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 :601410 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 :601410 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 Page DECLARATION……………………………………………………………………… ACKNOWLEDGEMENT…………………………………………………………… ABSTRACT…………………………………………………………………………… TABLE OF CONTENTS…………………………………………………………… LIST OF ABBREVIATIONS………………………………………………………… LIST OF TABLES…………………………………………………………………… i ii iii iv vii viii LIST OF FIGURES…………………………………………………………………… PART I: INTRODUCTION………………………………………………………… 1 Rationale…………………………………………………………………………… Aims of the study…………………………………………………………………… 3 Research questions………………………………………………………………….3 Methods of the study……………………………………………………………… Scope of the study…………………………………………………………………… Significance of the study…………………………………………………………….4 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…………………………………………………… 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……………………………………………………………………… 1.2.4 Methods of building students’ self-confidence in speaking English………… 1.3 Summary ………………………………………………………………………… CHAPTER 2: METHODOLOGY…………………………………………………… iv 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…………………………………………………………… 2.4.1.2 Questionnaire for students…………………………………………………………… 2.4.2 The interview…………………………………………………………………… 2.5 Data collection procedure………………………………………………… 2.6 Summary………………………………………………………………………… CHAPTER 3: DATA ANALYSIS AND DISCUSSION…………………………… 24 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……………………… 33 4.1 Major findings…………………………………………………………… 4.1.1 Factors affecting the non-English major students’ self-confidence in speaking English at HAUI……………………………………………………………………… 34 4.1.2 Teachers’ applied methods to increase students’ self-confidence in learning v .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…………………………………………………………… 39 1.Conclusion…………………………………………………………………………… Limitations and suggestions for further studies………………………………… 39 REFERENCES………………………………………………………………………… 40 APPENDIXES………………………………………………………………………… I vi LIST OF ABBREVIATIONS CLT HaUI : Communicative Language Teaching MA degrees : Master of Arts degrees : Hanoi University of Industry vii 28 Htwe, Y (2007), “Shyness Main Obstacle To Learning English” Retrieved from: http://www mmtimes.com/no371/n010.htm at April 15, 2013 29 Huett, J., Huett, K., Bray, M., Moller, L., & Young, J (2008), Supporting the distant student: The effect of arcs-based strategies on confidence and performance The Quarterly Review of Distance Education, 9(2), 113 30 Jones, L (2007), The student centered classroom New York, NY: Cambridge University Press 31 Kelly, L., & Watson, A K (1986), Speaking with confidence and skill New York, Harper & Row Press 32 Kubo, M (2009), “Extensive pair taping 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Thông tin cá nhân: Giới tính: 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 các tiết học sau, em thích tiết học nhất? Ngữ pháp Vì sao? (trình bày rõ lý do)…………………………………… …………………… ……………………………………………………………………………………… Theo em, việc học nói tiếng Anh………… Rất quan trọng Không quan trọng Theo em, tự tin học kĩ Nói lớp …………… I Rất quan trọng Khi nói tiếng Anh lớp, em cảm thấy…………… Rất tự tin Dưới số khó khăn phía thân người học khiến các em khơng tự tin nói tiếng Anh lớp Khó khăn từ phía thân người học A Phát âm khơng xác B Thiếu từ vựng C Đánh dấu (√) Thiếu các cấu trúc ngữ pháp D Khơng có khả học tiếng Anh tốt nên khả nói E Sợ bị các bạn cười mắc lỗi F Sợ bị giáo viên phê bình J Xấu hổ đứng trước lớp nói Dưới số khó khăn từ phía giáo viên khiến các em không tự tin tiếng Anh lớp Khó khăn từ phía giáo viên A.Thiết kế hoạt động nói B Thiết kế các 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 các 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.Không thân thiện nhiệt tình với sinh viên Đánh dấu (√) II J Khơng tạo cho khơng khí lớp học thoải mái Dưới số khó khăn từ yếu tố khách quan khiến các em không tự tin nói tiếng Anh lớp Khó khăn từ yếu tố khách quan Đánh dấu (√) A Thiếu tài liệu, sách vở B Thiếu sở vật chất C Các chủ đề nói khơng thú vị tin Theo em, phương pháp giáo viên sử dụng giúp em cảm thấy tự nói tiếng Anh? (Đối với câu hỏi này, các em chọn nhiều câu trả lời) Thiết kế các hoạt động làm việc theo cặp, nhóm Giúp sinh viên nhận thức học nói tiếng Anh khơng quá 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 các 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 các từ vựng, phát âm các 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 In speaking English, your students are……… 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 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 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 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 lớp? Những yếu tố làm em mất tự tin nói tiếng Anh Em thấy các chủ đề nói các tiết học nào? Thú vị hay khơng 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) Unit Name of the lesson Hello everybody! Meeting people The world of work Take it easy! Where you live? Can you speak English? Then and now A date to remember Food you like 10 Bigger and better! 11 Looking good! 12 Life’s an adventure! 13 Storytime 14 Have you ever? 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... the same opinion that the lack of materials, facilities and uninteresting speaking topics are not the main reasons affecting students’ self- confidence in speaking English As for the materials,