………… ACKNOWLEDGEMENT…………………………………………………………… ABSTRACT…………………………………………………………………………… TABLE OF CONTENTS…………………………………………………………… LIST OF ABBREVIATIONS………………………………………………………… Page i ii iii iv vii LIST OF TABLES…………………………………………………………………… LIST OF FIGURES…………………………………………………………………… PART I: INTRODUCTION………………………………………………………… Rationale…………………………………………………………………………… Aims of the study…………………………………………………………………… Research questions………………………………………………………………… Methods of the study……………………………………………………………… Scope of the study…………………………………………………………………… Significance of the study…………………………………………………………… Structure of the study……………………………………………………………… PART II: DEVELOPMENT………………………………………………………… CHAPTER 1: THEORETICAL BACKGROUND………………………………… 1.1 English speaking teaching……………………………………………………… 1.1.1 Definition of speaking…………………………………………………………… 1.1.2 The components of speaking skill……………………………………………… 1.1.3 Teaching speaking……………………………………………………………… 1.1.4 Problems with speaking activities……………………………………………… 1.1.5 Stages of teaching speaking…………………………………………………… viii ix 1 3 4 6 6 7 8 1.2 Self-confidence…………………………………………………………………… 1.2.1 Definition of self-confidence…………………………………………………… 1.2.2 Importance of self-confidence in speaking English…………………………… 1.2.3 Factors affecting students’ self-confidence in speaking class………………… 1.2.3.1 Students’ factors……………………………………………………………………… 1.2.3.2 Teachers’ factors……………………………………………………………………… 1.2.3.3 Objective factors……………………………………………………………………… 9 10 11 11 12 15 15 1.2.4 Methods of building students’ self-confidence in speaking English………… 1.3 Summary ………………………………………………………………………… CHAPTER 2: METHODOLOGY…………………………………………………… iv 18 19 2.1 The context of the study………………………………………………………… 2.2 The textbook……………………………………………………………………… 2.3 The participants………………………………………………………………… 2.3.1 The students……………………………………………………………………… 2.3.2.The teachers……………………………………………………………………… 2.4 The data collecting instruments………………………………………………… 2.4.1 The questionnaires……………………………………………………………… 2.4.1.1 Questionnaire for teachers…………………………………………………………… 19 20 20 20 21 21 21 21 2.4.1.2 Questionnaire for students…………………………………………………………… 21 22 22 23 24 24 24 25 26 2.4.2 The interview…………………………………………………………………… 2.5 Data collection procedure………………………………………………………… 2.6 Summary………………………………………………………………………… CHAPTER 3: DATA ANALYSIS AND DISCUSSION…………………………… 3.1 Data analysis……………………………………………………………………… 3.1.1 Students’ general attitudes towards learning English………………………… 3.1.2 Students’ attitudes towards learning to speak English………………………… 3.1.3 Students’ awareness about the importance of English speaking……………… 3.1.4 Comparison of teachers’ and students’ assessment of the importance of selfconfidence in learning speaking skills………………………………………………… 3.1.5 Teachers’ and students assessment of students’ level of self-confidence in speaking English……………………………………………………………………… 3.1.6 Factors affecting students’ self-confidence in learning speaking skills……… 3.1.6.1 Comparison of teachers’ and students’ judgment of the students’ factors affecting students’ self-confidence in speaking English…………………………………… 3.1.6.2 Teachers’ and students’ judgment of the teachers’ factors affecting students’ self-confidence in speaking English…………………………………………………………… 3.1.6.3 Comparison of teacher’ and students’ opinion of the objective factors affecting students’ self-confidence in speaking English…………………………………… 3.1.7 Students’ comments on teachers’ applied methods to increase students’ selfconfidence in learning speaking skills………………………………………………… 3.2 Summary………………………………………………………………………… CHAPTER 4: MAJOR FINDINGS AND SUGGESTIONS……………………… 4.1 Major findings…………………………………………………………………… 4.1.1 Factors affecting the non-English major students’ self-confidence in speaking English at HAUI……………………………………………………………………… 4.1.2 Teachers’ applied methods to increase students’ self-confidence in learning v 26 27 28 28 29 30 31 32 33 34 34 .speaking skills………………………………………………………………………… 4.2 Suggestions………………………………………………………………………… 4.2.1 Suggestions for students………………………………………………………… 4.2.2 Suggestions for teachers………………………………………………………… 4.2.3 Suggestions for the administrators……………………………………………… 4.3 Summary………………………………………………………………………… PART III: CONCLUSION…………………………………………………………… 1.Conclusion…………………………………………………………………………… 35 36 36 37 38 38 39 38 Limitations and suggestions for further studies………………………………… REFERENCES………………………………………………………………………… APPENDIXES………………………………………………………………………… 39 40 I vi LIST OF ABBREVIATIONS CLT : Communicative Language Teaching HaUI : Hanoi University of Industry MA degrees : Master of Arts degrees vii LIST OF TABLES Page Table 1: Students’ awareness about the importance of English speaking… …….…25 Table 2: Comparison of teachers’ and students’ assessment of the importance of selfconfidence in learning speaking skills………………………… ………… … …26 Table 3: Teachers’ and students’ assessment of students’ level of self-confidence in speaking English ………………………………………………………… ….….…26 Table 4: Comparison of teachers’ and students’ opinion of the objective factors affecting students’ self-confidence in speaking English ……………… ……….…30 viii most outstanding achievements Whatever teachers encourage, students will continue to Positive encouragement from teachers will surely bring students self-confidence - Teachers should let students speak freely without fear of making mistakes Jones, L (2007) suggests that teachers should remind students that making mistakes is a natural part of learning a language Tang, L (1983) points out if students are making mistakes, they are learning and practicing and if they not make mistakes and correct them, they will never become perfect - Teachers should design many activities and games to students such as leadership opportunities, role-play, conversation, presentations, conversation games, reading out loud which make students become bold in speaking lessons Once students get the first few words out of their mouth and realize that they can be understood, they will start to speak much more in class 4.2.3 Recommendations for the administrators The administrators should consider and give proper adjustment of the number of students in a speaking lesson The number of students in a crowded class should be divided into two groups or even three groups who learn speaking at different times so that teachers can take care of all students and students can have more opportunities to practice speaking English in class 4.3 Summary To sum up, this chapter has presented the major findings to answer the research questions raised In addition, the researcher proposes some recommendations to the students, teachers and administrators to increase students’ self-confidence in learning speaking skills 37 PART III: CONCLUSION Conclusion In this study, the researcher has concentrated on investigating factors affecting non-English major freshmen’s self-confidence in speaking class and methods to build up their self-confidence in speaking English To complement this study, two instruments namely the questionnaires and the interview are used to find out the answers to the research questions of the study From their responses to the questionnaires and interview, it is clear that students’ factors, teachers’ factors and large classrooms affect non-English major freshmen’s self-confidence in speaking English For students, their low language level of proficiency, fear of mistakes and shyness make them not self-confident in speaking English For teachers, correcting mistakes while students talking; criticizing students’ mistakes and little encouragement to students have Maintaining crowded classrooms also has a direct impact on students’ self-confidence in speaking English In addition, three methods are applied to increase non-English major freshmen’s self-confidence in speaking English such as: designing pair or group work activities, letting students practice through many speaking activities and giving interesting topics of speaking At last, to boost non-English major freshmen’s self-confidence in speaking English the researcher studies students’ expectations for methods raising self-confidence and gives out some suggestions Limitations and suggestions for further studies Due to the limitation of knowledge, ability and time, the researcher cannot avoid the following shortcomings: First, the participants of the study are only non-English major freshmen and teachers teaching English for these students, not all students and teachers at university So, further studies should also investigate into the other sources of data Second, due to the limitation of time the researcher cannot recheck the effectiveness of proposed methods in this paper Therefore, to get a more reliable and complete result further studies may combine different tools for data collection like pre- 38 test, post-test and proficiency tests as research instruments which assist to assess students’ self-confidence in speaking English before and after the study Third, in this study, methods to build students’ 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Thơng tin cá nhân: Giới tính: Nam Nữ Tuổi:………………… Em học tiếng Anh:……… năm Hãy đánh dấu (√) vào câu trả lời mà em lựa chọn viết câu trả lời vào chỗ trống 1.Em thích học tiếng Anh khơng? Thích Bình thường Khơng thích Vì sao? (trình bày rõ lý do)………………………………………………………… ……………………………………………………………………………………… Trong tiết học sau, em thích tiết học nhất? Ngữ pháp Nghe Nói Đọc Viết Vì sao? (trình bày rõ lý do)…………………………………… …………………… ……………………………………………………………………………………… Theo em, việc học nói tiếng Anh………… Rất quan trọng Quan trọng Không quan trọng Không quan trọng chút Theo em, tự tin học kĩ Nói lớp …………… I Rất quan trọng Quan trọng Bình thường Khơng quan trọng Khi nói tiếng Anh lớp, em cảm thấy…………… Rất tự tin Tự tin Bình thường Khơng tự tin Dưới số khó khăn phía thân người học khiến em khơng tự tin nói tiếng Anh lớp Khó khăn từ phía thân người học Đánh dấu (√) A Phát âm khơng xác B Thiếu từ vựng C Thiếu cấu trúc ngữ pháp D Khơng có khả học tiếng Anh tốt nên khả nói E Sợ bị bạn cười mắc lỗi F Sợ bị giáo viên phê bình J Xấu hổ đứng trước lớp Dưới số khó khăn từ phía giáo viên khiến em khơng tự tin nói tiếng Anh lớp Khó khăn từ phía giáo viên A.Thiết kế hoạt động nói B Thiết kế hoạt động nói khơng phù hợp với trình độ sinh viên C.Nói nhiều tiết học D Sửa lỗi sinh viên nói E Phê bình, trích sinh viên mắc lỗi F Không cung cấp đủ từ vựng, cách phát âm cấu trúc cần thiết liên quan đến chủ đề học G Không động viên, khuyến khích sinh viên nói tiếng Anh H Ít quanh lớp giúp đỡ sinh viên I.Khơng thân thiện nhiệt tình với sinh viên II Đánh dấu (√) J Khơng tạo cho khơng khí lớp học thoải mái Dưới số khó khăn từ yếu tố khách quan khiến em không tự tin nói tiếng Anh lớp Khó khăn từ yếu tố khách quan Đánh dấu (√) A Thiếu tài liệu, sách B Thiếu sở vật chất C Các chủ đề nói khơng thú vị Theo em, phương pháp giáo viên sử dụng giúp em cảm thấy tự tin nói tiếng Anh? (Đối với câu hỏi này, em chọn nhiều câu trả lời) Thiết kế hoạt động làm việc theo cặp, nhóm Giúp sinh viên nhận thức học nói tiếng Anh khơng q khó Khơng phê bình, trích sinh viên mắc lỗi Sửa lỗi sau sinh viên trình bày xong nói Giúp đỡ sinh viên yếu Tạo khơng khí lớp học thân thiện, thoải mái Gần gũi, thân thiện với sinh viên Cho sinh viên thực hành nói qua nhiều hoạt động nói Thiết kế hoạt động nói phù hợp với trình độ sinh viên Đưa chủ đề nói thú vị, hấp dẫn sinh viên Cung cấp nhiều tài liệu giúp sinh viên học nói Cung cấp đủ từ vựng, phát âm cấu trúc cần thiết *Những ý kiến khác: ………………………………………………………………………………………… …………………………………………………………………………………… Xin chân thành cảm ơn hợp tác bạn! APPENDIX 2: Survey questionnaire for teachers III The purpose of this questionnaire is to collect ideas of the teachers teaching English for non-English major freshmen at Hanoi University of Industry to investigate in methods of building non-English major freshmen’s self-confidence in learning speaking skills Your ideas are very useful and make a great contribution to my study The researcher makes sure that the data collected are only for the study purpose and your personal information will not be displayed anywhere in my research Thank you very much in advance! Please tick (√) the answer you choose or write your answer in the blank 1.What you think about the importance of students’ self-confidence in speaking English? Very important Important In speaking English, your students are……… Normal Not important Very self-confident Self-confident Normal Not selfconfident Below is the list of some difficulties from students that may make them not selfconfident when speaking English in class Difficulties from students Tick (√) A Incorrect pronunciation B Limited vocabulary C Limited structure of sentence D Feeling inability to speak English well E Being afraid of being laughed by friends when making mistakes F Being afraid of being criticized by teacher G Feeling shy when standing in front of the class 4.Below is the list of some difficulties from teacher that may may students not selfconfident when speaking English in class Difficulties from teachers A Design little speaking activities for students to participate B Design speaking activities not corresponding to the level of students IV Tick (√) C.Talk much in the class D.Correct students’ mistakes while students are speaking E Criticize students for their mistakes F Do not provide students with enough necessary vocabularies, pronunciation and structures G Do not encourage students to speak H Rarely go round class and help students with the low level of proficiency I Be not friendly and enthusiastic to students J Do not make a pleasant atmosphere of classroom Below is the list of some difficulties from the objective factor that make students not self-confident when speaking English in class Difficulties from the objective factors Tick (√) A Lack of materials B Lack of facilities C Uninteresting speaking topics *Other ideas: ……………………………………………………………………………………… …………………………………………………………………………………………………… Thank you for your co-operation! V APPENDIX 3: Câu hỏi vấn dành cho sinh viên Những yếu tố làm em tự tin nói tiếng Anh lớp? Em thấy chủ đề nói tiết học nào? Thú vị hay không thú vị? Nó có ảnh hưởng đến tự tin em nói tiếng Anh khơng? Theo em, giáo viên nên áp dụng phương pháp khác để giúp sinh viên tự tin nói tiếng Anh hơn? VI Textbook “New-Headway Elementary” (the third edition) by Liz and John Soars Unit Name of the Speaking topic lesson Hello everybody! Introducting yourself Meeting people Talking about you/ Your family The world of work Asking about a friend or relative Take it easy! Leisure activities/ What’s your favourite season?/ A questionnaireDo you have a healthy lifestyle? 10 Where you live? What’s in your picture?/ Talking about where you live Can A questionnaire–What can you do?/ What can you speak English? computers do?/ Roleplay-interview Then and now The year I was born/ When did it happen? A date to Getting information- Famous inventions remember Did you know that?/ How did you two meet? Food you like Food you like/ Role play-shopping/Meals in your country Bigger and better! I’ve got more than you!/ Talking about your town/ A walk in the country Describe a person/scene/ Getting information-Who’s at 11 Looking good! the party?/ My favourite things 12 Life’s an Dangerous sports/ Interviews/ World weather adventure! 13 Storytime Childhood stories/ Telling a story 14 Have you ever? Cities you have been to/ Things you have done VII ... affecting students’ self- confidence in speaking class are usually determined by uninteresting topics, lack of materials and inappropriate facilities for language teaching and learning Facilities... related to speaking skill Besides that, the factors that affect students’ self- confidence in speaking English and methods to increase their self- confidence in learning speaking skills have also... significant factors to promote language teaching effectively in terms of preparing lesson plans, materials and activities and also, acting as a facilitator in language learning Teachers should research