Popular mistakes english – majored students encounter when speaking english at thu dau mot university

THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES ⎯⎯ GRADUATE PAPER TOPIC: POPULAR MISTAKES ENGLISH – MAJORED STUDENTS ENCOUNTER WHEN SPEAKING ENGLISH AT THU DAU MOT UNIVERSITY Student name : LE VAN MINH Student code : 1722202010190 Class : D17AVGD02 Course : 2017-2021 Major : English Language Lecturer : TRAN NGOC MAI, PhD Binh Duong, December 2020 THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES ⎯⎯ GRADUATE PAPER TOPIC: POPULAR MISTAKES ENGLISH – MAJORED STUDENTS ENCOUNTER WHEN SPEAKING ENGLISH AT THU DAU MOT UNIVERSITY Student name : LE VAN MINH Student code : 1722202010190 Class : D17AVGD02 Course : 2017-2021 Major : English Language Lecturer : TRAN NGOC MAI, PhD Binh Duong, December 2020 i STATEMENT OF AUTHORSHIP I am Le Van Minh, an English-majored last-year student at Thu Dau Mot University, hereby declare that the project work entitled “Popular mistakes English-majored students encounter when speaking English at Thu Dau Mot University” submitted to Ph.D Tran Ngoc Mai, all the information submitted by me in the application form is correct, true and valid, I will present the supporting documents as and cohen required under the guidance of Ph.D Tran Ngoc Mai The results embodied in this thesis have not been submitted to any other School/Institute Binh Duong, December 15th, 2020 Sign Le Van Minh ii ACKNOWLEDGEMENTS First of all, I want to send my gratefulness to all my teachers, and my friends at Thu Dau Mot university have helped me with knowledge and necessary skill to overcome this course Secondly, I would like to express my deepest gratitude to my supervisor, Mrs Tran Ngoc Mai who has been very kind and helpful to me and my team during the writing of this report She is an enthusiastic person, she always reminded me to complete the report in the right way She taught her experience and knowledge to me through face to face meetings Thirdly, my friends, Tran Hoang Nam and Nguyen Quang Quy, they are important people who help me many things during carrying on the research Next, I want to give my thank to all participants who help me a lot in collecting research data Finally, I am extremely grateful to my parents for their love, prayers, caring, and specifics for educating and preparing me for my future iii ABSTRACT This study is to focus on investigating challenges of speaking skills faced mostly by English-majored second-year students at Thu Dau Mot University The quantitative and qualitative methods were conducted to achieve this goal The participants were 130 students doing the questionnaires, and 30 of them attended individual interviews Questionnaires with close and open-ended items, and semi-structured interview questions for second-year students The data collected through questionnaires were utilized by frequency and percentages The findings show that English second-year students faced difficulties in psychology, linguistic, and getting opportunities for speaking English These obstacles result from internal factors such as (1) lack of knowledge, (2) lack of motivation, (3) anxieties of making errors, (4) lack of confidence, and external factors including (1) the use of mother tongue of lecturers, (2) teachers’ mistake correction, (3) unsuitable materials, (4) not joining in outclassroom activities Moreover, when speaking English sophomores have frequently made faults in (1) producing sounds like /th/, /s/, /z/, /sh/, (2) producing final sounds, (3) linking sounds, and (4) no ideas to speak iv TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Purposes of the study 1.3 Research questions 1.4 The significance of the study 1.5 The outline structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of speaking 2.2 Obstacles in English speaking 2.2.1 Obstacles related to learners’ psychology 2.2.2 Obstacles related to learners’ linguistic 2.2.3 Obstacles related to learner’s lack opportunities to speak English 2.3 Factors affecting to English speaking 2.3.1 Internal factors 2.3.2 External factors 2.3.2.1 Difficulties related to lecturers’ teaching methods 2.3.2.2 Difficulties related to teaching curriculum/syllabus 2.3.2.3 Difficulties related to in-class English learning environment 2.3.2.4 Difficulties related to extra-curriculum activities 2.3.3 Conclusion 2.4 Popular mistakes in speaking English CHAPTER 3: METHODOLOGY 10 3.1 Research methods 10 3.1.1 Definitions of quantitative method 10 3.1.2 Definitions of qualitative 10 3.2 Participants 11 3.3 Research instruments 12 3.3.1 Questionnaires 12 3.3.2 Interviews 12 v 3.4 Data collection procedures 13 3.4.1 Data collection procedures from questionnaires 13 3.4.1 Data collection procedures from interviews 13 3.5 Data analysis methods 13 3.5.1 Quantitative data 14 3.5.2 Qualitative data 14 CHAPTER 4: RESULTS AND DISCUSSION 15 4.1 Obstacles in English speaking 15 4.2 Factors affecting English speaking 16 4.2.1 Internal factors affecting English speaking 16 4.2.2 External factors affecting English speaking 18 4.3 Popular mistakes students encounter when speaking English 20 CHAPTER 5: CONCLUSIONS 22 5.1 Summary of the main findings 22 5.2 Limitations and recommendations for further studies 22 5.3 Implications 23 5.4 Conclusion and suggestions 24 APPENDICES 26 REFERENCES 30 vi LIST OF TABLES Table Characteristics of student participants 12 Table Obstacles on English speaking 16 Table Internal factors 17 Table External factors 19 Table Popular mistakes English-majored students encounter when speaking English 22 vii CHAPTER 1: INTRODUCTION This chapter provides an overview of the thesis in three sections The first section introduces the background to the present study The second section is dedicated to the purposes of the study The third section provides research questions The last one outlines the structure of the thesis 1.1 BACKGROUND TO THE STUDY Since English is a foreign language in our country, most students especially senior high school students are not familiar with it (Hetrakul, 1995) Kavin Hetrakul also said that they use English more frequently only inside the class and less frequently outside the class Whereas students’ have limited time to learn English in class, and they still not have enough encouragement to practice English outside the class to get familiar with English This case brings a problem that makes senior high school students have difficulties communicating in English This article will analyze the causes that make it the students difficult to communicate in English and suggest some solutions that can overcome difficulties The main goal of teaching speaking is communicative efficiency Teaching speaking means helping learners develop their ability to interact successfully in the target language To so, one must have communicative competence Richards, Platt, and Weber (as cited in Nunan, 1999, p 226) defined the characteristics of communicative competence as Thus, to help students enhance their speaking skills, the teacher must help students improve their grammar, enrich their vocabulary, and manage interactions in terms of who says what, to whom, when, and about what 1.2 PURPOSES OF THE STUDY This research paper has three main purposes and they are also the initial foundation for forming research questions The first purpose, this paper is to find out the difficulties in speaking English of the second year students of Thu Dau Mot University This is an indispensable purpose of this study because these difficulties are arguably the biggest obstacles stemming from the many different aspects that interfere with English language speaking For the second purpose, the researcher will focus on finding the causes of the above difficulties Finding the source of the problem is essential Page of 32 because it not only helps clarify the problem but also makes it easy to find solutions The last purpose, the common mistakes that Thu Dau Mot University students make when speaking English, is both the subject of the research paper and the ultimate goal of this research 1.3 RESEARCH QUESTIONS The researcher discusses the Speaking Difficulties Encountered by English Language Students Thu Dau Mot University The study will answer the main questions: What are the difficulties the English-majored students encounter when speaking English? Why the students make mistakes when speaking English? Which mistakes are popular when English-majored students speaking English? 1.4 THE SIGNIFICANCE OF THE STUDY The research questions and the purposes of the research presented in the previous sections In this section, the importance of this article is also emphasized by the author with specific benefits First, this research paper helps students to identify difficulties in speaking English and can measure what their English speaking proficiency is In addition, teachers can look at the difficulties students face and the level of students so that they can adapt the learning materials or teaching methods accordingly Secondly, the causes of the difficulties in speaking English of the second year students at Thu Dau Mot University not only help students to identify and find ways to effectively overcome themselves but also help teachers to know the causes of their mistakes in speaking English so that they can come up with suitable solutions Thirdly, the common mistakes found by the researcher and presented in this research will make students more aware of these errors in English speaking Moreover, this also makes the teachers pay attention and helps the students to fix them more Page of 32 suffer from factors such as vocabulary, grammar, and sentence structures This finding is similar to the results of Le (2011), Ngo (2011), and Izadi (2015) Most learners make mistakes in speaking English due to factors of anxiety and lack of confidence Second, lack of learner motivation is found to correspond to the results of Littlewood (1984) Finally, the anxiety of making mistakes and partial lack of confidence resembles the results of Ur (1996) 4.2.2 External factors affecting English speaking Strongly Agree agree Do you think using the mother tongue regularly of teachers will affect your speaking performance negatively? Do you think teachers’ mistake correction while you are speaking English will affect your speaking performance negatively? Neutral Disagree Strongly disagree 3,85% 24,61% 30% 40% 1,54% 0% 67,9% 16,8% 15,3% 0% Do you think the content of the teaching curriculum/syllabus did not focus on speaking will affect your speaking performance negatively? 13,85% 38,46% 16,92% 29,23% 1,54% Do you think not joining extra activities will affect your speaking performance negatively? 5,38% 3,85% 42,31% 31,54% 16,92% Table External factors affecting English speaking Table analyzes data on external factors that influence learners' English speaking The first external factor relates to faculty members' regular use of Page 18 of 32 English in English speaking classes, with 30% of students feeling this may or may not affect their speaking skills while 24.61% of respondents agree, moreover, nearly half of respondents (40%) disagree on this Next, 67.9% of students agree to limit their speaking skills when lecturers correct mistakes while speaking, only a small fraction of 16.8% are neutral and 15.3% disagree about this The majority of students feel that the curriculum and curriculum are not suitable for their English speaking ability (38.46%), but nearly 30% disagree In the end, 42.31% of students agree with difficulty participating in English speaking activities, and 31.54% show neutrality Only a small proportion of students did not have difficulty in this, 16.92% disagree and 3.85% disagree at a higher level In short, the results were slightly uneven in terms of the levels students ticked on Specifically, the majority of students agree to have difficulty in speaking when (1) lecturers correct mistakes while speaking, (2) lecturers provide materials, have inappropriate teaching methods and curriculum with their level, and (3) they not engage in outside activities However, the majority of students disagree that English speaking instructors will limit their speaking skills The results collected in Table 4, apart from the similarity, are somewhat inconsistent with the results of the previous studies Firstly, the majority of students feel that correcting teachers' mistakes while speaking will affect their English speaking skills This result is similar to the result of Harmer (1991) Second, Saidi (1997) and Al-Abri (2008) both suggest curriculum mismatches as well as teaching methods that limit English speaking skills, which are not different from the results found in this paper Third, the lack of participation in extracurricular activities about English speaking skills of most Thu Dau Mot University students is similar to the unfamiliar and unfamiliarity with the outdoor activities of students at the university study in Hong Kong was discovered by Gan (2012) Finally, the only difference in this study is that the majority of respondents not feel that using their mother tongue in the classroom because teachers will not speak English effectively This finding is different from the result of Littlewood (2007) who said that using the first language in a speaking classroom partly affects learners' speech dynamics Page 19 of 32 4.3 POPULAR MISTAKES STUDENTS ENCOUNTER WHEN SPEAKING ENGLISH Strongly Agree agree Do you often make mistakes when speaking English? Neutral Disagree Strongly disagree 13,33% 53,33% 30% 3,33% 0% - Producing sounds like /th/, /s/, /z/, /sh/ 13,33% 56,67% 23,33% 6,67% 0% 10% 50% 23,33% 16,67% 0% - Producing final sounds 16,67% 40% Do you often make mistakes in the following types of mistakes? 30% 10% 3,33% - Linking sounds Table Popular mistakes when speaking English The data are shown in Table about the common mistakes made by sophomores in English at Thu Dau Mot University using the interview research tool In the first question, the majority of students agree with frequent mistakes when speaking English (53.33%), with only 30% showing neutrality Question number two asks about the types of mistakes students make In terms of pronunciation, more than half of the students agreed with frequent mispronouncing sounds like /th/, /s/, /z/, /sh/ (56.67%), while only 23, 33% of students make only occasional mistakes and at least 6.67% disagree Similarly, for the largest majority, half of the interviewees agreed to make mistakes forgetting to pronounce the last sounds of words, 23.33% sometimes make mistakes and 16.67% disagree The third type of error asks about the association of sounds in English, while 10% of students disagree, 40% of other students agree on this For brevity, Table found fairly similar results Most students agree with frequent mistakes when speaking English In the pronunciation section, they also often make up the majority agreeing to make mistakes in pronunciation sounds like /th/, /s/, /z/, /sh/, pronunciation final sounds, and linking sounds In conclusion, nearly half of the participants have difficulties in psychology, linguistic, and getting opportunities for Page 20 of 32 speaking English These obstacles result from internal factors such as (1) lack of knowledge, (2) lack of motivation, (3) anxieties of making errors, (4) lack of confidence and external factors including (1) the use of mother tongue of lecturers, (2) teachers’ mistake correction, (3) unsuitable materials, (4) not joining in out-classroom activities Moreover, sophomores also make faults in (1) producing sounds /th/, /s/, /z/, sh, (2) producing final sounds, (3) linking sounds, and (4) no ideas to speak The majority of students agree on the frequency of making mistakes in pronunciation of sounds such as / th /, / s /, / z /, / sh / and not producing final sounds as well as linking sounds by people they cannot identify those sounds as well as other sounds in a word that match O'Connor (2003) That makes them replace the sounds in a lexicon resulting in non-pronunciation while speaking (O’Connor, 2003), (Ladefoged, 2001), (Carter & Nunan, 2001), (Yule, 2003) Page 21 of 32 CHAPTER 5: CONCLUSION This chapter summarizes the main findings of the study It also includes limitations and recommendations for further study Then, there are also implications The last part is conclusions for the whole study and suggestions for this study 5.1 SUMMARY OF THE MAIN FINDINGS To summarize the findings, the researcher will answer the research questions Question 1, what are the difficulties English-majored students encounter when speaking English? The results are found that there are three difficulties, psychology, and getting opportunities to speak English, but half of the students who responded to the question did not feel linguistic difficulty The English-majored students at Thu Dau Mot University mostly have these difficulties Question 2, why the students make mistakes when speaking English? The results answer the questions that English-majored students make mistake because the reasons are internal factors such as (1) lack of knowledge, (2) lack of motivation, (3) anxieties of making errors, (4) lack of confidence and external factors including (1) teachers’ mistake correction, (2) unsuitable materials, (3) not joining in out-classroom activities Question 3, which mistakes are popular when English-major students speaking English? The researcher found that English-majored students have some mistakes frequently such as (1) producing sounds /th/, /s/, /z/, sh, (2) producing final sounds, (3) linking sounds 5.2 LIMITATIONS AND RECOMMENDATIONS After doing this research, the researcher has discovered unworked limitations for this topic The following are the limitations and recommendations recommended by the author Firstly, on the topic of this research, the author only researches in the speaking field If in the future other authors want to save on the difficulties students face in learning English, they should develop topics including listening, writing, and reading Page 22 of 32 Second, this research paper was conducted within the first university and surveyed with a second-year majoring in the English language with 130 students In which, all students participated in completing the questionnaire and 30 of them participated in answering interview questions One suggestion for future research is to increase the number of students in terms of gender and number of years in English and to expand the audience and scope of the study save later That is to make the results of future studies more accurate and reliable Third, the implementation time of this research is limited to several objective reasons, so future studies should prolong the time to be able to study more about the problem Fourth, the author only performed this research with simple research tools such as questionnaires and interviews Besides, the author only applies the utilizing frequency and percentages data analysis method In the future, I hope if possible, researchers will apply more research tools such as observation and apply SPSS (Statistical Product and Services Solutions) software to data analysis with accuracy and reliability trust more To conclude, this study still has many limitations, so with great hope, the author wants future researchers to be able to detect those limitations and perform overcoming and developing the topic 5.3 IMPLICATIONS The person doing this study has been working hard to find the most accurate results possible, but also cannot avoid the shortcomings The results of this study have been found to have certain implications for speaking English The following meanings are not only for second-year students but also for year students majoring in English language and non-major at Thu Dau Mot University, although the research topic of this study is limited to studying common mistakes that students majoring in the English language make while speaking English in this place Firstly, the research results help students and lecturers to welcome them Regarding students, they will probably be aware of what mistakes they make while speaking English and correct themselves For teachers, in addition to detecting errors, difficulties as well as influencing factors, these results help Page 23 of 32 them know the qualifications of the students and consciously create favorable conditions to help them learn to fix and improve them Second, based on the research results of this report, students, in addition to being aware of their problems, can also know their qualifications and find suitable solutions for themselves body to raise the level For teachers, based on the results found, they can know by themselves how to adapt the curriculum and methods to suit each level of the learner In short, although this research has many limitations, it is committed by the author that it will bring certain meanings to English teachers as well as learners 5.4 CONCLUSION AND SUGGESTIONS This research paper examines the common mistakes that second-year English language students face when speaking English at Thu Dau Mot University It is done through survey tools and interviews then collected data is synthesized using utilizing frequency and percentages data analysis method The research has obtained main results: (1) obstacles in English speaking, (2) factors affecting English speaking, (3) popular mistakes students encounter when speaking English In the first result, obstacles in English speaking is included psychology, and getting opportunities to speak English, but half of the students who responded to the question did not feel linguistic difficulty According to the second result, factors affecting English speaking consist of internal factors such as (1) lack of knowledge, (2) lack of motivation, (3) anxieties of making errors, (4) lack of confidence and external factors including (1) teachers’ mistake correction, (2) unsuitable materials, (3) not joining in out-classroom activities The result is mistakes in (1) producing sounds /th/, /s/, /z/, sh, (2) producing final sounds, (3) linking sounds The researcher then compiled the results, answered research questions, provided corresponding limits and recommendations, give implications, conclude with a conclusion, and suggestions According to the research results found and presented above, there are many suggestions made by the author for both teachers and students majoring in English at Thu Dau Mot University Page 24 of 32 First, for teachers, the priority they need to is uncover mistakes, problems, and factors that affect the students they teach Then, based on the level of each class, the number of students, grade level, and classroom environment, it is possible to create, adapt, and develop curriculum and learning materials At the same time, know how to apply new and most effective teaching methods Furthermore, teachers have to proactively detect mistakes that students make while speaking English and don't forget to give them feedback Next, for students majoring in English at Thu Dau Mot University, they must discover their English speaking problem as early as possible to find the best solutions for themselves Or contact teachers on their own to help them come up with effective solutions Also, students must learn by themselves, enrich themselves through technology, and should not rely too much on technology but become lazy Actively participate in classroom activities as well as extracurricular activities, and English clubs inside and outside the school Finally, the Foreign Language Department of Thu Dau Mot University should quickly recognize the difficulty in speaking English that students are facing to organize curriculum change meetings Furthermore, the organization of English speaking activities also develops this skill for students And regularly organize general exams in English speaking exams to update students' level and find out suitable measures Page 25 of 32 APPENDICES QUESTIONNAIRE FOR STUDENTS (Title: Popular mistakes English-majored students encounter when speaking English at Thu Dau Mot University) My name is Minh and I am a student of class D17AVGD02 This survey questionnaire is designed for my graduation paper namely: “Popular mistakes English-majored students encounter when speaking English at Thu Dau Mot University” The study aims to explore common errors in speaking that second-year English-majored students usually make All your personal information as well as the data collected will be kept confidential and not be used for other purposes Your assistance in completing the following questions is greatly appreciated Please put a tick in the box ( ) beside the option(s) you choose Part I: Demographic information Gender Male You are Female freshmen third-year students second-year students final-year students How long have you been learning English? Under year 5-7 years 2-4 years more than years Part II: Obstacles on English speaking Do you have difficulties in psychology when speaking English? Strongly agree Agree Neutral Disagree Strongly disagree Do you have difficulties with linguistic (vocabulary, grammatical structures, and sentence formation) when speaking English? Strongly agree Page 26 of 32 Agree Neutral Disagree Strongly disagree Do you have difficulties getting opportunities to speak English? Strongly agree Agree Neutral Disagree Strongly disagree Part III: Factors affecting English speaking 2.1 Internal factors Do you think a lack of vocabulary, grammatical structures, and sentence formation will affect your speaking performance negatively? Strongly agree Agree Neutral Disagree Strongly disagree Do you think a lack of motivation in studying speaking English will affect your speaking performance negatively? Strongly agree Agree Neutral Disagree Strongly disagree Do you think a lack of anxieties about making errors when speaking English will affect your speaking performance negatively? Strongly agree Agree Page 27 of 32 Neutral Disagree Strongly disagree 10 Do you think a lack of confidence in speaking English will affect your speaking performance negatively? Strongly agree Agree Neutral Disagree Strongly disagree 2.2 External factors 11 Do you think using the mother tongue regularly of teachers in teaching speaking lessons will affect your speaking performance negatively? Strongly agree Agree Neutral Disagree Strongly disagree 12 Do you think the teachers’ mistake correction while you are speaking English will affect your speaking performance negatively? Strongly agree Agree Neutral Disagree Strongly disagree 13 Do you think the teaching syllabus and English teaching curriculum are not suitable for your English speaking abilities? Strongly agree Agree Page 28 of 32 Neutral Disagree Strongly disagree 14 Do you usually have some extra activities to improve your English speaking skills? Always Usually Sometimes Rarely Never  Thank you so much for your cooperation Page 29 of 32 REFERENCES Abd El Fattah Torky (2006) The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of SecondaryStage Students Al-Abri, K., 2008 Teachers’ evaluation of EFL textbooks used in the Omani basic education Schools (Unpublished master’s thesis) ELT Curriculum and Methodology- College Education at Sultan Qaboos University Al-Jamal, D A & Al-Jamal, A A., 2014 An investigation of the difficulties faced by EFL undergraduates in speaking skills English Language Teaching 7(1): 19-27 Baker, J., & Westrup, H., 2003 Essential speaking skills: A handbook for English language teachers London: Continuum, 167 pages Burns, A., & Joyce, H (1997) Focus on Speaking Sydney: National Center for English Language Teaching and Research Chaney, A L., & Burk, T L (1998) Teaching Oral Communication in Grades K-8 Boston: Allyn and Bacon Chaney, (1998:13) Theoretical Perspective On How To Develop Speaking Skill Among University Students Cropley, A J (2019, 2nd updated, revised, and enlarged edition) Qualitative research methods: A practice-oriented introduction for students of psychology and education Riga, Latvia: Zinātne C.S Howarth (2001) Towards a Social Psychology of Community: A Social Representations Perspective Page 30 of 32 Gan, Z., 2012 Understanding L2 Speaking Problems: Implications for ESL Curriculum Development teacher Training Institution in Hong Kong Australian Journal of Teacher Education 37(1): 43-59 Harmer, J., 1991 The practice of English language teaching, Third Edition Longman: London and New York, 448 pages Izadi, M., 2015 Understanding teachers’ and learners’ perceptions of English speaking difficulties: An investigation of gender effect Modern Research Studies: An International Journal of Humanities and Social Sciences 2(2): 227-247 Kabir, U S., 2014 Challenges of speaking in Bangladeshi classrooms Unpublished Master of Arts in TESOL Littlewood, W., 1984 Foreign and second language learning Cambridge: Cambridge University Press, 113 pages Littlewood, W., 2007 Communicative language teaching Cambridge: Cambridge University Press, 108 pages Ngo, P T 2011 A study on the difficulties in learning speaking English of the first-year students at the Faculty of Information Technology, Thai Nguyen University MA Thesis Nguyen, T & Tran, M., 2015 Factors affecting students’ speaking performance at Le Thanh Hien high school Asian Journal of Educational Research 3(2): 8-23 Page 31 of 32 Nunan, D., 1999 Second language teaching & learning Heinle & Heinle Publishers: Boston, Massachusetts, USA, 330 pages Quyen V.P (2018) Challenges to speaking skills encountered by Englishmajored students: A story of one Vietnamese university in the Mekong Delta Ronal D Eckard and Mary Ann Kearny, 1981 Language In Education: Theory And Practice Ur, P 1996 A Course in Language Teaching Cambridge: Cambridge University Press Kedir A, 2017 Assessing the Factors That Affect Teaching Speaking Skills: The Case of Robe Teachers’ College, English Department Second Year Students Merriam, S B., 1988 Case study research in education: A qualitative approach San Francisco: Jossey-Bass, 226 pages Gay, L R., & Airasian, P W., 2006 Educational research: competencies for analysis and application 6th ed Upper Saddle River, N.J.: Merrill, 614 pages https://www.scribbr.com/methodology/qualitative-quantitative-research/ Page 32 of 32 .. .THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES ⎯⎯ GRADUATE PAPER TOPIC: POPULAR MISTAKES ENGLISH – MAJORED STUDENTS ENCOUNTER WHEN SPEAKING ENGLISH AT THU DAU MOT UNIVERSITY. .. my graduation paper namely: ? ?Popular mistakes English- majored students encounter when speaking English at Thu Dau Mot University? ?? The study aims to explore common errors in speaking that second-year... English- majored students encounter when speaking English? Why the students make mistakes when speaking English? Which mistakes are popular when English- majored students speaking English? 1.4 THE SIGNIFICANCE