A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills A study on common English communication skill errors made by Faculty of English freshmen of TMU and how to improve their communication skills
OVERVIEW OF THE STUDY
Rationale
English has become a global language and the primary means of communication that connects hundreds of languages, allowing people around the world to understand one another As globalization accelerates, countries are expanding English education and usage to participate in international business, science, and culture Vietnam is increasingly prioritizing and popularizing the English language, recognizing its role as an essential tool for growth, education, and everyday communication.
English is the main language used on the Internet, in business, and in many other fields, making English proficiency essential for clear communication and success online and offline Learning English involves mastering a range of skills, with English communication skills especially important for effective interaction This study identifies fundamental errors in freshman English communication and offers practical solutions for improvement to help learners build stronger communicative competence.
As a four-year student in the English department, I understand the challenges freshmen face when communicating in English They have limited opportunities to practice with speakers from other countries and still struggle with English communication, which is why I chose to study the subject of improving practical English communication for freshmen.
This study investigates common English communication skill errors among freshmen in the Faculty of English at TMU and offers practical strategies to improve their communication performance By analyzing frequent issues in pronunciation, grammar, vocabulary usage, coherence, and discourse, the research identifies underlying causes such as limited practice opportunities, reliance on L1 patterns, and gaps in feedback It presents targeted solutions—including structured practice activities, ongoing self-assessment, peer feedback, and exposure to authentic English materials—to enhance overall English communication skills for TMU freshmen The author hopes that, through this research topic, key errors will be clarified and actionable methods provided to strengthen English communication skills in academic and future professional contexts.
Previous of studies
As English has become a global lingua franca, researchers worldwide study the problems and challenges that learners face in developing strong English communication skills A substantial body of recent international and local studies explores English learning, shedding light on the barriers learners encounter and the strategies that support more effective language acquisition.
In relation to communication skills, Alqahtani Mofareh A, English Department, Civilian Studies, King Khaled Military Academy, Riyadh, Saudi Arabia conducted a study on: "Difficulties Facing Students in English Language
Conversation'' (2019) This thesis addresses the poor language proficiency of
This study focuses on English language learners and their conversational skills, examining how students struggle to achieve fluency in both classroom and public settings It identifies gaps in learning English conversation skills accurately, explores the factors behind communication difficulties, and proposes practical solutions to help students master English communication The results indicate that key challenges include a fear of making errors, limited or imprecise understanding of English vocabulary and grammar, and problems with word and sentence articulation By addressing these factors with targeted strategies—such as structured practice, exposure to authentic language, grammar-focused yet communicative activities, and feedback on pronunciation—students can strengthen their speaking fluency and confidence in real-world contexts.
To thoroughly investigate this issue, the study implemented a structured quantitative survey instrument with multiple questions, alongside interviews with a random sample of students and teachers to elicit the main challenges students face in speaking English The researcher clearly articulated the research problem, its importance, the study objectives, hypotheses, and methodologies, and then drew conclusions from the collected data.
Panida Karachedee of Burapha University conducted a need analysis on the English communication skills of HSBC Thailand employees in January 2017, using a quantitative survey to identify staff needs and problems and to propose targeted improvement methods The study found that listening skills were the most serious challenge among Thai HSBC staff, with unfamiliar foreign accent and pronunciation identified as the top obstacle, and it also highlighted grammar usage as a workplace communication problem Based on these findings, the research outlined a strategy to enhance English communication through internal training and English courses at a language academy.
The study: " A study on how to improve English communication skills of receptionists in Muong Thanh grand Ha Noi hotel" (2018) by Tran Thuy Dung of
An English Faculty study at Thuong Mai University identifies the problems in English communication among reception staff at Muong Thanh Grand Hanoi and proposes practical solutions to improve their English proficiency The research focuses on the Reception Department’s current use of English when communicating with foreign guests and offers actionable recommendations to enhance clarity, courtesy, and effectiveness By implementing these strategies, MTGH hotel's receptionists can communicate confidently and fluently in English, leading to higher work efficiency and better guest experiences.
Besides, another study “English communication skills of students with foreigners - proposing solutions to join NGOs” (2008), the author selected English
This study surveys top students from four major Hanoi universities—VNU University of Languages and International Studies, Vietnam National University, Foreign Trade University, and Hanoi University of Science and Technology—to explore English communication proficiency and the challenges they face It includes foreigners who demonstrate strong English skills, most of whom are native English speakers from Europe, Australia, and North America The research employs investigation, interviews, and observations as its methods The findings indicate that when these students communicate with English speakers from different countries, the most common errors involve intonation, pronunciation (accent), and navigating regional cultural differences.
Aims of the study
This study investigates the frequent mistakes that freshmen in the English Faculty at TMU make in English communication and proposes practical solutions to improve their speaking and overall communicative competence The research aims to identify common error patterns in both spoken and written English, uncover underlying causes, and develop targeted instructional strategies and resources to help students overcome these challenges The basic goals include diagnosing key weaknesses, implementing evidence-based interventions, and evaluating their effectiveness in enhancing TMU freshmen's English communication skills.
● Analyze the situation of communication in English by first-year students of English Faculty at TMU and the common errors encountered by themselves
● Propose solutions to improve English communication skills for Faculty ofEnglish freshmen of TMU.
Research question
In order to accomplish the above mentioned aims, the study targets at finding the answer to the following questions.
- What is the attitude of first-year students of English Faculty at TMU towards the oral English communication skills?
- What are the common errors that the freshmen of English Faculty at TMU encounter when communicating in English?
- How to improve the oral English communication skills of freshmen students of English Faculty at TMU?
Research subject
This study investigates the common errors that first-year English majors at Thuong Mai University make in English communication and proposes practical solutions to improve their spoken and written proficiency By identifying recurring issues in pronunciation, grammar, vocabulary usage, discourse coherence, and pragmatic skills, the research explains how language transfer, limited practice, and insufficient feedback contribute to these mistakes It then offers targeted interventions—enhanced communicative practice, structured error analysis, feedback-rich tutoring, and self-study strategies—that can be implemented across the curriculum to strengthen students’ confidence and effectiveness in real-world English communication The overall aim is to inform teaching practice and help students achieve noticeable improvements in the most efficient, sustainable way.
Scope of the study
This study at Thuong Mai University investigates freshmen in the English Faculty to identify common mistakes in English communication and to propose practical solutions for improving speaking and writing skills Conducted in the second semester of the 2020-2021 academic year, the research analyzes patterns in students’ English use to inform targeted teaching strategies and effective learning activities Due to time constraints, the study covers a limited sample and offers actionable recommendations designed to enhance English communication among freshmen and support curriculum development within TMU.
Research methodology
In this study, the author decided to use the quantitative and qualitative methods The data and information has been collected from two sources: the questionnaire and the interview.
Designed to capture diverse perspectives, this questionnaire combines open-ended and closed-ended items, enabling respondents to share opinions and views conveniently Part I gathers students' background and basic information, while Part II presents questions on common errors and practical strategies to improve oral communication in English.
The interview includes three questions to dip deeper into the issue.
Organization of the study
This study consists of four main parts:
• Chapter 1: Overview of the study
This study presents a clear rationale for its selection, reviews related prior research, and states the main aims of the investigation It identifies the research subjects and defines the scope of the study, including the population, setting, time frame, and boundaries of inquiry The methodology is described in detail, outlining the data collection methods, instruments, sampling approach, and analytic procedures used to ensure valid and reliable findings The article also outlines the overall structure of the study, guiding readers through the literature review, methodology, results, and discussion to support a coherent, searchable, and reproducible research narrative.
This chapter provides an overview of communication, detailing its key types—verbal, nonverbal, and written—and underscoring the importance of English communication skills for academic, professional, and everyday contexts It also identifies the common errors English learners encounter and offers practical solutions to improve pronunciation, grammar, vocabulary, and overall communicative effectiveness.
• Chapter 3: Data analysis and research findings
Chapter X analyzes the research results, forming the core of the study Through a student survey, this section captures learners’ views on common errors in communicating in English with foreigners and identifies actionable solutions to improve oral English communication The chapter presents the collected data and figures and conducts thorough analysis to uncover patterns in speaking difficulties and the effectiveness of proposed remedies This results analysis is the crucial part of the study, linking empirical findings to implications for practice and future research.
This chapter identifies common errors in spoken English and offers practical, actionable solutions to improve oral communication for learners in general, with a focused emphasis on first-year students of the English Faculty at Thuongmai University It presents targeted strategies to enhance pronunciation, fluency, grammatical accuracy, and communicative confidence, accompanied by examples and exercises that help students apply these solutions in real conversations.
THEORETICAL BACKGROUND
Definition of communication
There are many definitions of communication posed by different writers. According to Dwyer (2000), “Communication is the transfer of meaning.
Communication covers any verbal or nonverbal behavior perceived by others It begins when knowledge, feelings, or thoughts are encoded into a message and sent by a sender, then received and decoded by a receiver The meaning of the message emerges from the receiver's interpretation, forming a connection between the people involved Effective communication helps us learn about ourselves and the world, share experiences, persuade and influence others, and relax and enjoy our interactions.
Verderber, R.F., Verderber, K.S & Berryman- Fink, C (2008) define
“communication is the process of creating and sharing meaning in informal conversation, group interaction, or public speaking” Another definition is set by
Communication is the process by which people share information, ideas, and feelings, and it hinges on more than spoken or written words Nonverbal cues—body language, facial expressions, posture, and personal style—along with the surrounding environment, all contribute meaning to a message and help convey its full intent.
Communication is the process of sending and receiving information among people, serving as a fundamental means of reaching others by transmitting ideas, thoughts, feelings, and values Through this exchange, individuals connect, share knowledge, and build understanding and relationships.
Types of communication
Verbal communication is the expression of information through language, which consists of words and grammar, as defined by Bovee et al (2012) Penrose et al (2010) also provide a definition of verbal communication, offering another perspective on how messages are conveyed through speech and writing.
“Verbal communication consists of sharing thoughts thought the meaning of words.”
Verbal communication can be defined as communicating your thoughts through words Such thoughts may be ideas, opinions, directions, dissatisfaction, objections, your emotions and pleasures.
Communication that uses words appears in many forms, from leading a meeting and conducting a phone conversation to chatting with a friend and writing letters or emails These word-based interactions—whether spoken or written—shape understanding, influence decisions, and create lasting records in both personal and professional life By mastering clear, purposeful language across meetings, calls, conversations, and written messages, you can convey tone and intent more effectively and ensure your message resonates with others.
According to Levine and Adelman (1993) non-verbal communication is the silent language, including the use of gestures, facial expressions, eye-contact and conversational đistance, etc.
Nonverbal communication refers to messages conveyed through channels other than words, including gestures, facial expressions, posture, and sign language It's nearly impossible to separate verbal and nonverbal behavior into two distinct categories because some forms, like sign language, can be translated into verbal meaning word for word, yet also convey information through movements without sound When people discuss nonverbal behavior, they typically mean the signals into which meaning is attributed, not the process of interpreting that meaning.
In 2008, the author presented a definition of nonverbal communication that captures its core dimensions He argues that nonverbal communication encompasses all components of a message that, taken together, constitute communication not verbally coded but conveyed through both vocal and nonvocal channels.
According to the study about "Effective oral and written communication"
According to a 2018 study by R Prabavathi and P C Nagasubramani, written communication is the oldest known form of human communication, defined as any message that is written and documented from the sender to the receiver Common examples of written communication include letters, memos, research papers, and reports.
Written records provide a concrete form of documentary evidence and function as a reliable reference for future needs Because the information is captured in writing, it can be easily distributed to a broad audience, enabling bulk communication Since the content remains identical for every recipient, its accuracy stays consistent across the entire audience.
Effective written communication relies on completeness, clarity, and correctness in every message With no opportunity for immediate feedback, it’s essential that the writing is thorough, precise, and well‑structured so the intended message is conveyed accurately Emphasizing detailed information and accurate language helps prevent misinterpretation and ensures the reader receives the writer’s meaning clearly.
Keep communication simple and error-free to ensure clarity Written communication has limitations such as lack of feedback and difficulty conveying tone or modulation, which can make messages harder to interpret These drawbacks can be overcome by mixing oral and written communication, combining the precision and permanence of written text with the immediacy and nuance of spoken delivery to maximize the advantages of both while minimizing their disadvantages.
According to Brian Nuckols (1998): "Visual communication is a way to communicate ideas graphically in ways that are efficient and help to convey more meaning It’s a critical element of any content marketing strategy "
Visual communication is the conveyance of ideas and information in forms that can be seen Visual communication in part or whole relies on eyesight Visual communication is a broad spectrum that includes signs, typography, drawing, graphic design, illustration, industrial design, advertising, animation, color, and electronic resources.
Visual communication refers to messages that can be seen, making it a powerful tool in business As a practical aid, visual communication helps simplify complex data and improve audience understanding When you need to convey a large amount of information, visual aids—such as charts, graphs, and infographics—enhance comprehension for the message receiver.
Indeed, clear communication is very essential Hence it is very necessary to develop strong communication skills And in this study, the author focuses on verbal communication.
Importance of English communication skills
In business, action defines the landscape—from product design and manufacture to marketing and sales, from hiring and onboarding to service delivery Policies are crafted, implemented, and enforced, and employees continually learn new roles and execute them Yet none of these activities can occur without effective communication, because information must flow across teams, departments, and hierarchies for ideas to become reality Recognizing the central role of communication helps explain why coordination and clarity are essential at every stage of the enterprise.
Importance of English communication skills in daily life
English has become an international language, shaping development as countries worldwide, including Vietnam, adopt an international model English communication in daily life is common and increasingly necessary, and strong English skills can enrich your experiences by helping you navigate many real-life situations that involve English.
In addition, poor English communication skills can affect your personal intentions a lot.
Strong English communication enhances foreign travel by making it easier to navigate, ask for directions, and handle daily tasks, while also enabling you to assist foreigners who get stuck and share helpful solutions Building foreign friendships enriches your cultural experience and creates lasting connections that widen your perspective Participating in activities organized by international communities and foreign countries can provide valuable experiences and open up global opportunities for personal growth and career development.
Importance of English communication skills in workplace
Strong English communication at work unlocks a wealth of opportunities and makes it easier to collaborate with partners and teams worldwide As companies expand across borders, proficiency in English enables seamless interaction with international clients, suppliers, and colleagues, boosting your value in any organization Because clear English is highly valued in recruitment, job seekers with solid English skills can access foreign companies that offer competitive salaries and professional environments Conversely, limited English communication can reduce interview opportunities and leave you competing for less desirable roles Investing in English skills today broadens career prospects and supports successful global business endeavors.
Employees who demonstrate strong professional abilities and high English proficiency earn greater appreciation and trust from their boss They gain access to major seminars, events, and opportunities to meet international partners, expanding their network and visibility This creates a solid pathway for career advancement and personal development.
Importance of English communication skills in study
With international integration accelerating worldwide, children are increasingly exposed to English from an early age Emphasizing English communication skills from the outset of language learning helps students gain fluency, confidence, and practical ability in real conversations By building vocabulary, practicing speaking and listening, and engaging in interactive communication during study, learners pave the way for academic success and a brighter, globally connected future.
Strong English communication skills open doors for students, including opportunities to participate in exchange programs and study abroad This exposure to international education broadens knowledge, keeps students confident in conversations, and enhances collaboration with peers from around the world With proficient English communication, learners can access and absorb international learning materials more easily, supporting academic success and cross-cultural understanding.
Good English communication will be the fundamental foundation for students' career opportunities in the future.
English communication errors
Oral communication stands apart from reading, listening, and writing because it requires real-time, direct interaction with others This immediacy makes conversational flow dependent on quick, contextual responses, and mistakes can feel more exposing than in other skills Many learners experience fear and a lack of confidence when speaking a foreign language, worrying about mispronunciation, incorrect grammar, and being misunderstood by native speakers They also fear losing face or facing criticism, which can further hinder their willingness to participate in conversations.
This study examines the fundamental mistakes of freshman English faculty to identify the core error hindering effective communication and to propose practical solutions to improve their English communication skills It highlights common missteps in classroom communication, such as unclear explanations, inappropriate pacing, jargon-heavy instruction, and limited feedback, which can undermine student understanding and engagement By diagnosing these issues, the research outlines targeted interventions, including clear learning objectives, scaffolded language instruction, active listening, and iterative feedback mechanisms, designed to enhance both spoken and written English proficiency for instructors and students alike The findings provide actionable recommendations for faculty development, curriculum design, and assessment practices that promote clearer, more confident English communication in freshman courses and support better student outcomes.
Many English learners underestimate the role of pronunciation, yet English pronunciation is a crucial element of clear communication When you speak with accurate pronunciation, you help listeners understand you more easily; mispronunciations can obscure your message and hinder comprehension Focusing on pronunciation practice is essential for fluent, confident speaking and effective everyday communication.
Burns and Joyce (2005) identified a set of factors likely to make learners reluctant to speak, with linguistic problems singled out as a major barrier Vietnamese learners often struggle with essential pronunciation features that differ markedly from Vietnamese, such as certain sounds, word stress, intonation, and the use of linking words While it is evident that sound, stress, intonation, and linking in spoken language carry crucial meaning, many learners still find it difficult to pronounce words correctly, place stress on the right syllables, or apply appropriate intonation and linking patterns in speech.
Wilkins (as Thornbury, 2002) states that "without grammar very little can be conveyed, without vocabulary nothing can be conveyed," highlighting that grammar alone cannot express ideas without the words to say them This implies that language learners must master vocabulary in addition to grammar, since knowing rules without the appropriate words leaves meaning unexpressed Consequently, vocabulary is a core language element that learners need to develop in order to communicate effectively.
A rich vocabulary boosts learners' understanding and strengthens communication skills, enabling them to clearly convey ideas and messages to listeners In contrast, a limited vocabulary can lead to misused or out-of-context words, causing incorrect content transmission and lowering the quality of conversation.
In real-world communication, the focus is on content and how you respond rather than perfect grammar, yet English learners still face the challenge of navigating its many rules The complexity of grammar can make correct usage difficult and anxiety around new rules often leads to serious errors in speech and writing Grammatical competence—the ability to understand and apply the structure of English—helps speakers convey messages clearly and supports fluency by enabling accurate interpretation and production of sentences Without knowledge of grammar rules, learners struggle to communicate effectively in English, hindering their overall language proficiency and confidence.
Many English learners overcomplicate their writing and speech by using unnecessarily complex sentence structures This often stems from a fear that listeners won’t understand ideas unless they’re framed in flawless grammar Ironically, this mindset can create more mistakes and cloud meaning English communication doesn’t need heavy grammar; native speakers routinely rely on simple, clear sentences By adopting straightforward structures, you can be heard more easily and your ideas understood more quickly.
Every country has its own communication culture, and foreigners bring their own communication styles, so cross-cultural interactions can yield misunderstandings and discomfort if expectations aren’t aligned As Anderson and Lynch (1988) note, learning a foreign language also involves gaining familiarity with the foreign culture, a key element of cross-cultural communication Yet language learners often slip into basic mistakes such as losing calm when they don’t understand what the other person is saying and avoiding direct eye contact during conversations, which can undermine rapport and clarity Addressing these issues requires cultural awareness, better listening, and practical strategies to maintain composure and appropriate eye contact in intercultural dialogue.
Psychology affects communication by shaping how confidently we speak and how well we connect with others Many learners of foreign languages feel insecure and hesitant to speak with people from different cultures, fearing mistakes, lacking a natural conversational flow, and feeling unsure about how to respond in real-time This speaking anxiety undermines self‑confidence in language skills and fuels concern about being criticized by others Understanding the psychology behind communication barriers can help learners build resilience, improve fluency, and communicate more effectively in cross‑cultural conversations.
Research indicates that speaking in a second or foreign language heightens anxiety, making learners more apprehensive and less willing to participate in conversations Before a real exchange, learners may have numerous ideas, but once real-time interaction with native speakers begins, their minds can go blank, and tension and shyness may keep them from producing words or sentences This phenomenon, described by Horwitz et al (1986) and MacIntyre & Gardner (1989), underscores how language anxiety can block spontaneous speech even when preparation exists.
Many language learners struggle with speaking up and engaging directly with native speakers due to shyness Fear of pronunciation mistakes often heightens anxiety, causing learners to avoid practicing spoken English altogether Addressing pronunciation early, building speaking confidence, and providing low-pressure opportunities to converse can help learners overcome this hurdle By practicing regularly, seeking constructive feedback, and gradually increasing interaction with native speakers, learners can become more fluent and comfortable expressing their opinions in English.
Factors affecting English communication errors of students
A rich vocabulary enhances learners' understanding and strengthens their ability to communicate, helping them convey ideas clearly to listeners If language is a house, grammar is the cement and vocabulary the bricks; to build a complete house, both cement and bricks are needed, because a structure cannot be erected with cement alone (Nguyen Huyen, 2004) When vocabulary knowledge is limited, learners' communication is hampered, leading to basic mistakes and, in particular, the misuse of words in the wrong contexts.
2.5.2 Be afraid of making pronunciation and grammar mistakes
Oral communication differs from other language skills such as reading, listening, and writing because it happens in real time through direct interaction with others This immediacy can make learners anxious about making mistakes when expressing themselves in a foreign language, especially worries about pronunciation and grammar errors Such concerns often lead to fear that native speakers won’t understand and to anxiety over losing face or being criticized.
Burns and Joyce (1997) identified several factors that tend to make learners reluctant to speak, with linguistic problems standing out as a major one Vietnamese learners, in particular, often fear making grammar mistakes when they speak Although sound, stress, intonation, and linking words convey essential messages in spoken language, many learners struggle to pronounce words correctly, stress the right syllables, and apply natural intonation and linking sounds, which can lead to grammatical and pronunciation errors.
2.5.3 Lack of professional environment to speak
A professional English learning environment is essential for practicing the language A study by Hyland, published in the Asian Journal of English Language Teaching in January 2007, surveyed learners from eight disciplines at five Hong Kong institutions and found that English proficiency significantly influences academic success in an English-language environment Without such an English communication environment, learners become passive and lack confidence when interacting with foreigners, particularly when differences in pronunciation, swallowing (omitting sounds), and speaking pace compared with Vietnamese teachers lead to frustration and miscommunication.
2.5.4 W orried about making mistakes and fearful of criticism
Research on foreign language anxiety indicates that speaking in a second or foreign language heightens apprehension and tension, making learners less willing to participate in conversations (Horwitz et al., 1986; MacIntyre & Gardner, 1989) Before an actual interaction, learners may have many ideas in mind, but when faced with real communication with others, their minds can go blank, and they may struggle to produce words or sentences due to nervousness and shyness.
Many language learners struggle with speaking up and interacting with native speakers because shyness keeps them from sharing their opinions and looking directly at conversation partners This hesitation is often driven by fear of pronunciation mistakes, and the worry about incorrect pronunciation leads to avoidance of speaking English altogether.
RESEARCH FINDINGS
Research methodology
This study will involve 60 first-year students in the English faculty at Thuongmai University Data will be collected through online questionnaires to maximize reach and ease of response The data analysis will yield clear, reliable results reflecting the participants’ responses Participation is random and voluntary, with no constraints or coercion.
To address the study’s aims, a mixed-methods design was employed, combining quantitative and qualitative approaches to reduce the limitations of relying on a single method Data were collected using questionnaires and face-to-face interviews to capture both broad trends and in-depth insights.
3.1.2.1 Questionnaire a Aims of the questionnaire
Questionnaires are written instruments designed to collect respondents’ answers by presenting a series of questions or statements Respondents provide their responses by either writing them out or selecting from predefined answer choices This definition, attributed to Brow (2001, as cited in Markey & Gass, 2005), highlights questionnaires as versatile tools for structured data collection in research.
Drawing on Markey & Gass (2005), questionnaires are a time-efficient instrument that enables researchers to gather comparable information quickly Accordingly, the study uses a questionnaire to access information, targeting the English Faculty's first-year students The instrument is designed as multiple-choice items to elicit objective responses that measure respondents’ level and perceptions In the questionnaire design section, emphasis is placed on clarity and standardization to ensure reliable data suitable for comparison across participants.
This survey investigates common mistakes in the oral English communication of first-year students in the English Faculty at Thuongmai University and proposes practical solutions to enhance their speaking skills By identifying frequent errors and their underlying causes, the study aims to inform teaching strategies, curriculum design, and student practice routines, offering actionable recommendations such as focused pronunciation drills, guided conversation activities, structured feedback, and opportunities for authentic language use to improve overall communication proficiency.
To ensure the study achieves its objectives, the researcher employed a mixed-methods data collection approach that combines semi-structured interviews—informal conversations designed to elicit participants’ opinions about a product or issue—with structured questionnaires comprising closed, direct questions This dual strategy balances depth and breadth, capturing nuanced qualitative insights while producing reliable, comparable data through standardized responses By integrating these methods, the study enhances the reliability of its results and provides a well-rounded understanding of the research topic.
Hence, the questionnaire is carefully designed with nine questions It has been separated into two parts: part one consists of some background information of students to identify what they think about the importance of listening and speaking skills.
Part two consists of common errors of oral communication skills that the first- year students have faced and solutions they have applied The first two questions intended to see the common mistakes they encountered in English communication. The next question was about the solutions that students have applied and identified whether they were effective or not Thereby, if that solution is effective or is not will be used in suggesting solutions to improving their communication skills.
3.1.2.2 Interview a Aims of the interview
An interview is a formal meeting between the interviewer and the interviewee in which questions are asked to obtain information and to explore qualities, attitudes, wishes, and other personal insights This flexible and adaptable method is widely used in research to dig deeper into a topic and uncover ideas that may not be clearly revealed by questionnaires A well-designed interview, often referred to as interview design, shapes the questions, flow, and interaction to elicit meaningful, nuanced responses that support robust qualitative analysis.
To conduct the survey, face-to-face interviews were carried out in a conversational format between the researcher and three first-year students Held during class recess, the sessions created a comfortable environment that enabled participants to answer questions openly and express their thoughts freely.
An interview study comprising three questions is designed to dive into the topic and yield a deeper perspective on English communication skills The first question asks participants to articulate their views on the importance of English communication skills The second question gathers information about common mistakes students encounter when communicating with foreigners The final question identifies the solutions or strategies they use to improve their communication abilities in the current context Each interview lasts five to seven minutes.
To enhance the reliability and value of the study, a random sampling procedure was employed for the survey questionnaire, and data were collected through face-to-face interviews All questions were designed to be reasonable and aligned with the study’s aims, ensuring relevance and clarity The data collection process is described below:
Designing the questionnaire: The questionnaire will be set up and survey for
An online survey of 60 students, conducted over the Internet, was organized into two parts and comprised ten questions to collect data on participants’ general information, their attitude toward English communication, common mistakes, and potential solutions, providing a clear framework for data collection in online learning research The questionnaire captured demographic details, assessed learners’ attitudes toward English-language communication, identified frequent errors, and explored practical remedies to improve English proficiency, with findings aimed at informing educators and learners about effective online English education strategies.
Data collection is conducted using Google Forms to administer the survey The questionnaire is created with Google Forms, and the researcher obtains the survey link from the platform to distribute it to groups of first-year English Faculty students as well as to friends of the researcher To ensure objective results, respondents are asked to read each item carefully and answer honestly according to their own views The collected data are checked and analyzed by the researcher using a tabular data system to organize and interpret the results.
Three freshmen were randomly selected for an interview to gather clearer data on the study topic The one-on-one conversation lasted five to seven minutes, during which the researcher recorded each participant's responses and took notes to enhance the reliability of the collected information.
Findings
Of the 60 students surveyed, there are 50 valid survey samples, below are the results of the 50 students surveyed:
Part 1's questions are designed to collect information on English communication skills, including the duration of English learning, the opportunities and venues for practicing English with foreigners, how respondents feel when communicating in English, and how strongly they perceive the importance of English communication skills.
Survey results indicate that every participant has studied English for more than seven years, reflecting consistent, long-term exposure to the language This duration suggests that students have become familiar with English, most likely beginning in primary or secondary school.
1st Qtr Sometimes Often Rarely
Chart 3.1 Frequency of using English to communicate
Frequency of English use significantly affects students' progress in English communication skills, especially for Business English students who are expected to use English in learning as well as in broader society However, chart 3.1 shows that only 30% of respondents often use English to communicate, 62% use it occasionally, and 8% rarely.
Direct interviews with freshmen reveal that English is used for communication only occasionally Nga stated, "I only use English to communicate occasionally because I am afraid of speaking English, and I am not confident in my pronunciation, so I only use it occasionally when studying in class." This reflects a broader pattern of hesitation to use English outside the classroom due to fear and pronunciation concerns.
Linh rarely uses English in conversation because her speaking and listening skills are weak; she’s afraid of mispronouncing words and of not keeping up with what the speaker is saying To improve, she intends to find a supportive communication environment where she can practice more and strengthen her English speaking and listening abilities.
3.2.2 Students’ attitudes toward oral English communication skills
Extremely important Very important Fairly important
Chart 3.2 Students’ perception of the important of communication skills
Survey data indicate that achieving perfect oral English communication is the primary goal for learners of English Most students view oral English communication as highly important for both learning and future employability, including attracting the attention of recruiters In a sample of 50 students, 62% reported that communication skills play an extremely important role in learning and using English, 24% called them important, and 14% were neutral; no respondent denied their significance Taken together, these findings suggest that the majority of students recognize the importance of improving their English speaking abilities.
In face-to-face interviews with freshman English Faculty, they highlighted the importance of English communication skills and explained their attitudes Linh replied: "For me, communication skills are very important, because I am a student of English Faculty, having good communication skills gives me a lot of benefits in studying, especially my subjects with foreigners." Nga shared.
"With good English communication skills, I can find a good part-time job, and confidently make friends with friends from different countries"
After gathering diverse viewpoints, the researcher concluded that English is a global language It acts as a bridge for students to develop academically, advance professionally, and strengthen relationships, by expanding their study options, career prospects, and social connections.
1st Qtr Shy Excited Fun
Chart 3.3 Feeling when communicating in English
Aware of the importance of such English communication skills, but when asked about feelings when communicating English with foreigners, we received surprising data:
The pie chart shows that 24% of students are excited to communicate with foreigners, 18% say they have fun when communicating with foreigners, and 58% feel shy when engaging with foreigners Although most students have spent a long time learning English, the number who feel shy remains high These results reveal a contrast between willingness to engage and hesitation in cross-cultural interaction, with enthusiasm coexisting with substantial shyness Enhancing English practice and confidence-building opportunities could help more students participate in conversations with foreigners.
As first-year students in the English Faculty, you are starting to engage with courses taught in English, led by both international and native teachers Most students select an environment that best supports the development of their English communication skills The table below lists locations where you can connect with foreign language speakers to practice English conversation and enhance your speaking abilities.
Questions Options Number of student
What locations help you connect with foreigners to practice communication skills?
Social media: Facebook, Youtube, Twitter, etc.
Do you think that methods work well in improving your communication skills?
Table 3.1 Locations help students connecting with foreigners to practice communicating in English.
Students connect with native speakers through social networks, schools, English courses, and Ho Guom, with participation rates of 46%, 40%, 58%, and 48% respectively Table 3.1 shows that many children apply to multiple places to connect with native speakers to communicate better and build confidence when speaking with foreigners However, when asked about the effectiveness of these English learning methods, 84% of respondents said the approaches did not improve their English, while only 16% found them effective Open-ended responses reveal common barriers, such as not spending enough time practicing English, lacking the confidence to speak with many foreigners at Ho Guom, conversations often being too short, and in-school limitations like few topics to discuss with foreigners and large class sizes that reduce chances to talk with native teachers.
First-year students in the English department who participated in the survey are highly motivated to improve their English learning abilities and recognize the importance of English communication skills They have used strategies to engage with foreigners in order to enhance their communicative competence, but the outcomes did not meet expectations The study also identifies the reasons why these methods were less effective, offering practical insights to help researchers propose useful solutions for strengthening students’ English communication skills.
3.2.3 Common English communication skill errors made by English Faculty freshmen
This study aims to identify the fundamental errors that freshmen English faculty encounter when speaking English aloud, gathering their insights on the most common mistakes and the severity of these errors in everyday oral communication The questionnaire results highlight pronunciation errors, vocabulary gaps, and grammar mistakes as the primary problem areas, with data presented to indicate how prevalent and impactful each type is for novice English instructors.
Ending sound is not pronounced
Always Often Sometimes Rarely Never
Chart 3.4: Ending sound is not pronounced
A chart shows that 42% of students sometimes have ending sound errors, 30% often experience them, and 28% do not make mistakes in the ending sounds This pronunciation challenge is common among Vietnamese learners because Vietnamese generally does not pronounce final consonants, making it difficult to avoid ending-sound mistakes when speaking English When ending sounds are omitted or mispronounced, conveying the intended meaning becomes harder for learners and listeners may misunderstand what is being said This issue highlights the impact of ending consonant pronunciation on effective communication and overall English pronunciation proficiency.
Always Often Sometimes Rarely Never
Chart 3.5 Emphasize incorrect word stress
Chart 3.5 shows word-stress errors among respondents: 80% report no mistakes in word stress, while 6% say they often emphasize incorrect stress and 14% say they sometimes do This indicates that word stress is generally not a major obstacle for first-year students learning English communication skills However, 10 of the 50 students surveyed still have word-stress mistakes, which means improvement is achievable With targeted practice, these errors can be overcome, so students should focus on refining their word-stress patterns to fix the issue promptly.
Always Often Sometimes Rarely Never
Chart 3.6 Do not have intonation
RECOMMENDATIONS
The findings of this study suggest that students encounter some English communication errors that can be overcome by putting more emphasis on speaking and listening skills.
To improve students’ oral English communication skills, this article offers practical strategies that teachers and learners can adopt By applying these solutions, students can develop clearer pronunciation, increase fluency, and engage more confidently in real-world conversations, ultimately strengthening their overall English communication proficiency.
Many English learners hesitate to speak because their pronunciation isn’t clear, they fear mispronunciation, and they struggle to hear sounds accurately; to speak well and understand native speakers, they should begin by practicing pronunciation deliberately A solid first step is learning the IPA alphabet to master accurate sound production, followed by using trusted resources such as BBC Learning English, VOA Learning English, and instructional videos from language teachers on YouTube In addition, daily self-practice—even in front of a mirror—helps reinforce new sounds and pronunciation patterns This approach may take time, but consistent, day-by-day practice leads to meaningful improvements in pronunciation and overall fluency.
Expanding vocabulary is a cornerstone of improving any skill, especially English communication Students should set a daily vocabulary goal and practice consistently—aim to learn ten new words per day, but even one new word daily is valuable Vocabulary can be built from diverse sources: the Internet, books, TV shows, teachers, and conversations with friends Reading is a particularly effective method, as it both broadens word knowledge and strengthens reading ability For example, regularly reading major publications such as the New York Times can reveal fresh vocabulary in context.
When readers encounter an unfamiliar or uncertain word in a Times article, they look up its meaning, then think of a familiar word that could replace it without changing the sense, and substitute that word in the sentence They practice by saying the sentence with the new word, tying the new term to a word they already know and studying it within the sentence context to reinforce memory This contextual, dictionary-backed approach supports long-term vocabulary retention, even though it may take more time upfront, it yields durable understanding and better recall over time.
Reading aloud is a practical way to practice speaking when you don’t have conversation partners, helping learners focus on pronunciation and pacing without the pressure of inventing words Using videos with transcripts lets students check their pronunciation by comparing their reading to the speaker’s delivery Channels like TED Talks, English Speeches, BBC Learning English, and VOA Learning English provide accessible transcripts and audio to support independent practice Dedicating at least 15 minutes per day to listening and reading aloud from a video can lead to noticeable improvement in English fluency and pronunciation.
• Find native speakers to practice with
Practicing with native speakers can significantly improve English communication skills, because comprehension is a key part of language learning A native-speaking friend can provide practical, real-life opportunities to refine speaking and listening, while informal chats with neighbors or local business people offer everyday practice Joining a club or volunteering also creates relaxed settings to use English with others If in-person opportunities are limited, hiring a private tutor is another option, and many students connect with tutors online through platforms like Skype or Google Hangouts to practice daily Regular interaction with native speakers, such as through TMU’s Faculty English program, helps enhance both natural speech and grammar.
• Use mass media, book, newspaper in studying English communication
Mass media plays a central role in modern life and offers practical advantages for students learning English Daily reading of newspapers or magazines helps learners expand English vocabulary and master sentence structures, while listening to English news on television provides an effective way to practice speaking and improve listening skills For students in English studies, engaging with media also enhances information literacy and overall language fluency, making mass media a valuable resource for developing English communication abilities.
Mass media—encompassing newspapers, television, radio, books, magazines, adverts, cinema, videos, and online platforms such as blogs and personal websites—plays a central role in our daily lives For language learners, it provides a rich source of vocabulary and sentence structures, helping to expand linguistic competence across diverse contexts The information delivered by mass media is typically up-to-date, detailing events as they unfold every day Studying through mass media can enhance the four essential English skills—listening, speaking, reading, and writing—making practice more authentic and effective.
Mastering everyday English communication comes from consistent, practical practice rather than memorizing long rules The goal is to build the habit of daily English practice so you gain confidence in listening and speaking, because no one remembers everything after a single study session When it comes to language learning, daily engagement is indispensable To stay motivated to practice regularly, start with a concrete goal: what is learning English for? Whether it's to handle tasks in an international company, collaborate with foreign colleagues, travel, or study abroad, a clear purpose guides you to the most effective English learning methods and keeps you focused on the skills that matter most.
This graduation paper surveys English teaching resources and learners' perspectives to identify factors that English learners deem important and the common errors they encounter when communicating with foreigners Chapter II offers a concise overview of communication, outlining its definition, importance, and aspects, and highlighting typical errors in practicing English communication A questionnaire gauged students' attitudes toward English communication skills and analyzed their difficulties Chapter III uses descriptive statistics and principal component analysis to show that students face multiple errors as they strive to enhance their English communication with foreigners The most common problems include lack of intonation, using words in the wrong context, losing calm when the foreigner does not understand, and low confidence To address these errors, the proposed solutions include practicing with a native speaker, enrolling in an English communication course, and actively cultivating vocabulary.
Due to limitations in time, knowledge, and experience, mistakes in this paper are inevitable, and I welcome feedback from my teachers and friends I would like to express my sincere gratitude to my supervisor, Mrs Luong Thi Minh Phuong, for her wholehearted guidance throughout my study, as well as to all my teachers, my friends, and my family members who encouraged me to complete this graduation paper.
After completing the survey of students’ common mistakes when communicating in English and finding solutions to improve their skills in chapter III, the author analyzed and pointed out the common they are having and solutions to improve However, there are several limitations in the study that should be noted. Firstly, there are limitations regarding time and how to conduct a survey Due to encountering unexpected objective factors, the author could not meet students directly to proceed the questionnaire and conduct face-to-face interviews with more people Besides, in this study, the author just can evaluate and give some reasons which led to the weakness of students in oral communication in English.
In spite of the mentioned limitations, the author wishes that this research will contribute to the better situation of oral communication in English in English Faculty at Thuongmai University.
Some suggestions for further research
Due to the limited scope and duration of the study, the topic cannot fully exploit all aspects of the problem Therefore, here are some research proposals for future topics to learn more about this issue Firstly, errors are formed from many different factors, different aspects and it directly affects learning or anything The researcher can focus on analyzing a certain aspect, such as focusing on subjective difficulties or objective difficulties Thus, readers will have a better insight into the difficulties in communication in English with foreigners.
Secondly, further studies should collect more than one assessment to affirm correct research findings as the result makes the study more persuasive.
Future research should extend over a longer period with clear, concrete study designs to guide implementation We hope to pursue additional aspects of this topic to help people improve their English communication skills All recommendations are presented as reference and guidance to broaden research directions and to generate more practical solutions for overcoming errors in English communication.
This closing section wraps up the study with the goal of helping participants understand the core issues hindering their English communication, assess their current abilities, and develop a concrete, actionable plan to improve their English communication skills.
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I am Nguyen Thi Quynh Trang, the final year student at Thuongmai University This survey questionnaire is designed for my graduation paper namely: