A study on factors influencing the speaking skill of first year students at English Faculty, Thuongmai University and some recommended solutions to boost their communication ability

A study on factors influencing the speaking skill of first year students at English Faculty, Thuongmai University and some recommended solutions to boost their communication ability A study on factors influencing the speaking skill of first year students at English Faculty, Thuongmai University and some recommended solutions to boost their communication ability A study on factors influencing the speaking skill of first year students at English Faculty, Thuongmai University and some recommended solutions to boost their communication ability A study on factors influencing the speaking skill of first year students at English Faculty, Thuongmai University and some recommended solutions to boost their communication ability A study on factors influencing the speaking skill of first year students at English Faculty, Thuongmai University and some recommended solutions to boost their communication ability A study on factors influencing the speaking skill of first year students at English Faculty, Thuongmai University and some recommended solutions to boost their communication ability A study on factors influencing the speaking skill of first year students at English Faculty, Thuongmai University and some recommended solutions to boost their communication ability A study on factors influencing the speaking skill of first year students at English Faculty, Thuongmai University and some recommended solutions to boost their communication ability A study on factors influencing the speaking skill of first year students at English Faculty, Thuongmai University and some recommended solutions to boost their communication ability

OVERVIEW OF THE STUDY

Rationale

In today’s globalization, the English language has become indispensable worldwide, shaping life and social development, and mastering English is the quickest path to enhanced job prospects For developing economies like Vietnam, partnering with international firms and seeking opportunities in English-speaking markets can yield significant benefits, since many businesses rely on English to communicate with clients across non-native countries, making bilingual staff a competitive advantage Companies that do not embrace English risk falling behind due to communication and cultural barriers, underscoring the role of English in the modern business environment English is used across core activities such as writing emails, negotiating, training resources, organizing meetings with native staff, and more Furthermore, in the Technology 4.0 era, strong listening and writing skills are essential for higher-income roles like translators, marketing consultants, and teachers.

Being proficient in English offers a significant edge, but reaching fluency requires sustained practice across the four core skills: listening, speaking, reading, and writing Among these, speaking stands out as the oldest form of human interaction, dating back before formal writing, and listening is equally fundamental in everyday communication Yet research shows that conversations allocate roughly 35-45% of time to listening, 24-30% to speaking, 10-18% to reading, and about 10% to writing, a pattern that often leaves listening and speaking underemphasized in language programs In Vietnam, many students struggle with speaking and listening because they have limited opportunities to practice and expose themselves to English; curricula tend to be grammar-heavy while neglecting reflexive and communicative practice Grammar serves as a foundation for using all four skills—listening, speaking, reading, and writing—through practical application As the quotation attributed to William John Bennett suggests, English is our common language, and the shared task is to ensure that non-English-speaking learners can hear, understand, and communicate, a goal echoed among freshmen in the English Faculty at Thuongmai University who frequently face challenges with speaking tasks like translation and interpretation.

Consequently, I have selected a research project titled “A Study on Factors Influencing the Speaking Skill of First-Year Students in the English Faculty at Thuongmai University and Some Recommended Solutions to Boost Their Communication Ability.” This study is designed to serve as a valuable guide for students to develop their speaking skills and to provide practical learning approaches that help them achieve the best possible outcomes.

Aims of the study

The below are the study's objectives:

1 To indicate the current situations for first-year English students at TMU in terms of acquiring English speaking skills.

2 To analyze the factors influencing first-year students' speaking abilities at English Faculty, Thuong Mai University

3 To provide several learning techniques focused on the recently acquired data in the hope of assisting students in enhancing their speaking proficiency.

In order to meet the aim of the study, the following research questions are conducted:

1 What are the real situations for first-year English students at TMU in terms of acquiring English speaking skills?

2 What factors influence first-year English students’ ability to develop their speaking skills?

3 What are certain techniques that can be used to assist students in improving their speaking ability?

Research subject

This study examines the speaking skill challenges of 80 first-year students studying English in Business The participants are first-year English students enrolled in a Business English program, and the research aims to identify the main obstacles they face in developing spoken English proficiency By focusing on speaking, the study seeks to reveal patterns of difficulty in pronunciation, fluency, accuracy, and communicative confidence within a business context The findings are intended to inform teaching strategies, curriculum design, and practice activities to better support beginner-level learners in acquiring speaking skills.

Scope of the study

This study investigates the communication difficulties faced by first-year students in the English Faculty at Thuong Mai University, showing that these challenges arise from multiple interrelated factors that impact English speaking ability Due to constraints in time, experience, and available reference materials, the research cannot address the entire spectrum of speaking proficiency and instead focuses on the most basic obstacles encountered during English speaking practice Additionally, the findings are limited by the sample, as the study does not include all TMU students and centers on 100 first-year students from the English Department of TMU.

Research methodology

The study uses questionnaires as the main method which is one of the most popular tools implemented by the researchers The questionnaire is usually a series of questions; the researchers send it to the individuals and request them to complete the questionnaires' requirements The researchers can use two types of questionnaires: choosing and giving ideas One is that each student can choose one(or more) answer(s) from the list suggested by the researchers The other kind of questionnaire is one in which participants are asked to share their thoughts about a certain situation The researchers must plan the questions, but others are not permitted to encourage participants to select certain options; therefore, they must write down their thoughts and recommendations in their own language This is a good way to gather feedback from students.

Today, more and more researchers are using this approach to gather data because it is quick and fast to implement Since researchers can actually obtain information from the objects, this is a very effective way of getting actual information And, as a result of their real-world interactions, analysts would find it easier to interpret data, resulting in more trustworthy data.

Here is how the study applies this method:

One hundred first-year freshmen from the English Faculty at Thuongmai University were randomly selected to complete a questionnaire aimed at identifying factors that could influence the development of their English speaking skills The participants have limited experience speaking fluent English, making them a representative sample for evaluating how variables such as exposure to English, motivation, study habits, classroom environment, and linguistic background may affect their progress in speaking.

This study uses a survey-based approach to collect data from students and identify the key factors influencing their speaking ability The questionnaire consists of three parts: an opening section that reveals learners’ mindsets toward the four major skills and their confidence in speaking, a middle section that describes the current state of speaking practice and the causes behind it, and a final section that captures students’ concerns about the challenges of speaking English All responses will be analyzed to produce final figures and insights, which will inform practical techniques and approaches to help students enhance their speaking skills more efficiently.

Organization of the study

The thesis consists of five chapters as following:

Chapter 1: Overview of the study

This chapter provides a concise overview of the research, capturing the general knowledge and context behind the study It outlines six essential elements: the rationale for the study, the aims of the study, the research subjects, the scope of the study, the research methodology, and the organization of the study.

LITERATURE REVIEW

Overview of speaking skill

Speaking is a useful language skill closely linked to listening and pronunciation, helping learners understand English sounds more clearly Tarigan (1990) describes speaking as a language ability that develops in childhood, is created by listening, and is mastered during that early period In essence, speaking is one of the four core language competencies students can master and plays a vital role in everyday conversation and the spoken process When it comes to speaking, learners face several challenges largely related to the language itself; even with a large vocabulary and strong writing, many students struggle to speak, often due to a fear of making mistakes.

Two main approaches to speaking in literature and language teaching are bottom-up and top-down The bottom-up view, described by Bygate (1987), treats speaking as the production of auditory signals designed to elicit verbal responses, emphasizing the systematic combination of language-specific sounds to form coherent utterances and aligning with audio-lingual methods In teaching, the bottom-up path starts with the smallest units—sounds—and progresses to words and sentences through mastery of phonology and structure (Cornbleet & Carter, 2001) A major critique is that this approach neglects the interactive and social dimensions of speaking, focusing instead on psychomotor aspects and making it hard to transfer classroom skills to real-world communication Bygate advocates the opposite: a top-down approach rooted in interactional capabilities and communicative decision-making This view underscores that speaking is shaped by purpose, context, and social interaction, a perspective echoed by scholars such as Eckard and Kearny (1981) and Florez.

According to Howarth (2001) and other sources from 1999, communication is a two-way process that genuinely conveys thoughts, knowledge, or feelings This interactionist view regards spoken texts as the product of collaboration among two or more interactants in a shared time and physical space Proponents argue that rather than training learners to produce well-formed sentences first and then use them in conversation, we should empower learners to participate in spoken discourse from the outset, enabling them to acquire smaller linguistic units through actual conversation (Nunan, 1989).

According to Chaney (1998): “Speaking is the process of making and sharing meaning by using verbal and non-verbal symbols in different contexts” Burns and

Joyce (1997) and Luoma (2004) define speaking as an interactive process of language creation that involves generating, collecting, and transmitting information to expand the interactive core of communication The form and interpretation of speech are determined by context—who participates (the actors), the physical environment, and the purpose for speaking Speech is inherently impromptu, open-ended, and continually evolving, whereas expression itself is not necessarily unpredictable.

Research in language learning identifies recurring language functions across discourse contexts, and treats speaking as a learner’s ability to communicate orally with coherence, fluency, and accuracy in meaningful, substantive situations To understand speaking ability, these facets must be scrutinized, revealing the challenges learners face and the directions for effective instruction This analysis then informs the design of educational exercises that train learners to interact successfully in real-life contexts.

Speech is the broad function of conveying information through sentences, grounded in the definitions above Speaking is the act of delivering facts with organized language, while saying refers to the intentional use of words to communicate—expressing emotions, exchanging concepts, sharing feelings and intentions—to engage with others.

English fluency is increasingly vital in the global economy, where effective communication supports economic development and timely delivery In this era, strong English speaking abilities are a sought-after talent Government agencies and the Ministry of Education prioritize fluent English speakers in hiring, and many businesses require English proficiency to reach overseas clients Companies and corporations depend on employees who can communicate in English to expand their international reach and serve valuable overseas markets Students who speak proficient English have higher chances of academic success, better job prospects, and faster career progression.

The Importance of Speaking Skill

Speaking skill is the verbal expression ability that stands apart from reading, writing, and listening, arising from a complex mix of factors through interaction rather than inheritance, and it is an external manifestation of capacity and wisdom that develops in the communication process as learners master diverse communicative behaviors (Platonov, 1963) For ordinary speakers, language is expressed with words, while individuals with language disabilities may rely on body language such as limbs and eyes to convey ideas; thus teaching foreign languages involves training learners to express their ideas in the target language and to think and communicate effectively in that language (Shumin, 2002) The purpose of learning a foreign language is to communicate in that language, and for many learners, mastery of speaking is the key element of language learning, with success measured by the ability to sustain conversations (Nunan, 1991) Practicing speaking helps develop confidence, and recent studies indicate that speaking skills also support the development of reading, writing, and listening abilities (Hilferty, 2005; Trachsel & Severino, 2004; Regina, 1997).

Among the four core language skills—listening, speaking, reading, and writing—speaking emerges as the most critical Spoken language strengthens vocabulary, syntax, and the ability to form complete sentences, enabling learners to articulate thoughts and emotions, participate in discussions, and debate ideas Effective speaking supports communication in both education and the wider community, and fluency in multiple languages can expand opportunities in large organizations, diverse industries, and career advancement Because we navigate daily life through speech, strong speaking skills help people achieve their goals through clear communication and collaborative effort.

The Types of Speaking

Based on Brown's classification (2003, p140), I summarize 5 groups in term of types of speaking as following:

In this imitative speech exercise, the speaker tries to echo the lecturer’s sentences in a way that makes them understandable, becoming more passive as they listen and sometimes repeating without full comprehension Even if understanding isn’t complete, the learner continues the discussion, focusing on practice rather than immediate insight Through imitative speech, learners develop their ability to read words and improve pronunciation, including matching intonation and accent patterns.

Intensive speech is a speaking style that demands a higher level of imitation, requiring speakers to use clear vocabulary and precise grammar to ensure understanding When you read an article, you can draw a lesson, develop a synopsis, or answer questions about the content, highlighting how the text communicates its meaning This approach also emphasizes acting in accordance with your own intentions, a personal element that cannot be imitated by others.

Responsive dialogue is a collaborative discussion about a problem among two or more people, aimed at developing a specific view of the issue The exchange proceeds through a handful of brief questions anchored in essential material, so each speaker can respond and contribute to the conversation with clarity and focus.

Conversation is the interaction where two or more people share ideas on a specific topic, creating a dialogue that sustains engagement This conversational style builds on traditional in-depth speech by prioritizing collaborative exchange and is widely used to keep discussions flowing The key distinction lies in vocabulary that signals harmony and rapport Through conversation, the connection between the speaker and the audience becomes more personal, making the exchange feel intimate and responsive.

Extensive speech often denotes a planned, monologue-style delivery rather than improvised or imitated chatter In this approach, the speaker's manner is refined and sophisticated, enabling careful pacing, richer structure, and the deliberate use of technical terms Such a prepared delivery allows for more practice and precision, ensuring the speaker communicates complex ideas clearly By conveying a deep understanding of the topic, this style earns listener trust through detailed, credible explanations and well-supported statements.

In classroom research, students consistently employ all the described methods of speech across discussions, lectures, and both individual and group speaking activities They integrate these approaches in classroom discussions, instructional lectures, and in assignments that involve solo and collaborative presentation practice Accordingly, the research centers on these forms of speech to illuminate the challenges students encounter in using them effectively.

Characteristics of Speaking Skill

Bygate, a key figure examining oral ability, analyzes features of spoken language to define speaking competence He contends that speaking has not been as readily identified as a study field as reading or writing, and that speech is not yet fully recognized as a distinct discipline He treats speaking as a synthesis of multiple components and notes that spoken discourse is typically unplanned, contextualized, casual, and mutual, especially in dialogue where speakers seldom have time to preface or organize remarks According to Bygate, oral language displays prototypical speech features that set it apart from writing, with speech organized by clauses, phrases, and utterances rather than full sentences; in everyday talk, people rely on brief, expressive utterances like “really?” or “I don’t know” because there is little time to premeditate Additionally, spoken language tends to be less formal in vocabulary and grammar than writing, which is characterized by clause subordination, and it is marked by utterance repetition, close ties to the intended meaning, and corrective expressions.

Speaking ability—the capacity to initiate and sustain dialogue—directly affects how successful participants are in a conversation Turner (1998) argues that if speaking is treated as a communicative performance, its assessment should rely on scales and criteria derived from how speakers actually perform.

According to linguist Jack C Richards, people encounter three types of speaking situations: interactive, partly interactive, and non-interactive In interactive settings, more than one speaker participates in a lively exchange, such as a group chatting in a cafe after work Face-to-face interactions are common in daily life, while phone conversations also count as social interactions even without visual contact Partly interactive speaking occurs in classroom teaching, where the teacher explains a concept and then guides students through tasks to illustrate it The non-interactive mode is the most common form of monologue, where the speaker addresses the audience without eye contact, such as a TV presenter delivering information on air.

Difficulties in Learning Speaking Skills

Brown (1994) identifies speech as the most challenging skill for students, due to the distinctive characteristics of oral discourse—contractions, vowel reductions, and elision—along with the use of slang and idioms In addition, prosodic features such as stress, rhythm, and intonation shape meaning, and effective speaking often requires engaging in conversation with at least one other speaker.

One of the main challenges of spoken English is that it typically happens in real-time with another speaker, so learners often feel surprised and frustrated when they first use a second or foreign language in actual conversations We’re not just recalling words; we’re juggling casual talk, turn-taking, social cues, and on-the-spot grammar and vocabulary choices, all at once Speech, as researchers describe, is the integration of several subsystems, and this simultaneous coordination makes speaking a second language especially daunting for learners Consequently, many people regard speaking as the core language skill, the one that most directly tests our ability to communicate in real life.

People communicate in a wide range of everyday situations—face-to-face conversations, online interactions, answering questions, requesting instructions, shopping, meetings, or chatting with friends—and each scenario calls for a distinct language register determined by its formality Rababa (2015) notes that a variety of factors contribute to difficulties in speaking English among EFL learners, with some variables stemming from the learners themselves and others tied to instructional methods, curriculum design, and the overall classroom environment Common barriers include insufficient vocabulary to convey messages, which makes it hard to sustain a conversation, as well as a lack of strategic and diplomatic communication skills.

Many learners do not see a real need to speak English, which dampens motivation to learn Motivation is the driver that decides whether a learner begins a task, how much effort they invest, and how long they stay engaged The development of communicative skills hinges on motivation and on the learner’s ability to express their personality and interact with others Language is best learned when learners focus on understanding, speaking, and using language to act, rather than when their attention is fixed on grammar or other linguistic features.

Language learners benefit from understanding the common difficulties of spoken language, which can lead to smoother interactions and better speaking fluency This awareness helps learners participate more confidently in everyday conversations, reduce misunderstandings, and improve overall communication skills By recognizing factors that make spoken language hard—such as rapid speech, informal pronunciation, intonation patterns, and real-time processing—learners can focus practice on the areas that most impact understanding and interaction.

Factors Affecting English Speaking

Speaking is a daily skill used in everyday conversation, but English speaking fluency doesn’t always come quickly Many factors make learning English challenging and hinder overall fluency in communication Internal and external influences—psychological, linguistic, and other factors—shape how well a learner speaks English According to Mahripah (2014), Elhadi Nasr Elhadi Mustafa (2015), and the author, several factors have been observed in the process of learning to speak English.

Psychological factors have emerged as pivotal forces shaping how learners acquire a second or foreign language, with a particularly strong impact on speaking proficiency These affective elements influence motivation, anxiety, self-confidence, attitudes, and willingness to communicate, all of which mediate classroom practice and autonomous study Across theoretical lenses—cognitive, social-psychological, and socio-cultural—different psychological causes are identified, including fear of negative evaluation, intrinsic motivation, perceived competence, and readiness to take linguistic risks Understanding these factors through theory-informed perspectives helps educators design instruction that reduces anxiety, boosts self-efficacy, and creates abundant opportunities for meaningful speech practice Emphasizing psychological factors such as motivation, anxiety, self-efficacy, attitudes, and communicative willingness can guide effective second/foreign language teaching and enhance speaking outcomes.

Motivation to study a language is a learner’s drive to acquire a new tongue, but desire alone isn’t enough; substantial effort is needed to achieve proficiency (Ortega, 2009) Second/foreign language motivation can be understood through two main lenses: learners’ communicative needs and their attitudes toward the language’s culture (Lightbown & Spada, 2001) In practice, students may be motivated to learn a language to meet social and career demands and to express themselves in real-world contexts, which requires maintaining a positive view of people who speak the target language to sustain communication Gardner (2001) contends that integrative motivation is the strongest driver, shaped by learners’ effort, investment, and enjoyment, as well as their behavior toward teachers and classroom instruction Another important factor is the mindset about why they want to achieve a certain outcome (Al Othman & Shuqair, 2013) Ultimately, the strength of a learner’s desire influences whether they participate in language-learning activities, such as speaking classes, and how they engage with the process.

Many students experience fear of making mistakes and language anxiety when speaking English in academic settings: they are comfortable conversing with peers but feel shy when speaking to lecturers or presenting in front of the class This fear seems to stem from shyness about delivering correct English in formal contexts Two students also noted that their shyness is part of their cultural heritage as inherently shy individuals.

Reluctance to speak and a loss of trust among students arise when they lack confidence in conversations with someone whose English is stronger, such as lecturers or native speakers If the listener does not understand what they are saying, students can fall into deep hesitation, unable to tell what is correct and what is wrong Many students believe their English is poor because they don’t talk like native speakers, which leads them to remain silent until they are convinced their words are right and as fluent as native English This dynamic blocks participation and perpetuates speaking anxiety, limiting opportunities to practice and improve communication skills.

It must be learned before speaking skills can be developed (Doff, 1998) To have a fruitful dialogue, students must consider what is said to them Shumin (1997) supports Doff's (1998) ideas by saying that when one person talks, the other responds by attending through the listening process In reality, a speaker simultaneously serves as a listener and a speaker As a result, one cannot answer if he or she does not understand what is being said It means that speaking and listening are inextricably linked

Al Lawati (1995) studied the difficulties faced by Omani students in their oral processing of English and discovered that the linguistic realm (vocabulary, syntax, pronunciation, and discourse) represents the most serious area of difficulty, as explained by instructors, since the learners have not yet developed an adequate standard in the basic abilities of language This is due to the fact that they envision a program that does not include adequate opportunity for studying and testing new and diverse vocabulary, as well as a lack of diversity in activities intended to improve speaking skills, particularly given the large number of students in class.

According to Mahripah (2014), vocabulary is a key variable in English language learning A rich and varied lexicon helps prevent repetition and makes sentences more lively, while gaps in vocabulary can hinder expression and leave learners unsure of how to communicate with others When learners lack vocabulary, comprehension suffers and speaking skills stagnate, increasing the risk of misunderstandings and rendering conversations dull Vocabulary development goes beyond memorizing words; it includes studying phonetics, syllables, and practical usage in real contexts to understand how words function in everyday English Ultimately, a solid vocabulary is essential for achieving effective communication in English.

Phonology is a challenging concept for learners because English pronunciation often diverges from its spelling, and words with identical sounds can be pronounced differently depending on context Thornbury (2005) defines pronunciation as the ability to produce clear, intelligible speech that meets communicative needs We can distinguish languages by their pronunciation—English, German, and French each use pronunciation to convey meaning through words Consequently, grammar greatly influences speech abilities, and mispronunciation can lead to misunderstandings or frustration (Celce-Murcia, 1996) Cook (1996) contends that language learning involves developing new pronunciation habits while letting go of the native language’s habitual pronunciation In producing phrases, pitch, intonation, pronunciation, and stress all contribute to immediate comprehension, and the tonal pattern of a sentence or verb shapes its complexity Therefore, English learners must pay close attention to pronunciation to express the full context.

In reality, those who specialize in English get further training in these areas. Many who do not speak native English are quickly perplexed by speaking English.

Many English speakers struggle with pronunciation because the components involved are confusing and difficult to pronounce correctly without proper instruction According to Trouvain and Gut (2007, p.53), poor pronunciation makes dialogue tedious and awkward for both the speaker and the listener As a result, incorrect pronunciation can be intimidating and impede communication The difficulty for English learners stems from the combined influence of several interacting variables that complicate learning to communicate.

Long-term awareness, as described by Bachman and Palmer (1996), delineates the path to English fluency, with greater expertise significantly boosting learners’ success, though achieving this level remains a key challenge in spoken English Grammar understanding is essential for proper pronunciation; without grammar insight, accurate pronunciation is unlikely According to Latha (2012), fluent English requires knowledge of and the ability to apply language structure, and learners can grasp term division; native speakers' familiarity enables them to speak fluently, and they may make minor grammatical mistakes that typically have little impact on sentence meaning In reality, native speakers can express themselves in a variety of ways Mahripah (2014) notes that learners’ errors can alter word meaning and create problems in sentences.

Grammar is a set of rules that govern the form and organization of words in language, even though different speakers apply different constraints in their sentences If vocabulary is a cooking ingredient, grammar is the process of combining those ingredients to produce the best dish, ensuring the right balance of form and context The aim of grammar is to establish an advantage in representing the mixture of form and context, resulting in sentences that are both clear and expressive Mastery of grammar is not always easy; it shapes whether your efforts to learn lead to genuine linguistic excellence For English learners, challenges extend beyond acquiring vocabulary to speaking and communicating effectively, because true fluency depends on a deep understanding of sentences and grammar.

Extensive prior research indicates that a natural aptitude for language learning markedly influences the development of language skills, including speaking, listening, and reading Conversely, a deficit in language learning aptitude may impede overall language growth and, in particular, affect speech skills.

RESEARCH FINDINGS

Discussion of findings

This chapter analyzes data collected from TMU students to deepen understanding of their attitudes toward speaking, their current speaking practice, and the factors that influence their ability to improve speaking skills The study draws on responses from 100 first-year students in Thuong Mai University’s English Department.

3.1.1 Students' assessment of the importance of speaking skills

The first question is, "How do you think it is important to speak English in class?" This question is an assessment of students' perceived importance to English.

Very Important Important Normal Unimportant

Chart 3.1 The importance of English

The survey results, as shown by the pie chart, indicate that most students recognize the importance of English for classroom learning Specifically, 50% (50 students) say English is very important, 40% (40 students) say it is important, and 10% (10 students) view its importance as normal These findings reflect a strong overall awareness among students of English’s role in their education.

Many students recognize the importance of English, and those studying it understand its relevance to their future Even in their first year, they take the initiative to assess and improve their English proficiency By choosing a Business English program, they commit to mastering English as a second language in addition to their native tongue This commitment helps them focus more intently on learning English and building practical language skills for business contexts.

3.1.2 Students' perceptions of the obstacle to practicing English language skills

Based on prior research, this study focuses on two major factors that influence difficulties in learning English speaking skills: the psychological component and the semantic component The level of challenge in each factor varies by learner, so the difficulties are categorized into four levels—very difficult, difficult, average, and no problem The findings, which are shown in the chart below, reveal how these factors distribute across students and guide targeted instructional strategies for improving spoken English.

Motivation Confidence Anxiety Phonology Vocabulary Syntax

No problem Normal Difficult Very difficult

Chart 3.2 The obstructing factor in practicing English speaking skills

Chart 3.2 assesses the difficulty of factors, most of the factors on students feel difficult, there is not much difference between my factors At a very challenging stage, pronounciation accounts for 60% of the grade Motivation, motivation, fear, vocabulary, and grammar also account for a very difficult proportion, equal to 40%, 30%, 30%, 40%, and 35.6 respectively However, 24 percent of students chose inspiration as the most important factor, accounting for the majority of the six reasons As students want to specialize in Tourism and Service Administration at the International Training Faculty, they must decide why they choose to study English This assists students in avoiding uncertainty about their plans.

Answering the interview question about motivation, confidence, anxiety, pronunciation, vocabulary, and grammar reveals that most students struggle with these factors because the high school curriculum often emphasizes grammar and vocabulary in isolation rather than practical use When learners do not routinely apply and blend these elements, their ability to use them flexibly in real conversation diminishes Additionally, focusing on writing vocabulary without speaking practice can make vocabulary acquisition harder later, since active use strengthens memory and fluency The key takeaway is the need for integrated practice that combines speaking with grammar and vocabulary, ensuring learners develop more flexible, confident language use.

Currently, new students study first-year so they have not been exposed to phonology Therefore, they have problems pronouncing: wrong pronunciation, incorrect accents, intonation, etc.

3.1.3 Students’ evaluation on the impact of psychological factors on learning English speaking skills

3.1.3.1 The cause of anxiety when speaking English

Based on the survey, several factors contribute to anxiety when students learn to speak English, and these factors are most noticeable when learners feel anxious The main causes include fear of making mistakes, worry about being judged, limited vocabulary, and insufficient opportunities to practice speaking, all of which heighten nervousness during oral English tasks By recognizing these causes, educators can create supportive, low-stakes speaking activities and provide constructive feedback to help learners build confidence and reduce anxiety in English speaking.

La ck o f p re pa ra tio n

In ab ilit y t o ex pr es s i de as

Fe ar o f m ak in g m ist ak es

Fe ar o f b ein g f oc us o f a tte nti on

Lo w En gli sh P ro fic ien cy

Chart 3.3 The cause of anxiety when speaking English

Survey results on consent and disagreement identify three key factors: lack of experience, difficulty articulating thoughts, and fear of making errors, with 67%, 50%, and 64% of respondents endorsing each factor, respectively The English-learning approach, shaped by a complex selection process, leaves proactive speaking opportunities and a supportive teaching atmosphere almost non-existent Consequently, students have limited time at school to practice, which hinders their versatility and reliance on discussion As practice remains scarce, students gradually form a habit of avoiding speech and fearing mistakes.

The remaining three reasons suggest that students may not encounter many obstacles in their studies Survey results show 44% report planning gaps, 42% experience concentration anxiety, and 30% indicate limited English proficiency Follow-up interviews reveal that class lectures are well-prepared and rigorous, with fear and language barriers appearing less prevalent than in the earlier categories For students aiming to specialize in service administration and tourism, the majority demonstrate strong English skills, and relatively low English proficiency does not seem to hinder the development of English speaking abilities.

3.1.3.2 Evaluation students' motivation in learning English speaking skills

Motivation is the driving force behind successful English learning, helping students reduce uncertainty and ambiguity by clarifying their personal source of inspiration When learners identify what motivates them, they engage more deeply, persist longer, and acquire language skills more effectively To determine which form of inspiration matters most, I surveyed a range of motivational variables and analyzed their impact on learning outcomes to pinpoint the most important driver of English proficiency.

Chart 3.4 The cause of anxiety when speaking English

According to the chart, 70% of students study English to find work, 60% to prepare for certification exams, 45% plan to study abroad, 20% pursue export-related roles, and 10% have other objectives The takeaway is that employability is the main driver for learning English, and strong English proficiency unlocks significant job opportunities as foreign companies actively recruit talent capable of professional English communication, offering the chance to work in larger corporate environments and build experience for future careers.

Passing the qualification test motivates students to pursue work, and the foreign teaching faculty provides training tailored to each student's program The goal is to equip economics undergraduates in Vietnam to earn degrees from international universities, expanding their language skills and career options While business internships are available, students also chart their future directions based on their own interests and plans These motivations shape their paths, increasing their commitment to studying English and the need for strong English communication skills in international settings.

3.1.4 Students’ evaluation on the impact of linguistics factors on learning English speaking skills

3.1.4.1 Students’ assessment on the influence of pronunciation

English pronunciation is challenging when you don’t learn it from the start, because mispronunciations tend to stick as habits Pronunciation in spoken English differs from spelling, so learners often struggle to map letters to sounds This piece identifies the main pronunciation difficulties students encounter—vowel and consonant contrasts, word and sentence stress, rhythm, and connected speech—and suggests practical ways to tackle them from day one.

Chart 3.5 Students’ assessment on the influence of pronunciation

Analysis of the chart reveals that the group with the most mistakes—about 40%, or 12 students—does not pay attention to word stress In English, stress matters for meaning and pronunciation, and it helps distinguish words that share similar spellings or pronunciations Paying attention to stress is the key method to reduce errors and accurately differentiate such words.

Example : Desert (n) /ˈdezərt/ ‘sa mạc’

Desert (v) /dɪˈzɜːrt/ ‘rời khỏi, bỏ hoang’

Dessert (n) /dɪˈzɜːrt/ ‘món tráng miệng’

Three commonly confused words can be hard to tell apart because they share similar spellings and pronunciations If you don’t pay close attention to pronunciation, the differences won’t come through when you speak Learning to distinguish between words by improving your accent and mastering natural intonation will make your spoken English clearer and more fluent.

RECOMMENDATIONS AND SUGGESTIONS

Some recommendations

Learning English is increasingly essential and remains the most important language students should cultivate during their school years To achieve success in both academics and life, learners need to improve their English speaking skills In Chapter Four, the author provides practical suggestions for boosting English speaking ability, rooted in the common difficulties students encounter in the learning process By addressing these challenges, students can gain greater confidence in speaking English and participate more effectively in their studies and daily interactions.

4.1.1 Speaking Problems Related to Psychological Factors

Research shows that psychological factors can hinder students' ability to speak English even when they have strong grammar and vocabulary, because low self-confidence and fear of making mistakes undermine oral practice This anxiety often leads to hesitation, reduced participation, and poorer speaking performance To address these psychological barriers, educators can implement strategies such as fostering a supportive classroom climate, designing low-stress speaking activities, providing gradual speaking tasks, and delivering constructive, encouraging feedback that builds intrinsic confidence By directly targeting these psychological factors, students gain trust in using English and can improve their speaking fluency.

Motivation to learn English comes from recognizing the tangible benefits of speaking the language well The advantages of mastering English include easier graduation and access to higher‑paying jobs, opportunities to collaborate with international partners who value your language skills, the possibility of company sponsorship to study abroad, greater confidence when traveling abroad, and the ability to watch your favorite English programs without subtitles Visualizing these outcomes helps students feel excited about learning and imagine the moment when they use English fluently to achieve them Keep that vision in mind every day as you practice.

Confidence is the second pillar of effective English communication Don’t get hung up on difficult grammar when you speak, since grammar mainly helps with tests rather than real conversation; focus on expressing yourself clearly and freely The more you practice speaking, the faster your fluency will grow, whether you’re chatting with peers, professors, or coworkers Use classroom time to practice conversational English and build real-life speaking skills Start thinking in English from the start, and your ability to speak will improve as you gain more opportunities to speak.

Anxiety is the third hurdle you may encounter when you have to speak, not just in English, and that reaction is easy to understand It often comes from a lack of planning, struggling to articulate your thoughts, and fear of public speaking, among other factors If you can pinpoint what triggers your fear each time you speak, you can uncover practical answers Possible solutions include preparing a simple outline before you talk, practicing to express your ideas more clearly, and gradually increasing your exposure to speaking in front of others Additional techniques like breathing exercises, speaking slowly, pausing to gather your thoughts, and recording yourself to review and improve can also help you manage anxiety and boost your English-speaking confidence over time.

Effective public speaking starts with deliberate planning and regular practice Students should allocate ample time to rehearse speeches and practice speaking on a variety of topics, especially when presenting in English in class Before a presentation, read and study the material carefully to ensure clarity, then practice aloud and repeat runs to solidify understanding, but avoid memorizing word-for-word since recall can fail under pressure Focus on the core message and your intent, and practice alone to build confidence Practicing with friends, with native speakers, or in a quiet solo session creates a supportive environment that strengthens fluency, pronunciation, and delivery Even when time is limited, short, consistent practice sessions can significantly improve English speaking skills and classroom performance.

Your fear of saying something wrong often comes from not practicing communication enough; the more you speak and chat, the more you’ll see what you’re getting right and where you’re making mistakes Regular interaction with others provides feedback that helps you fix errors and accelerate your English speaking progress If you stay stuck with the wrong mindset and refuse to talk, your speaking ability will suffer because nobody starts perfectly and those who excel learn to recover from mistakes Once you understand where you went wrong, you can adjust and talk more effectively, turning fear into steady improvement.

Struggling to express ideas in English often comes from thinking in Vietnamese, where expression is structurally different and longer phrases are common Vietnamese phrasing can feel verbose, while English tends to be simpler and more direct By practicing speaking in English with clear, concise sentences, you train your mind to think in English, which makes communication more effective Once this habit takes hold, speaking English becomes less difficult and less stressful, because thinking in English reduces cognitive load and helps you convey ideas more smoothly.

English At that time, speaking English will be much softer because you simply convey from thinking to speaking.

4.1.2 Speaking Problems Related to Linguistics Factors

A key consideration in English language learning is how grammar, phonology, and vocabulary interact Linguistic factors often influence progress more than psychological factors, shaping how learners acquire accuracy and fluency Students can strengthen these areas through classroom learning, center-based instruction, or self-study, providing flexible pathways to improve English proficiency.

English pronunciation hinges on effective listening Students should practice listening to English every day, because good listening leads to better speaking and is a core element in developing clear English pronunciation Daily listening practice is a proven step toward improved pronunciation, and the time you invest in listening directly correlates with how much your pronunciation improves.

Therefore, students should practice listening for about 30-60 minutes a day with appropriate listening aids such as Podcasts, videos on youtube, etc Besides, students need to focus on tones and intonation if they want to enhance standard English pronunciation like a native speaker Students need to combine the rise and fall and the correct stress of the word This will make the English voice most engaging and natural One of the best English pronunciation experiences is that students should practice reading as loud and clear as possible, so that the sound becomes clearer.

In addition, you will not be able to pronounce English effectively if you do not remember how to read the sounds in the IPA phonetic table Therefore, only when you master this phonemic system, learning English pronunciation and vocabulary recognition becomes extremely easy for you Furthermore, listening to English news and movies will help you improve your pronunciation This will assist you in becoming accustomed to pronunciation as well as how to emphasize their sentences, allowing you to develop your best pronunciation

Vocabulary development is essential Watching international films and reading English books are two effective ways to expand your vocabulary Students should practice each new word daily by forming sentences and writing short paragraphs to reinforce usage and context To maximize retention and fluency, incorporate the new vocabulary as often as possible in everyday speech and writing, and seek opportunities to use unfamiliar terms across various topics.

English speaking classes use repetition to help your brain consciously memorize vocabulary, while grammar reinforces your ability to form correct sentences You can't speak or write English well without grammar, so effective programs teach vocabulary and grammar together, enabling you to link words into fluent sentences and produce clear expressions or essays that are highly valued in communication.

Strengthen English grammar through regular reading and listening practice, which helps you internalize correct grammar without memorizing complex rules You’ll understand both traditional grammar taught in classrooms and how it appears in natural, real-world usage, while also noticing new grammatical patterns you hadn’t encountered before Read a variety of English content you enjoy—comics, websites, photos, books, magazines—to experience authentic language in context Writing in English is the most efficient and reliable way to solidify the structures you’ve learned, letting you use the language more fluently and confidently.

The importance of English

The survey results are presented in a pie chart, which shows that most students recognize the importance of English for classroom learning Specifically, 50% of students regard English as very important (50 students), 40% consider it important (40 students), and 10% view its importance as normal (10 students) These findings indicate a strong overall awareness among students about the value of English in their education.

English proficiency is widely recognized as essential for students, with its value evident across courses and programs Even first-year students understand that English matters and often take the initiative to assess their own language skills By choosing a Business English track, learners signal their readiness to study a second language beyond their native tongue, which in turn sharpens their focus on mastering English and preparing for global business opportunities.

3.1.2 Students' perceptions of the obstacle to practicing English language skills

Building on prior research, this study focuses on two key factors that affect learners’ ability to develop English speaking skills: psychological factors and semantic factors The degree of difficulty varies from student to student in each area, so the analysis uses four rating levels—very difficult, difficult, average, and no problem—to capture the range of challenges The findings are presented in the chart below.

Motivation Confidence Anxiety Phonology Vocabulary Syntax

No problemNormalDifficultVery difficult

The obstructing factor in practicing English speaking skills

Chart 3.2 shows that most factors affecting students’ English learning are perceived as difficult, with little difference among them Pronunciation is the most challenging, accounting for 60% of the grade at a very demanding stage Other difficult areas include motivation (40%), fear (30%), vocabulary (40%), and grammar (35.6%), highlighting substantial challenges across key language skills However, 24% of students identify inspiration as the most important factor, representing the majority of the six reasons Since students at the International Training Faculty aim to specialize in Tourism and Service Administration, understanding why they study English helps reduce uncertainty about their plans and supports more focused, career-oriented language learning.

An interview question asks learners to identify which of the factors—motivation, confidence, anxiety, pronunciation, vocabulary, and grammar—they find most challenging and why, and the findings show that many students struggle with these factors partly because the high school curriculum often prioritizes grammar and vocabulary over practical language use When learners fail to apply and integrate these factors regularly, they become less flexible in using them in real communication Moreover, learning vocabulary through reading and writing alone, without speaking practice, makes it harder to acquire and retain vocabulary later on.

Currently, new students study first-year so they have not been exposed to phonology Therefore, they have problems pronouncing: wrong pronunciation, incorrect accents, intonation, etc.

3.1.3 Students’ evaluation on the impact of psychological factors on learning English speaking skills

3.1.3.1 The cause of anxiety when speaking English

A survey identifies several reasons why anxiety makes speaking English difficult for students, and these causes are most noticeable when learners feel anxious The findings show that anxiety in English speaking situations highlights these factors and explains why students struggle to express themselves fluently.

La ck o f p re pa ra tio n

In ab ilit y t o ex pr es s i de as

Fe ar o f m ak in g m ist ak es

Fe ar o f b ein g f oc us o f a tte nti on

Lo w En gli sh P ro fic ien cy

The cause of anxiety when speaking English

Survey findings on consent and disagreement identify three key factors behind students' reluctance to participate: lack of experience, difficulty articulating thoughts, and fear of making mistakes, with approval rates of 67%, 50%, and 64% respectively The teaching approach—especially English instruction through a complex selection process—has left proactive speaking and a supportive classroom atmosphere nearly nonexistent Students also have insufficient school time to practice, which limits their ability to be versatile and engage in discussions Consequently, a lack of practice has fostered a habit of staying quiet and fearing errors.

The remaining three reasons suggest that students face fewer challenges than expected Specifically, 44% acknowledge a lack of planning, 42% struggle with maintaining concentration, and 30% report insufficient English proficiency as barriers In in-depth interviews, students described class lectures as well-prepared and demanding, with fear and gaps in English literacy being less common than the earlier factors When pursuing specialization in service administration and tourism, the majority demonstrate strong English skills, and low English proficiency does not appear to hinder learning English speaking skills.

3.1.3.2 Evaluation students' motivation in learning English speaking skills

Motivation acts as a driving force that enhances English learning by helping learners reduce uncertainty and ambiguity through identifying their personal sources of inspiration When students understand what motivates them, they can engage with English more effectively and sustain their efforts As a result, the inspiration they receive boosts their ability to learn English efficiently To determine which type of inspiration is the most important, I surveyed a set of variables and analyzed which motivational factors have the greatest impact on learning outcomes.

The cause of anxiety when speaking English

According to the chart, 70% of students study English to improve job prospects, 60% study English to prepare for certification exams, 45% plan to study abroad, 20% aim to work in export industries, and 10% have other goals This data shows that securing employment is the primary motivation for most students With strong English language skills, students unlock significant job opportunities, as many foreign companies actively recruit staff with proficient English communication Those who build solid English competencies can work in larger corporate settings, gain valuable experience, and advance their careers.

The qualification exam drives students to pursue work and shapes their study choices, especially for those in the foreign language teaching faculty whose training follows individualized programs The aim is to train economics undergraduates in Vietnam who will earn degrees from international universities, thereby expanding their language resources and career options Although students may participate in a business internship, they also chart their future direction based on their initial desires and plans These motivations help students plan for the future and strengthen their commitment to studying English, underscoring the need for strong English communication skills in international education and business contexts.

3.1.4 Students’ evaluation on the impact of linguistics factors on learning English speaking skills

3.1.4.1 Students’ assessment on the influence of pronunciation

English pronunciation can be quite challenging if learners don’t start with the basics, because mispronunciation tends to become a lasting habit English pronunciation differs from spelling, so students often struggle to map letters to sounds This article highlights common pronunciation difficulties that learners may encounter, including unfamiliar consonant and vowel sounds, inconsistent sound–letter correspondences, and the patterns of stress and intonation that shape meaning By recognizing these hurdles early, learners can focus practice on the most impactful areas and build clearer, more natural speech.