STUDY ON DIFFICULTIES AND SOLUTIONS IN LEARNING ENGLISH SPEAKING SKILL OF THE SECOND YEAR STUDENTS

Speaking is the foundation of human communication. English learners, no matter how much they know about the English languguage there are still many difficulties in speaking. Many studies have shown that oral language development has been largely ignored in the classroom. Nunan (1991) wrote success is measured by the ability to carry out a conversation in the language. Sample papers for this topic are taken from 2nd year students of Automobile Mechanics Department, Hung Yen University of Technology and Education. The sample includes a total of more than 300 respondents. A questionnaire was prepare for the test of difficulties and improve speaking skills. The researcher is supported by the monitor of the classes. During this time they cannot attend class so they will take an online survey for the students to complete answering the questionnaires with the researchers guidance in case they do not understand the question thoroughly. After collecting and analyzing data from three instruments, the researcher showed some solutions to cope with the difficulties of learning speaking skill and suggest some techniques to improve English speaking skill of the secondyear students

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON DIFFICULTIES AND SOLUTIONS IN LEARNING ENGLISH SPEAKING SKILL OF THE SECOND YEAR STUDENTS AT THE FACULTY OF AUTOMOBILE ENGINEERING AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU NHỮNG KHÓ KHĂN VÀ GIẢI PHÁP TRONG VIỆC HỌC KỸ NĂNG NÓI TIẾNG ANH CỦA SINH VIÊN NĂM THỨ HAI KHOA CƠ KHÍ ĐỘNG LỰC TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN) Supervisor: Nguyen Thi My, MA Student: Ta Thi Ngat Student number: 11317047 Hung Yen - 2021 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON DIFFICULTIES AND SOLUTIONS IN LEARNING ENGLISH SPEAKING SKILL OF THE SECOND YEAR STUDENTS AT THE FACULTY OF AUTOMOBILE ENGINEERING AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU NHỮNG KHÓ KHĂN VÀ GIẢI PHÁP TRONG VIỆC HỌC KỸ NĂNG NÓI TIẾNG ANH CỦA SINH VIÊN NĂM THỨ HAI KHOA CƠ KHÍ ĐỘNG LỰC TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN) Student: Ta Thi Ngat Student number: 11317047 Supervisor: Nguyen Thi My, MA Hung Yen - 2021 iii DECLARATION I certify that the dissertation entitled “A study on difficulties and solutions in learning English speaking skill of the second-year students at the Faculty of Automobile Engineering at Hung Yen University of Technology and Education” Signature Ta Thi Ngat ACKNOWLEDGEMENT During the process of writing this thesis, I have received many useful advices help, valuable comments and encouragement from teachers and friends I would like to express my deepest gratitude to teacher Nguyen Thi My, who has always enthusiastically guided and advised me to complete this lesson well I would like to thank all the authors of the books, journals and other documents listed in the references for their ideas which were reflected and developed in the research Secondly, I would also like to express my sincerest thanks to the 2nd year students in the Faculty of Automotive Mechanics at UTEHY who were willing to participate in answering my survey questions and answering my interview questions Finally, I am extremely grateful to my family and friends for encouraging me to complete my studies ABSTRACT Speaking is the foundation of human communication English learners, no matter how much they know about the English languguage there are still many difficulties in speaking Many studies have shown that oral language development has been largely ignored in the classroom Nunan (1991) wrote "success is measured by the ability to carry out a conversation in the language Sample papers for this topic are taken from 2nd year students of Automobile Mechanics Department, Hung Yen University of Technology and Education The sample includes a total of more than 300 respondents A questionnaire was prepare for the test of difficulties and improve speaking skills The researcher is supported by the monitor of the classes During this time they cannot attend class so they will take an online survey for the students to complete answering the questionnaires with the researcher's guidance in case they not understand the question thoroughly After collecting and analyzing data from three instruments, the researcher showed some solutions to cope with the difficulties of learning speaking skill and suggest some techniques to improve English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF CHARTS vi LIST OF TABLES vi CHAPTER 1: INTRODUCTION 1.1 Rationnale of the study 1.2 Aims of the study .2 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Methodology 1.7 Design of the study CHAPTER 2: LITERATURE REVIEW 2.1 Speaking skill 2.1.1 Concepts of Speaking 2.1.2 Characteristics of Speaking 2.2 Difficulties in learning speaking skill 2.2.1Difficulties from teachers 2.2.1.1 Inappropriate teacher teaching methods .6 2.2.1.2 Inappropriate teacher’s correction 2.2.2Difficulties from students 2.2.3Difficulties from objective factors .10 CHAPTER 3: THE STUDY .11 3.1 The context 11 3.2 The study 11 3.2.1 Participants 11 3.2.2 Research methodology 11 3.2.3 The data collection methods 12 3.2.4 Procedures 12 3.2.4.1 Questionnaires 12 3.2.4.2 Interview 12 3.3 Data analysis 13 CHAPTER 4:CONCLUSION 20 4.1 Summary of findings 20 4.2 Some suggestions to overcome students’ difficulties in learning speaking skill 21 4.2.1 Suggestions for teachers 21 4.2.2 Suggestions for students 21 4.3 Limitations of the study 22 4.4 Suggestions for further studies 22 REFERENCES 23 APPENDIX I APPENDIX .IV APPENDIX 3: VII APPENDIX 4: VIII LIST OF ABBREVIATIONS UTEHY: Hung Yen University of Technology and Education L1: First language L2: Second language LIST OF CHARTS Chart 1: Students’ opinion about the importance of speaking skill 14 Chart 2: Students’ opinion about the importance speaking skill in comparison with other skills 14 Chart 3: Students’ opinions about favor of learning English speaking skill 15 Chart 4: Students’ judgment about speaking competence 16 LIST OF TABLES Table 1: Information about students participating in the survey 13 Table 2: Students’ reasons for learning English speaking skill 16 Table 3: Students’ common difficulties in learning speaking skill 18 Table 4: The best way to improve speaking skills of students 19 CHAPTER 1: INTRODUCTION 1.1 Rationale of the study Nowadays, in the trend of globalization, English has become an international language and has been widely used in many parts of the world With the development of modern science and technology along with the integration policy, the need of learning English in Vietnam has been increasing day by day With the purpose of finding a good job with high salary or to study abroad, leaners of English nowadays not only wish to develop their communication competence However, they often get into a lot of difficulties on the way mastering it The reasons may be that to speak a foreign language fluently is not easy and it takes a lot of time and effort There are many factors such as: student’ motivation, student’ characteristics, learning materials, teachers’ teaching methods, etc…which affect student’ achievement in learning English speaking skill The topic of difficulties in learning English speaking of the second -year students in the Faculty of Automobile Engineering at Hung Yen University of Technology and Education (UTEHY) Among four language skills (listening, speaking, reading and writing), speaking is paid special attention However, I realize that the speaking lessons are usually not really successful as expected because students have a lot of difficulties in learning this skill Although students can the grammar exercises very well, can master quite many new words and structures, they still cannot apply them in learning speaking skill very well That is one of the reasons why I wish to carry out a research to find out the common difficulties in learning speaking skill and some suggested solutions to the problem There are quite many researches on learning English speaking skill and difficulties in learning this skill; however, there are still few researches about difficulties in learning speaking skill by the second -year students in the Faculty of Automobile Engineering at UTEHY, I would like to carry out a research to find out the common difficulties in learning this skill by those students in order to help them to improve the situation in the next semesters as well as to help me and my colleagues to improve our teaching These above facts have provoked me to conduct a research with the title: “A study on difficulties and solutions in learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at Hung yen University of Technology and Education” 1.2 Aims of the study The study is carried out to find out learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY with the following aims: - To survey the opinions of learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY - To find the common difficulties of the second-year Automobile Engineering major student’s learning English speaking skill at UTEHY - To suggest some possible solutions to overcome difficulties in learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY 1.3 Research questions The study have three research questions: Research question 1: What are the student’s opinions of learning English speaking skill for the second- year students in the Faculty of Automobile Engineering at UTEHY? Research question 2: What are the difficulties of learning English speaking skill for the second-year students in Faculty of Automobile Engineering at UTEHY? Research question 3: What are some suggested solutions to improve their English listening skill for the second-year students in Faculty of Automobile Engineering at UTEHY ? 1.4 Scope of the study Because of the limitations of time and the narrow scale, the study only focuses on the most common difficulties in learning speaking skill learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY Then, some solutions to cope with the difficulties of learning speaking skill and suggest some techniques to improve English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY say that it is because the teachers not know their English level to apply appropriate teaching methods Research question 3: What are some suggested solutions to improve their English listening skill for the second-year students in Faculty of Automobile Engineering at UTEHY? Suggested some methods for students to help them enhance communication such as practice pronunciation, improve grammar and structures, enrich background knowledge In short, after collecting data, the author identified the overview of learning Englishspeaking skill, difficulties of students in communicating Basing on the current situation of students' learning speaking, the researcher hopes to find out some effective methods for enhancing students' speaking skill for the second-year students in Faculty of Automobile Engineering at UTEHY CHAPTER 4: CONCLUSION This chapter presents the short summary of the study’s results are concluded from collected data and data analysis 4.1 Summary of findings This study aims at finding out the difficulties in learning speaking of the second- year students in the Faculty of Automobile Engineering at UTEHY and suggests some solutions for them to overcome these problems The results from the questionnaires with students and teachers show that students’ passive learning style, students’ laziness, students’ low motivation and low English level (including inadequate vocabulary, structures, poor pronunciation, stress and intonation), students’ learning in large and multilevel classes are the main factors causing students’ difficulties in learning speaking skill The first reason is because of students’ passive learning styles Students of the secondyear students in the Faculty of Automotive Engineering at UTEHY are not active in their own learning They not have the autonomy in their own learning process This is typical of the students at this university They not learn English as a main subject They just study it with reluctance to pass the exam When learning English, they not have any methods or find out the methods to learn it successfully Even when the teachers tell them what to do, what to study, they are too lazy to follow the teachers’ requirement and advice The questionnaire is for the teachers’ to motivate them, to guide them in their learning That may be the reason why they want the help, the encouragement from their teachers, therefore they think that their English teachers need to be more encouraging to them for them to study The next cause is students’ low motivation Many students just learn English speaking skill because it is a compulsory subject at university They not recognize the importance of English to them in the future, then, they learn it with very low motivation, or no motivation at all They just learn it to pass the exams The next problem is students’ low English level They not have enough vocabulary, structures to make up sentences to express their ideas to other people to understand them Besides, students’ poor pronunciation, stress and intonation make them feel shy, unnatural in speaking They cannot make others understand them because of their wrong pronunciation This makes them misunderstood and reluctant in speaking as well Last but not least, learning in a big and multi-level class is also a big difficulty for students This situation does not only cause difficulties for students in learning but also for teachers in organizing activities engaging and suitable for the whole class to take part in 4.2 Some suggestions to overcome students’ difficulties in learning speaking skill 4.2.1 Suggestions for teachers Teachers should try their best to improve their teaching method because it can be seen from the questionnaire that students think that the teacher still remembers some misconceptions Students should also try to apply different activities to classroom activities such as: Role-playing, discussion activities, opinion-sharing activities, reasoning activities, etc These are some activities for teachers to Their lesson selection will not be boring Teachers should also create a friendly, supportive and motivating environment classroom environment to promote student confidence and comfort However, discipline must also be kept Teachers should establish good relationships with students; give constructively provide feedback to students to encourage student participation in class activities Teachers can follow the suggestions of Harmer (2005) by organizing the following activities in class: Role play, discussion activities, expressing opinions sharing activities, reasoning distance activities and prepared talks Littlewood (1981) also shared some activities for teachers to apply in the classroom lessons: Identify a shape from a set, detect pairs of similarities; position sequence detection, missing information detection, detection missing features, uncover secrets, communication patterns and images, model communication, discover differences, follow directions, reconstruct the story sequence, synthesize information to solve a problem, problem quest-solving, role-playing with controlled roleplaying through curated dialogue, Roleplay is controlled through signals and information, the form of debate or discussion, large-scale simulation and improvisation activities 4.2.2 Suggestions for students Students should try to find effective ways to learn English for themselves Each student has their own favorite learning style They also need to find their own motivation to learn English They need to train harder to learn English To speak English well, students must try to learn new words, pronounce words correctly, study new structures and apply them in their speech 4.3 Limitations of the study Due to limited time and capacity, this study cannot avoid shortcomings Firstly, the researcher only used the questionnaire for students and there have been an interview with the students to clarify the difficulties Second, classroom observation was not applied in this study, so the researcher could not test the effectiveness of the proposed solutions Third, the results of this study may not be generalizable to all students at UTEHY, in fact, it should only serve as a reference for students in the Faculty of Automobile Engineering at UTEHY Last but not least, this study was conducted by survey research method, so the results of this study are only preliminary in understanding the perception of students the difficulties of the second-year students in Faculty of Automobile Engineering at UTEHY in learning speaking skills In the long term, a long-term study of this area is needed 4.4 Suggestions for further studies It is hoped that the people who are interested in this topic will widen the scale of the study with more participants, in other schools, colleges or universities Apart from speaking, further researches can be done in the fields of listening, reading and writing skills Action research or experimental research should be done to find out whether the suggested solutions from the teachers are effective for students’ learning English speaking skill or not Besides, other researchers interested in this field can carry out action researches to find out which teaching methods can help students learn speaking skill better Despite some limitations, it is still hopeful that this thesis can be a basic knowledge and reference materials for other studies REFERENCES Bailey, K M (2005) Practical English Language Teaching: Speaking: McGraw Hill Companies, Inc Barry, K (1993) Beginning Teaching (2nd ed.) Wentworth Falls: Social Science Press Brown, H D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy Englewood Cliffs, NJ: Prentice Hall Regents Brown, G and Yule, G (1983) Teaching the spoken language Cambridge University Press Brown, H.D (1994) Teaching by principles: An Interactive Approach to Language Pedagory New Jersey: Prentice Hall Regents Brumfit, C J (1984) Communicative Methodology in Language Teaching Cambridge: Cambridge University Press Burns, A (1999) Quantitative and Qualitative Collaborative Action Research for English Language Teachers Cambridge University Press Byrne, D (1986) Teaching Oral English Harlow, Essex, Longman Canale, M & Swain, M (1990) Communicative Approaches to Second Language teaching and testing The Dorset Press 10 Canh, L.V (2004) Understanding Foreign Language Teaching Methodology Hanoi: Hanoi National University Publishing House 11 Chaney, A L B., & Burk, T L (1998) Teaching Oral Communication Boston: Allyn & Bacon 12 Chaudron, C (1988) Second Language Classrooms: Research on Teaching and Learning Cambridge: Cambridge University Press 13 Cook, V (2000) Second Language Learning and Language Teaching (2nd Edition) Beijing: Foreign Language Teaching and Research Press 14 Dalle T & Thrush E 2003 Practising oral skills in large classes Teacher’s Edition 245(13): 4-8 15 Dornyei, Z (2001) Motivational Strategies in the Language Classroom Cambridge: Cambridge University Press 16 Dwyer, E., & Heller-Murphy, A (1996) Japanese learners in speaking classes Edinburgh Working Papers in Applied Linguistics 17 Downs, M (2000) Increasing Student Motivation Teacher's Edition, 4, 8-13 18 Ellis, R (1985) Understanding Second Language Acquisition Oxford: Oxford University Press 19 Hadley, A O (2001) Teaching language in context Boston, Heinle & Heinle 20 Hamachek, E D (1972) Human dynamics in psychology and education Boston, Allyn and Bacon 21 Hamachek, D (1989) Psychology in teaching, learning, and growth The United States, Allyn and bacon Harmer, J (1999) The Practice of Engish Language Teaching Malaysia: Longman 22 Johnson, K (1982) Communicative Syllabus Design and Methodology Oxford: Pergamon Institute of English 23 Le Phuoc Ky (2002) Problems, Solutions, and Advantages of Large Classes Teacher's Edition, 9(9), 8-11 24 Lewis, M (1992) Practical techniques for Language Teaching England, language teaching publications 25 Lightbown, P & Spada, N (1993) How Languages are Learned Oxford, Oxford University Press 26 Littlejohn, A (2001) "Motivation: Where does it come from? Where does it go?" English Teaching Professional 27 MacIntyre, P D (1999) Language anxiety: A review of the research for language Teachers Boston, MA, McGraw-Hill 28 Nunan, D (1992) Research Methods in Language Teaching Cambridge: CUP 29 O'Malley, J and A Chamot (1990) Language Learning Strategies Cambridge, Cambridge University Press 30 Oxford, R (1989) "The use of language learning strategies: A synthesis of studies with implications for strategy training." System 12(2) 31 Perkins, D., & Saris, N (2001) A jigsaw classroom technique for undergraduate statistics courses Teaching of Psychology, 28(2), 111-113 32 Richards, J.C., & Lockhart, C (1994) Reflective Teaching in Second Language Classroom Cambridge University Press Richards, J C., & Rodgers, T S (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press Sapir, E (1921) T Language: An Introduction to the Study of Speech [M] New York: Harcourt Brace & Company 33 Scarcella, R & Oxford, R (1992) The tapestry of language learning: The individual in the communicative classroom Boston, MA: Heinle and Heinle 34 Seliger, H.W., & Shohamy, E (1995) Second Language Research Methods (3rd) Oxford: Oxford University Press 35 Shank, Cathy C, & Terrill Lynda R (1995) Teaching multilevel Adult ESL Classes Eric Digests Washington DC: Adjunct ERIC Clearinghouse for ESL Literacy Education 38 Zhang, X (2006) Speaking Skills and Anxiety CELEA, 29(1), 34-39 39 Zhao, N (2007) A Study of High School Students' English Learning Anxiety Asian EFL, 9(3) XX XV APPENDIX SURVEY QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed for the study on difficulties in learning speaking of the second -year students in the Faculty of Automobile Engineering at UTEHY and it will be used for the purposes of data analysis Your assistance in responding to the following questions is highly appreciated Your confidentiality is assured You will not be identified in any discussion of the data In completing these following questions, please choose the answer by circling the letter next to your choice, scaling items or expressing your ideas in the blanks Thank you very much for your cooperation! Part I: General information Personal information: Sex: male / female Age: …………… Major: ………… How long have you studied English? A Less than year C More than - years B 1-3 years D More than years You think English speaking skill is …… A Very important B Quite important C Important D Not very important In comparison with other skills (listening, reading and writing), speaking is………… A More important than other skills B As important as other skills C Less important than other skills How much you like speaking English? A Very much C Quite a lot B So-so D Not really E Not at all What you think about your speaking skill? A Very good C Good E Quite bad B Quite good D Bad F Very bad Why you learn English speaking skill? (Please tick all items that apply you) B Because it is interesting C Because it is necessary for your future job D Because it is helpful for you to communicate with foreigners E Because it is helpful for you to improve your knowledge F Others (please specify) …………………………………………………… Part II: Specific information about difficulties and ways to improve in learning English speaking skills What are your difficulties in learning speaking skill (Please tick all the items that apply you) Factors causing difficulties in learning speaking English From a Students’ learning style (passive, intrinsic) students’ b Students’ low motivation c Students’ anxiety d Students’ lack of background knowledge, ideas e Lack of vocabulary f Lack of grammar structure g Poor pronunciation, stress and intonation Tick (√) a Large classes Objective factors b Multilevel classes c Uninteresting textbooks Others (Please specify) What techniques are necessary to improve your speaking skills? (tick (√) ) Not important Normal Important Very important Practice pronunciation Improve grammar and structures Enhace vocabulary Enrich Background knowledge Others (Please specify) Thank you very much for your cooperation! APPENDIX PHIẾU ĐIỀU TRA DÀNH CHO SINH VIÊN (bản Tiếng Việt) Phiếu điều tra thiết kế cho nghiên cứu tìm khó khăn việc học kĩ nói sinh viên không chuyên tiếng Anh trường Đại học công nghiệp Hà Nội kết phiếu điều tra dùng cho mục đích nghiên cứu phân tích số liệu Sự giúp đỡ bạn việc trả lời câu hỏi đánh giá cao Thông tin bạn đảm bảo bí mật tuyệt đối Bạn khơng bị nhận thảo luận phần thảo luận số liệu Để hoàn thành câu hỏi đây, vui lòng chọn câu trả lời cách khoanh tròn vào đáp án bạn lựa chọn, viết ý kiến bạn vào chỗ trống Xin chân thành cảm ơn hợp tác bạn! Phần I: Thông tin chung Thơng tin cá nhân Giới tính: Nam/Nữ: Tuổi: Bạn học Tiếng Anh bao lâu? A Dưới năm C Hơn năm đến năm B Từ đến năm D Hơn năm Bạn nghĩ kỹ nói Tiếng Anh A Rất quan trọng B quan trọng C Quan trọng D Không quan trọng 4: So với kĩ khác (nghe, đọc, viết) kĩ nói …… A Quan trọng kỹ khác B Quan trọng kĩ khác C Không quan trọng kỹ khác E Không quan trọng chút Bạn thích nói Tiếng Anh nhiều nào? A Rất nhiều C Bình thường B Khá nhiều D Khơng thích E Khơng thích chút Bạn nghĩ kỹ nói bạn? A Rất tốt C Tốt E Khá dở B Khá tốt D Dở F Rất dở Tại bạn học kỹ nói? ( Đánh dấu tất phương án phù hợp với bạn) A Bởi nói thú vị B cần thiết cho cơng việc sau bạn C Bởi nói giúp bạn giao tiếp với người nước ngồi D Bởi nói giúp bạn nâng cao kiến thức E Ý kiến khác ( vui lịng nói rõ) Phần II: Thông tin cụ thể khó khăn cách cải thiện việc học kỹ nói Khó khăn bạn việc học kỹ nói gì? ( Đánh dấu tất phương án phù hợp với bạn) Các yếu tố gây khó khăn cho bạn việc học kỹ nói Đánh dấu (√) Khó khăn từ a Phương pháp giảng dạy giáo viên: phía giáo viên - Thời gian nói giáo viên nhiều - Phương pháp chữa lỗi giáo viên không phù hợp - Vai trò giáo viên lớp chưa phù hợp b Tính cách giáo viên - Giáo viên khơng thân thiện - Giáo viên chưa khích lệ sinh viên đầy đủ - Giáo viên khơng nhiệt tình với sinh viên Khó khăn a Phong cách học thụ động từ phía b Động lực học tập thấp sinh viên c Sự lo lắng, căng thẳng học nói d Sự thiếu hiểu biết, thiếu ý tưởng e Thiếu từ vựng f Thiếu cấu trúc ngữ pháp g Phát âm, trọng âm ngữ điệu Khó khăn a Lớp học q đơng Từ b Trình độ sinh viên lớp không đồng Yếu tố khác c Giáo trình khơng thú vị Ý kiến khác (Xin làm rõ) Những kỹ thuật cần thiết để cải thiện kỹ nói bạn? ( đánh dấu (√)) Khơng quan Bình thường Quan trọng Rất quan trọng trọng Luyện cách phát âm Cải thiện ngữ pháp cấu trúc Nâng cao vốn từ vựng Trau dồi kiến thức tảng Ý kiến khác (Xin làm rõ) Thank you very much for your cooperation! APPENDIX 3: INTERVIEW QUESTIONS What you think of the importance of English speaking skill? What are your difficulties in learning English speaking skill? Do you have any solutions to practice speaking skills? APPENDIX 4: CÂU HỎI PHỎNG VẤN (bản TIẾNG VIỆT) Bạn nghĩ tầm quan trọng kỹ nói tiếng Anh? Bạn gặp khó khăn việc học kỹ nói tiếng Anh? Bạn có giải pháp để rèn luyện kỹ nói khơng? ... CƠ KHÍ ĐỘNG LỰC TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN) Student: Ta Thi Ngat Student number: 11317047 Supervisor: Nguyen Thi My, MA Hung Yen - 2021 iii DECLARATION I certify that the dissertation