MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY --- THESIS NGUYEN DAO THI MAI TRINH FACTORS AFFECTING SPEAKING SKILLS ON PRIMARY STUDENTS AT BINH MINH PRIMARY SCHOOL I
INTRODUCTION
Background of the study
Effective oral and written communication skills are among the most challenging aspects of language acquisition Verbal language encompasses how a new language is articulated, absorbed, and practiced, making it essential for mastering fluency Proficiency in English is particularly important as it is a globally recognized language in business, science, and technology In our interconnected world, the use of a universal language is vital, and English exemplifies this international standard perfectly.
Effective communication is the primary goal of EFL learning, as the main purpose of acquiring a new language is to interact confidently with others in that language Without practical speaking skills, language learners cannot be considered truly successful In Vietnam, the importance of English has grown significantly, particularly after joining the WTO, emphasizing the need for Vietnamese learners to develop their speaking abilities For young Vietnamese students, mastering spoken English is essential for effective classroom communication and future global opportunities.
English is a major subject in Vietnam’s education system, from primary school to higher education, yet many students face challenges in speaking due to linguistic differences between English and Vietnamese Researchers have highlighted weaknesses in Vietnamese students’ speaking skills, often attributed to limited opportunities for outside practice EFL students frequently encounter obstacles such as preferring to use Vietnamese over English in the classroom, lacking sufficient practice with the target language, and possessing limited vocabulary knowledge, which hampers their speaking proficiency (Al-Hosni, 2014).
Effective language acquisition relies not only on input but also on practice and output, as producing language helps reinforce learning Comprehending meaning in sentences differs from verbalizing that meaning, highlighting the importance of active production Interactive activities where students discuss and produce language enable them to unconsciously apply learned material, selecting appropriate linguistic forms This process facilitates the internalization of language skills, allowing students to solidify their understanding and fluency.
Speaking problems can significantly hinder effective foreign language learning, posing major challenges for students Despite having foundational knowledge of English, primary students often face numerous difficulties in developing their speaking skills These obstacles can include lack of confidence, limited vocabulary, and anxiety, all of which impede their ability to communicate fluently Addressing these challenges is essential for enhancing language acquisition and ensuring successful English language education for young learners.
After several years of teaching speaking skills to EFL young learners at Binh Minh Primary School, I observed that many students remain poorly motivated despite teachers' efforts to encourage English practice through classroom activities.
This study addresses the important need to investigate effective methods for teaching English, with a focus on developing speaking skills among young Vietnamese learners By exploring innovative approaches to EFL instruction, the research aims to contribute valuable insights to current educational practices Ultimately, this M.A thesis seeks to enhance understanding and effectiveness in young learners' English language acquisition in Vietnam, adding new perspectives to the field of EFL teaching and learning.
The aims of the study
Building on previous research findings and insights from colleagues and my own experience teaching English speaking skills to young learners at Binh Minh Primary School, this study aims to explore effective methods to enhance English speaking proficiency among primary school students.
(1) To identify difficulties Vietnamese teachers and young learners might encounter in EFL speaking classes of different grade groups
(2) To investigate how current teaching strategies and methods affect the young’s learning process
(3) To suggest some implications for teaching and learning in speaking classes lessen the difficulties and foster the young learners’ speaking skills.
Research questions
To achieve the goals, the study attempted to address the following questions:
(1) What are the factors that contribute to creating difficulties in speaking skills of grade 3-5 EFL students at Binh Minh primary school?
(2) What is the most important factor that lead to creating obstacles in teaching speaking skills for grade 3-5 EFL students at Binh Minh primary school?
(3) What are suggestions to help both teachers and students improve speaking skills?
Significance of the study
Teaching young learners requires a unique approach due to their distinct characteristics and specific challenges in second language acquisition Educators must be aware of the complexity involved in this process and adapt their methods accordingly Recognizing these differences is crucial for effective instruction, as young learners' needs differ significantly from older students, demanding a patient and well-informed teaching strategy.
Developing good English speaking skills empowers young learners to communicate confidently in real-world scenarios Effective teaching, combined with strategic learning methods, enhances their motivation and helps them make the most of their limited study time.
Definition of Terms
Speaking skills involve an interactional process of building meaning through producing, receiving, and processing language, with effectiveness influenced by context, participants, and speaking goals (Burns & Joyce, 1997) In this study, speaking proficiency among tenth-grade students is operationally defined as their ability to convey information successfully while demonstrating correct pronunciation, grammar, and vocabulary.
In Oxford Advanced Learners’ Dictionary (2010, p.1479) 8 th edition, speaking is “to talk to somebody about something; to have a converstion with somebody”
Brown (1994) cited in Flored (1999), “speaking is an interactive process of constructing meaning that involves producing and receiving and processing”
EFL: English as a foreign language: the study of English by nonnative speakers living in a non-English-speaking environment.
LITERATURE REVIEW
Review of Theoretical Literature
Speaking is a crucial language skill that enables students to communicate effectively, express their ideas, thoughts, and dreams Fluent individuals are known as "speakers" of that language, highlighting the importance of developing strong speaking abilities for clear and confident communication.
According to Willis (1996), successful oral language acquisition depends on four key factors: opportunities to practice, motivation, exposure, and effective instruction She emphasizes that learners need a safe environment to express their feelings and thoughts freely, allowing them to experiment with the language without fear or intimidation These elements are essential for fostering confident and competent oral communication skills.
According to Tuan and Mai (2015), factors such as performance circumstances, emotional aspects, listening skills, and feedback significantly influence learners' oral performance Recognizing these elements is essential for teachers aiming to help students overcome challenges in developing their speaking skills By understanding and addressing these factors, educators can effectively enhance students' speaking abilities and foster better communication proficiency.
Rababa (2005) highlights that EFL learners face various challenges in speaking English, including issues related to the learners themselves, teaching practices, curriculum, and the learning environment Many students struggle to articulate their thoughts clearly due to limited language skills, which hampers their ability to maintain engagement Additionally, Urrutia and Vega (2010) emphasize that factors such as limited vocabulary, reluctance, and fear of evaluation significantly impact students' speaking proficiency.
According to Oxford (1990), a critical factor in language acquisition success or failure is the learner's emotional well-being Elements such as inhibition, shyness, and lack of self-confidence can hinder progress, while factors like peer pressure, family or friend support, motivation, and anxiety significantly influence learning outcomes Addressing these affective factors is essential for fostering a positive learning environment and achieving language proficiency.
Krashen (1985) proposed five key hypotheses as part of his comprehensive theory of second language acquisition: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Input Hypothesis, the Natural Order Hypothesis, and the Affective Filter Hypothesis These theories emphasize the importance of natural, subconscious language acquisition through meaningful input, highlighting that conscious learning alone is insufficient for fluency The Natural Order Hypothesis suggests that language learners acquire grammatical structures in a predictable sequence, while the Affective Filter Hypothesis underscores the impact of emotions and motivation on language learning success Understanding these interconnected concepts can greatly improve teaching strategies and optimize second language acquisition.
Krashen's theory emphasizes the fundamental distinction between acquisition and learning in second language development Acquisition is a subconscious process similar to how young children naturally learn their first language through meaningful communication, focusing on fluency rather than grammatical accuracy The Monitor hypothesis explains how learned knowledge influences acquisition, functioning as a regulatory tool when learners have ample time to plan, edit, and correct their language output Krashen identifies three types of learners: over-users who excessively rely on the monitor, under-users who seldom or choose not to use their conscious knowledge, and optimal users who effectively balance both processes A learner’s psychological profile can determine their category, and overusing the monitor is often associated with low self-confidence, which hampers natural language fluency.
Krashen's Input Hypothesis explains how students acquire a second language primarily through comprehensible input This theory emphasizes language acquisition over formal learning, suggesting that exposure to input slightly above the learner’s current proficiency level promotes language development When learners encounter such 'push' input, they naturally improve their linguistic skills, leading to more effective second language acquisition.
Acquisition occurs when a learner is exposed to comprehensible input at the 'i + 1' level, meaning the language they encounter is slightly beyond their current proficiency Comprehensible input refers to target language that the learner cannot produce independently but can understand, encompassing not just vocabulary but also contextual presentation, explanations, and rephrasing of unclear sections This approach facilitates natural language learning by providing meaningful and understandable exposure to new language elements.
Krashen's (1987) Natural Order Hypothesis suggests that the acquisition of grammatical structures follows a predictable natural sequence, with some structures learned earlier than others, such as mastering the use of 'ing' before 's' However, Krashen emphasizes that this natural order should not dictate language instruction curricula, as he strongly opposes grammatical sequencing in language acquisition.
Research by Krashen (1982) indicates that emotional factors significantly influence second language acquisition, particularly focusing on anxiety, self-confidence, and motivation Among these, anxiety is the most well-documented psychological barrier that can hinder language learning success Understanding the role of these emotional factors is essential for developing effective language teaching strategies and promoting learner confidence.
Language anxiety, as described by Macintyre (1998), is the fear and negative emotional reaction that occurs when learning or using a second language It is a type of anxiety that arises in specific scenarios related to language acquisition Understanding language anxiety is essential for language learners and educators to create supportive learning environments that reduce stress and enhance language proficiency.
Furthermore, Horwitz, Horwitz, and Cope (1991) p.31 defined foreign language anxiety as a distinctive complex of self-consciousness, convictions, feelings, and behaviors associated to classroom language acquisition
According to Ehrman (1996), individuals use defensive mechanisms to preserve their emotional stability and self-respect Stressed students often adopt strategies such as avoiding participation in activities, demonstrating reluctance to work, and engaging in negative behaviors to maintain their emotional equilibrium These coping mechanisms help them manage stress and protect their mental well-being.
From three perspectives, Young (1991) identifies six potential origins of language anxiety: the student, the instructor, and the teaching method
Language anxiety arises from multiple factors, including personal and interpersonal anxiety, learner preconceptions about language acquisition, instructor beliefs about language teaching, instructor-learner communication, classroom procedures, and language assessment Young (1994) highlights how different forms of linguistic anxiety are interconnected, emphasizing the importance of understanding these underlying causes to effectively address language learning challenges Recognizing these elements can help educators develop strategies to reduce anxiety and improve language acquisition outcomes.
Motivation is a fundamental factor determining whether a student begins a task, the effort they invest, and their persistence over time, as emphasized by Littlewood (1984) According to Littlewood (1981), improvement in communicative skills relies on learners' motivation and opportunities to express their personality and interact with others Gardner’s (1985) socio-educational paradigm underscores that learners’ perceptions of the second language (L2) significantly influence their motivation to learn This paradigm highlights the importance of individual characteristics in L2 acquisition and notes that learning a second language involves acquiring unique skills and behaviors tied to specific cultures, making it a distinct academic pursuit.
Similarly, in her paper on students' motivation and class goals, Ames, C
The previous studies
Many researches have been undertaken to identify a variety of characteristics and issues that negatively impact student speaking performance and result in speaking difficulties
Several studies have explored the speaking challenges faced by EFL students, highlighting key barriers such as fear and reluctance to speak English For instance, Dil (2009) investigated Turkish EFL learners' communication hurdles and found that fear of being judged negatively and making errors significantly hinder their willingness to participate Students who possess low confidence in their English proficiency tend to experience higher anxiety and hesitation during speaking activities, whereas those with a positive self-assessment of their language skills are more comfortable and confident in verbal communication.
Al-Lawati (1995) identified that Omani students face significant challenges in their oral English production, primarily due to difficulties in vocabulary, grammar, pronunciation, and discourse Teachers attribute these struggles to a curriculum that offers limited opportunities for practicing diverse vocabulary and lacks variety in grammar exercises Consequently, students have minimal chances to enhance their speaking skills, especially in large classroom settings with many students.
A study by Ambu and Saidi (1997) examined the challenges of teaching English speaking skills in a foreign language classroom It identified key issues such as large class sizes and inadequate teaching resources, which negatively impact students' speaking development Addressing these challenges is essential for improving English speaking proficiency among learners in foreign language settings.
English teaching periods, and a syllabus that does not meet the learners' communicative needs are the main causes of learners' speaking difficulties
Speech is often underemphasized in language instruction because it is not assessed in exams, leading both instructors and students to prioritize other skills According to Al-(2002) Lawati's research, students tend to focus more on writing, reading, and listening tasks that resemble exam items The study also revealed that speaking receives the least attention from both teachers and students in textbooks, as it is completely excluded from assessment This lack of emphasis on speaking contributes to its undervaluation in language learning.
Park and Lee (2005) examined the relationship between anxiety, oral performance, and self-confidence among L2 learners Their study involved 132 Korean college students enrolled in English conversation classes in 2004, utilizing questionnaires with 32 items focused on English oral performance, speaking self-confidence, and anxiety levels.
The students' oral performance was evaluated based on IATEFL criteria, incorporating vocabulary and grammar range, fluency, self-confidence, motivation, and anxiety levels The study found that higher anxiety negatively impacted students' oral skills, with increased nervousness leading to lower performance scores Additionally, self-confidence was identified as a significant factor influencing second language (L2) learners' ability to effectively use grammar and vocabulary, demonstrating that greater self-assurance enhances spoken language proficiency Overall, the findings highlight the inverse relationship between anxiety and oral performance, emphasizing the importance of fostering confidence in language learners.
A study conducted by Qashoa S.H.H (2006) among 100 UAE secondary school pupils examined students' intrinsic and extrinsic motivations for learning English in the UAE The research aimed to identify key factors influencing student motivation, using questionnaires and interviews to gather data The findings revealed that high vocabulary load, listening difficulties, and challenges understanding grammatical structures were major demotivators Additionally, students were influenced by teachers’ personalities, evaluation systems, and discouragement from friends and parents, all impacting their enthusiasm for English learning.
Lukitasari (2008) investigated how first-semester students at Al Muhammadiyah University in Malang, Indonesia, overcome speaking difficulties in language learning The study involved nine Level 1 speaking students and aimed to identify common speaking challenges and effective strategies for addressing them This research provides insights into students’ obstacles in developing speaking skills and highlights their methods for improving their communication abilities in the classroom.
In this study, two of the nine portions were sampled, and data was collected using a questionnaire administered to students and assessed by the researcher The findings revealed that students in the speaking class encountered several challenges, such as inhibition, limited vocabulary, poor class engagement, and a tendency to switch to their mother tongue Additionally, the study identified that low speaking performance was primarily due to students' lack of proficiency in key speaking components, including pronunciation, syntax, and vocabulary.
N Al-Zayed, A Al Jaderi, and F Jafar (2009) studied the impact of a suggested communicative approach-based instructional program on the development of basic stage speaking abilities in Jordan The researchers wanted to determine the components and effects of a suggested educational program in English that used a communicative method Sixty-four female pupils from Al- Petra Public School in Amman's First Directorate made up the study's sample The school was divided into three parts, each of which was assigned to a different group at random One group was allocated to the experimental group and taught using a pre-designed instructional program, while the other was assigned to the control group and taught using the traditional manner The researchers utilized a quasi-experimental design To fulfill the study's goal, the researchers devised a (achievement test) that was administered to a third group to assess the instrument's validity and reliability The kids' speaking abilities were assessed using a rubric The researchers analyzed the results using Mean Scores, Standard Deviations, and Multiple Analysis of Covariance (MANCOVA) The study's findings revealed significant differences in favor of the experimental group, which was taught using the recommended instructional approach Based on the findings of the study, a few recommendations were made to individuals participating in the EFL teaching and evaluation process
L Tsiplakides and A Keramida (2009) The researchers looked at the anxiety that Greek students experienced, with the goal of connecting the theoretical notion of foreign language speaking fear with practical classroom processes The study also aims to provide instructors throughout the world with practical ways to assist them reduce language anxiety and motivate kids to learn The study's sample consisted of fifteen kids at Greece's lower secondary school, aged 13-14 The pupils' grade level was Intermediate The research was based on 45-minute classroom observations three times a week Students were given equally demanding tasks in a group exercise with mixed ability Semi- structured interviews, group discussions, and direct observation were used to gather information According to the findings, six of the students were apprehensive because they were afraid of making a mistake in front of their peers or because they thought they were not good enough to talk Another unfavorable assessment from the students was their erroneous idea that they should supply accurate sentences Furthermore, all worried students compared their speaking abilities to their colleagues in an unfavorable light Furthermore, when their pupils were not in class, students were more likely to talk English with their professors, which is another component of the fear of bad judgment The researchers came to the conclusion that professors should be more supportive and not dismiss nervous kids as weak, lazy, or unmotivated Teachers, on the other hand, should act in a constructive way to assist pupils in overcoming their fear of learning a foreign language
Dincer and Yeslyurt (2013) conducted a case study to explore Turkish pre-service teachers' attitudes towards teaching speaking skills in relation to motivational orientations, revealing that many held unfavorable beliefs about teaching speaking despite recognizing its importance The study found that pre-service teachers perceived their own oral communication skills as lacking and identified variability in students' perceptions of English speaking relevance, which was linked to their motivation and communication abilities Additionally, students' self-assessment of their speaking skills was generally negative, with most describing themselves as insufficient English speakers and only a few expressing confidence in participating in speaking activities The research highlights the impact of motivation on teaching and learning speaking skills in an EFL context in Turkey.
S Al Hosni (2014) did a case study to look at the speaking issues that young Omani EFL students face The study's participants were drawn from two Omani basic education schools The study's subjects were grade five instructors and students from Oman's basic education schools There were four English professors in attendance, as well as three classes from the same school A curriculum analysis, interviews, and a class observation were used as research tools During class, the interviews were conducted with three grade five instructors and one grade five student The goal of the interviews was to learn about the reasons that lead students and teachers to have difficulty communicating The interviews were taped and then transcribed A curriculum analysis was carried out in order to determine the effect that the curriculum may have in the difficulties in speaking The curriculum study was based on two factors: the frequency of speaking activities and whether they were communicative or non-communicative in nature The goal of the investigation was to look at how speaking is taught in books and via which duties Inhibition, first language usage, and linguistic issues were identified as the three primary speaking challenges faced by students at that level, according to the study's findings
A research by Reham, A., Bilal, H.A., Sheikh, A., Bibi, N., and Nawaz,
A 2014 study examined the impact of motivation on English language learning among Pakistani students, comparing integrated and instrumental motivation to determine which is more prevalent The research involved 50 students from a private college in Sargodha, evenly split by gender, using a Likert-scale questionnaire with 20 questions—10 addressing integrative motivation and 10 focusing on instrumental motivation Integrative motivation refers to learners wanting to learn a second language to enhance understanding and connect with speakers of the target language, as noted by Ellis (1997), who emphasized that such learners aim to engage with the culture and people of the language In contrast, instrumental motivation is driven by practical goals such as career advancement or higher salaries, making it a more functional reason for language acquisition.
Diep, L.T.N (2017) investigated the elements that influence students' English speaking abilities at Van Lang University in Vietnam's Foreign
This study aimed to identify the root causes of limited English fluency among university students, utilizing both quantitative and qualitative research methods Data collection tools included open-ended interviews, class observations, and questionnaires administered to 270 students from Van Lang University’s Foreign Language Department The questionnaire focused on six key factors influencing English speaking skills: confidence, competency and vocabulary, grammar, learning environment, and instructor effectiveness Data analysis with SPSS revealed that grammar, pronunciation, and teaching techniques significantly impact students' English speaking abilities The findings enabled instructors and administrators at Van Lang University to better understand the challenges students face and develop targeted, effective teaching strategies to improve their English fluency.
Conceptual framework
After reviewing existing theories and previous research on the topic, the researcher concluded that students face various factors that significantly influence their speaking skills.
Figure 2.1 Conceptual framework of the thesis
Teachers-related factors Students-related factors Context-related factors
METHODOLOGY
The study methods
During a week at Binh Minh Primary School, the researcher observed EFL lessons across six sections for grades 3-5, revealing that the majority of students face difficulties in expressing themselves and communicating effectively in English This indicates a significant challenge in developing English language skills among primary school pupils, highlighting the need for targeted instructional strategies to improve student fluency and confidence in communication.
This research aims to identify the key factors that negatively impact EFL students' speaking skills The study employs both qualitative and quantitative methods to gather comprehensive data Quantitative data was collected through a student questionnaire administered by the researcher, providing measurable insights into students' speaking difficulties Additionally, qualitative data was obtained via semi-structured interviews with English language supervisors and instructors, offering in-depth perspectives on the factors affecting students' speaking abilities.
Population
The study's population includes three classes: one grade 3, one grade 4, and one grade 5 A total sample of 120 students was selected, with 40 students from each grade level The grade 3 sample consists of 15 males and 24 females; the grade 4 sample includes 16 males and 24 females; and the grade 5 sample comprises 17 males and 23 females This diverse sample provides a representative overview of students across these elementary grades for comprehensive analysis.
23 females) was selected purposively to achieve the aim of the study In addition to 30 of the randomly selected sample of students to test the reliability of the questionnaire
The study involved a sample of 48 male and 72 female students, divided into three groups, with the first group consisting of 18 females and 12 males who completed the questionnaire initially and again after testing its reliability The research also included interviews with two English language supervisors and three English teachers to gather professional insights on teachers’ performance, competence, and the factors influencing students’ speaking skills TheEnglish supervisors provided expert perspectives on teaching effectiveness and student speaking development, while the English teachers discussed challenges faced in teaching speaking skills and offered potential solutions This comprehensive approach aimed to identify the key issues and propose effective recommendations to improve students' speaking proficiency.
Instruments
The researcher used two instruments A questionnaire for students, in addition to semi-structured interviews with supervisors and teachers
The researcher distributed a questionnaire to students to explore the factors influencing their speaking skills from their perspective The questionnaire was structured into three main domains: the first focusing on "Factors related to students’ speaking skills," aiming to identify key elements impacting speaking proficiency.
“Factors related to teachers’ role in teaching speaking skills”, and the third one is “Factors related to environment” (see appendix 1)
3.3.2 Semi-structured interviews for supervisors and teachers
The researcher employed semi-structured interviews as a vital qualitative data collection tool, allowing for in-depth insights This approach provided detailed information that helped answer the study's key questions and address its main problem effectively.
Prior to the interview, the researcher briefed supervisors and teachers about the study and invited their feedback, fostering transparency and trust To reduce respondent reluctance, she introduced herself and clearly explained the interview’s purpose This interview approach enabled in-depth exploration of the subject, allowing the researcher to observe respondents' responses and sentiments in real-time As a result, participants responded instinctively, focusing on authentic answers rather than what the researcher wanted to hear (Bell, 1997).
Next, the researcher asked two supervisors and three teachers the following questions:
1) What are the factors that negatively contribute to creating difficulties in speaking skills of grade 3, 4, 5 EFL students in Binh Minh Primary Schools?
2) Name the basic, or most important factor that lead to creating obstacles in teaching speaking skills for grade 3, 4, 5 EFL students in Binh Minh Primary Schools, and what are your suggestions to alleviate the effect of this factor?
The researcher transcribed each interview session so that it could be evaluated afterwards This tool provided the researcher with a clear picture of the validity of the questionnaire's results.
Validity of the questionnaire and the interview’s questions
A panel of experts evaluated the content validity of the questionnaire and interview questions to ensure alignment with the study's objectives and relevance to the research topics They assessed the appropriateness and clarity of each item, providing recommendations to improve the questionnaire and interview questions Based on their feedback, necessary modifications were made to enhance the suitability and effectiveness of the data collection tools, ensuring they accurately address the study's goals.
Data analysis
This study primarily relied on student questionnaires and teacher interviews, employing both quantitative and qualitative analysis methods Quantitative data from student questionnaires were analyzed using SPSS Version 20, with statistical measures such as frequencies, percentages, and correlation coefficients calculated for each item Qualitative data from teacher interviews were examined to provide in-depth insights, ensuring a comprehensive understanding of the research topic.
In data analysis, there are two primary types of data: quantitative and qualitative Quantitative data were analyzed using SPSS software, focusing on key metrics such as mean, standard deviation, and frequency The mean scores were interpreted to provide insights into the central tendency of the data, enabling a comprehensive understanding of the overall patterns and variations within the dataset.
To sum up, the data were analyzed in numbers and percentages, displayed in charts, and explained in words in the findings and discussions chapter.
Reliability of the Questionnaire
To ensure the instrument's high reliability, the researcher randomly administered the questionnaire to 30 students outside the sample population The questionnaire’s reliability was evaluated through a test-retest method, and the agreement coefficient between the two sets of results was calculated to measure consistency.
The scale will undergo analysis for Cronbach's Alpha reliability coefficient to ensure internal consistency Variables with an item-total correlation coefficient below 0.3 will be eliminated to enhance reliability The scale will be deemed suitable for further analysis once it achieves a Cronbach's Alpha of 0.6 or higher, in accordance with Nunnally and Bernstein’s standards for reliability.
The Cronbach's Alpha coefficient for the scale is 0.735, indicating good internal consistency, as it exceeds the acceptable threshold of 0.6 Additionally, all correlation coefficients between the observed variables and the total scale are greater than 0.3, confirming the relevance of each item Consequently, all observed variables are deemed suitable for inclusion in subsequent factor analysis, ensuring the reliability and validity of the measurement instrument.
Table 3.1 Cronbach’s Alpha of the questionnaire
The study procedures
To achieve the best findings, the researcher followed the steps listed below:
- Reading more theoretical literature on aspects impacting speaking ability in order to have a better understanding of the issue
- Looking into other empirical research to add to the existing study's worth
- Using Cronbach Alpha to determine the instruments' validity and reliability -Observing English classes for a week
- Giving the pupils the questionnaire to complete
- Interviewing English supervisors and instructors in a semi-structured manner
- Examining the quantitative data gathered from the survey
- Drawing inferences based on the results
- Collecting the relevant data through open ended interviews with supervisors and teachers
- Analyzing the qualitative data gathered and formulating a conclusion and recommendation for the study's problem
-Drawing inferences based on the results
- Linking the study's findings to the theoretical and empirical literature mentioned in the study
This study provides comprehensive explanations for its findings by thoroughly analyzing the underlying factors and contextual influences Additionally, it compares its results with previous research, highlighting areas of agreement and divergence to situate the findings within the broader academic discourse By referencing past literature, the study underscores how its outcomes align with or differ from existing evidence, contributing valuable insights to the field.
- Drawing inferences based on the results
- I'd like to provide a couple suggestions for further research
- References should be included in the A.P.A format, and appendices should be added at the conclusion.
Chapter Summary
This chapter outlines the research design and methodological choices, including sample selection, sampling procedures, research instruments, data collection, and analysis methods It emphasizes the use of a mixed-method approach, combining quantitative data from questionnaires and qualitative insights from interviews to enhance the accuracy, depth, and validity of the findings The researcher meticulously designed and executed data collection and analysis processes to ensure clear, reliable answers to the research questions, providing comprehensive and robust results for informed conclusions.
This chapter presents the findings from quantitative data collected from 120 students through surveys, alongside qualitative insights from semi-structured interviews with two supervisors and three teachers The results are analyzed to address the core research questions, providing a comprehensive understanding of the study’s objectives The chapter also discusses key themes and patterns identified through both data sources, highlighting implications for educational practices and policy development.
Results
The researcher begins by analyzing the mean scores of factors related to teachers, students, and the environment, along with the individual item scores from the questionnaire, to provide a clear and comprehensive overview of the current situation.
No Factors related to teachers
The analysis in Table 4.1 indicates that teachers-related factors are not problematic, as the mean scores for these factors range between 2.6 and 3.41, reflecting a generally positive perception Students consider their teachers’ qualifications in teaching to be quite good, with teachers’ language proficiency rated higher than their emotional engagement and teaching methods This suggests that while teachers are viewed favorably overall, there is room for improvement in areas such as emotional connection and instructional techniques.
N0 Factors related to teachers’ role in teaching speaking skills %
1 The teacher only speaks English in the classroom 55.8
2 The teacher always encourages me to speak English 45.8
3 The teacher uses both Vietnamese and English in class 91.6
4 The teacher gives me the opportunity and time to speak
5 The teacher lets me role-play, work in groups and give opinions in English
6 The teacher allows me to speak Vietnamese when I can't speak English
7 The teacher teaches the lesson very carefully before asking me to practice speaking English
8 The English teacher teaches very excitedly and happily 58.3
9 The teacher always corrects me directly when I make a mistake
10 The teacher waits for me to finish speaking before correcting me
The survey results indicate that a high percentage of students agree with certain teaching practices that may influence their English speaking abilities Specifically, 91.6% of students believe teachers use bilingual techniques in the classroom, and 81.6% feel teachers directly correct pronunciation errors Additionally, 80.8% of students report that teachers allow them to speak Vietnamese when struggling with English, despite having only 58.3% opportunities to speak English freely About 55.8% of students feel teachers speak English in the classroom, while 58.3% enjoy their teachers’ engaging and lively teaching methods However, some factors receive lower agreement: only 45.8% are encouraged by teachers to speak English, 47.5% participate in group work and role-plays in English, and 45.8% perceive that teachers prepare lessons carefully before speaking activities Notably, only 18.3% of students feel teachers wait patiently for them to finish speaking before providing corrections These findings suggest that while certain teaching strategies are widely accepted, others may act as barriers to students’ English speaking development.
Factors related to students’ speaking skills
Table 4.3 indicates that students’ emotions significantly influence their English speaking skills, with a mean score of 3.53, showing students generally enjoy studying English Conversely, students’ learning styles and language proficiency scored lower, with means of 2.55 and 2.50 respectively, indicating disagreement and highlighting challenges in developing effective learning strategies and English speaking abilities Overall, the results suggest that while students have a positive attitude towards studying English, they struggle with their learning styles and proficiency in speaking skills.
N0 Factors related to students’ speaking skills %
2 I have been learning English since I was 4 years old 55.8
3 I feel confident when speaking English 54.2
4 I feel nervous and stressed when speaking English 45.8
5 I'm afraid of the English teacher 54.7
6 I want to speak English but I don't remember words 69.1
7 I speak Vietnamese when I can't speak English 64.1
9 My family always supports me to learn English 95.3
10 I find hard to make English sentences 92.5
11 I spend more than 2 hours a day studying English at home 78.3
Parents strongly support English learning, with 95.3% actively encouraging their children, and 55.8% investing in early English education starting from age 4 As a result, 83.3% of students enjoy learning English, and 78.3% dedicate over two hours daily to studying at home While 54.2% feel confident speaking English, many face challenges such as forgetting vocabulary during conversations, with 69.1% of students unable to recall words on the spot Additionally, 64.1% of teachers permit students to use Vietnamese when struggling to express themselves in English, highlighting the importance of a supportive classroom environment Despite motivation, 54.7% of students fear their English teachers, leading to mixed feelings of confidence and nervousness, as 45.8% report feeling stressed when speaking English.
No Factors related to context
Students strongly agree that their teachers frequently use internet-connected TVs to teach English, with a mean score of 4.12, highlighting the emphasis on modern technology in language instruction However, they are less satisfied with the English-speaking environment, which they rate below average at 2.57, indicating a need for improvement in real-life speaking opportunities The students sometimes practice speaking with peers, with a mean of 2.91, showing a neutral attitude toward peer work Overall, these results suggest that while technology integration in English teaching is effective, the speaking environment and peer collaboration require further development Detailed evaluations of each factor are provided in Table 4.6.
1 My class has more than 40 students 100
2 My class is very noisy 93.3
3 I heard before participating in English speaking activities 100
4 My classmates always support me when I speak English 55.0
5 My class is very friendly and likes to help each other in the learning process
6 In the classroom, there is a TV connected to the internet, used for teaching
7 My classmates are very good at English 48.3
8 I have many opportunities to speak English in class and the school yard
Despite the availability of quality teaching materials, such as internet-connected TVs used for instruction, many challenges remain in the classroom While 100% of students agree that a TV connected to the internet is used for teaching, they also report that class sizes often exceed 40 students, resulting in a noisy environment experienced by 93.3% Although 65.8% of students describe their classroom environment as friendly and supportive, only 55% receive help from classmates when struggling with speaking English Additionally, while 48.3% of students are considered proficient in English, only 38.3% believe they have sufficient opportunities to practice speaking English both in class and on the school yard.
The researcher found that these results align with interview data, where most participants recognized English speaking skills as vital but acknowledged facing certain challenges Interviews with two supervisors and three English teachers revealed that, while they consider speaking proficiency essential for effective communication, students often encounter difficulties enhancing their speaking abilities, highlighting the need for targeted support and improved instructional strategies.
1) What are the factors that negatively contribute to creating difficulties in speaking skills of grade 3, 4, 5 EFL students in Binh Minh Primary Schools?
Three English teachers and two supervisors unanimously agree that overcrowded classrooms present significant challenges in teaching students to practice speaking English deeply They highlight that students lack an English-speaking environment outside the classroom, which hampers their language development Additionally, uneven English proficiency among students poses a problem, as approximately 40% of students have no prior English experience before entering third grade, making it difficult for them to absorb lessons effectively.
The 40-minute compulsory lesson curriculum is too strict, placing excessive pressure on teachers who prioritize finishing lessons over ensuring student understanding and retention Additionally, the limited homework assignments hinder students' ability to reinforce their learning, as they need more opportunities for repeated practice at home to prevent forgetting the lesson.
2) Name the basic, or most important factor that lead to creating obstacles in teaching speaking skills for grade 3, 4, 5 EFL students in Binh Minh Primary Schools, and what are your suggestions to alleviate the effect of this factor?
Followings are some suggestions from three English teachers as well as two supervisors with the hope that they can help primary students overcome these difficulties
“The school should build the speaking English environment in classroom and other activities to motivate the students’ love in English.”
“The number of students in a class must be less than 30 so that teachers can take care of each student easily and effectively.”
Empowering teachers with greater flexibility in lesson planning allows them to concentrate on key knowledge areas, delivering focused instruction that enhances student understanding By prioritizing essential concepts rather than covering the entire curriculum, teachers can help students retain information more effectively and build long-term memory retention This approach promotes more personalized and impactful teaching, ultimately improving learning outcomes.
Parents play a crucial role in their children's English language development By dedicating time, effort, and financial resources to intensive English learning, parents can significantly enhance their children's language skills and overall proficiency.
“The teachers need to create various practice exercises and encourage the students to study at home with the teachers’ control to order to help them remember the lesson better.”
Discussions
To evaluate English teachers' performance in the classroom, it is essential to consider the overarching goal of teaching English in Vietnam, which is to help students develop communication skills and contribute to their overall competence for learning other subjects and lifelong education Specifically, primary English education aims to enable elementary school students to understand and use familiar everyday structures and basic vocabulary to meet practical communication needs.
At the primary level, students learn to introduce themselves and others, answering basic questions about their location, relatives, friends, animals, and favorite fruits They communicate using simple, slow, and clear sentences to develop their English proficiency Emphasizing communication skills, the main goal is to enhance students' ability to speak and understand English effectively With 140 periods allocated over 4 lessons per week, English is a key subject alongside Math and Vietnamese in primary education.
Effective teachers are the most influential factors on student achievement, with no issues found regarding their language proficiency, teaching methods, or emotional engagement Teachers play a crucial role in shaping students' futures, inspiring them, and preparing them to become responsible citizens Given that early education greatly impacts lifelong learning and societal influence, teachers must excel in English language skills, adopt effective teaching methods, and maintain positive emotional attitudes in the classroom Despite the high quality of teachers, they only speak English in classrooms about 55.8% of the time and encourage students to speak English in just 45.8% of lessons, indicating a gap between current practice and expectations This limited use of English may be due to overcrowded classes, students’ limited English abilities, and exam pressure, all of which hinder full implementation of English-only instruction.
The results showed that there are problems with student-related factors including students’ language proficiency, students’ learning styles, but there is no problem with the factor of students’ emotion
According to motivational perspectives involved in foreign language learning, attitude towards the new language is necessary for learning a new one
A positive attitude toward learning a new language significantly enhances learners' motivation and success According to Baker (1992), attitude comprises three components: cognitive, affective, and behavioral The cognitive component relates to learners' thoughts and beliefs about the language, where a favorable attitude can lead to increased participation and better language proficiency The affective component encompasses feelings such as love, passion, or anxiety toward the language, influencing learners' emotional engagement The behavioral component reflects learners' willingness to act and engage with the language spontaneously, demonstrating their readiness to learn Cultivating a positive attitude across these components enables language learners to progress more easily and achieve higher proficiency levels in their target language.
This study revealed a notable difference from existing theories, despite 83.3% of students expressing strong interest in learning English and 55.8% beginning their English education as early as age 4 However, their actual learning experiences and outcomes do not fully align with traditional assumptions, highlighting the need for revisiting current language acquisition models.
Despite dedicating two hours a day to studying English at home (78.3%), many learners struggle to improve their speaking skills due to inadequate learning methods and context-related challenges Their young age makes it difficult for them to identify effective study strategies independently Additionally, as English is a new language for them, consistent progress remains a challenge.
Skinner (1950) discussed learning theories, highlighting different family or types of theories in psychology Current research identifies four main theoretical perspectives on emotion: Darwinian, Jamesian, cognitive, and social constructivist approaches (Cornelius, 1996) Each perspective offers distinct assumptions about the nature of emotion, methods for theory development, and research strategies The Darwinian view considers emotions as evolved survival mechanisms that addressed specific species challenges Incorporating these insights into education, teachers should focus on emotional development to help children understand and experience positive feelings towards subjects, enhancing their learning efforts.
A family's responsibility is to care for, educate, and protect its offspring
The home environment plays a crucial role in a child's education, serving as the initial space where children are groomed and mentored, shaping their behaviors and identity within society (Ajila & Otutola, 2000) Research by Egunsola (2014) highlights that the quality of the home environment significantly impacts elementary students' academic achievement Families provide essential resources and guidance that influence students' lives, with parental input often having a positive effect on academic success (Beaumont & Soyibo, 2010) The values, encouragement, and support from family members help determine whether students succeed or struggle academically (Magnuson, 2007) Additionally, parents influence their children's educational outcomes through the development of skills, attitudes, and behaviors related to learning, with socioeconomic status playing a vital role—parents with higher education levels tend to create more conducive learning environments (Magnuson, 2007) In India, Rayachaudhuri et al (2010) examined various factors that impact student performance, emphasizing the importance of the home environment in educational achievement.
Learning to speak English naturally occurs in young learners with minimal effort, but achieving fluency requires consistent practice and attention (Zhang et al., 1995) Increased exposure to second language (L2) input enhances speaking fluency, although input alone is not enough for full language acquisition (Al-Sibai, 2004; Zhang, 2009) Effective language development depends on the interaction between input, output, and comprehension, as learners actively select understandable input and produce output through negotiation and interaction (Swain, 1985, as cited in Zhang, 2009) This interactive process enables learners to internalize and apply their language learning experiences.
Effective language acquisition requires four key factors: exposure, opportunities to use the language, motivation, and instruction, enabling learners to articulate their thoughts and experiment in a safe environment (Willis, 1996) Research indicates that language growth occurs through subconscious, spontaneous processes triggered during authentic contact with the language, emphasizing the importance of meaning-focused communication over conscious effort (Littlewood, 1984) In communicative activities, learners should concentrate on content rather than form and practice speaking in various styles to enhance fluency (Harmer, 1982) According to Ellis (2003), engaging in focused and unfocused communicative tasks promotes pragmatic language use, allowing students to integrate different frameworks into a creative system for conveying meaning (Littlewood, 1984) Linguistic difficulties, such as limited vocabulary and weak sentence construction, often lead students to revert to their native language—in this case, Vietnamese—especially when they struggle to speak English, highlighting the need for targeted vocabulary development and sentence-building practice.
Classrooms are often tight, crowded, and noisy, making it challenging to organize interactive activities and movement games As a result, many students struggle to keep up with lessons, and teachers lack sufficient time to individually interact and correct each student This situation often leads teachers to use Vietnamese to facilitate understanding quickly, but it reduces opportunities for students to practice speaking English effectively.
Students lack opportunities to practice English outside the classroom, which limits their motivation, memory, and effective use of the language Environmental factors play a crucial role in second language acquisition by providing students with necessary practice spaces, making learning English easier and more enjoyable Creating immersive English environments enhances language retention and boosts students’ confidence in using the language in real-life situations.
To sum up
Our study identifies key factors that negatively impact the speaking skills of Grade 3, 4, and 5 EFL students at Binh Minh Primary Schools The results highlight that limited vocabulary, lack of confidence, and insufficient exposure to spoken English are significant challenges hindering students' speaking proficiency Additionally, a lack of engaging speaking activities and inadequate classroom practice further contribute to students' difficulties Addressing these factors is essential for improving EFL students' speaking skills and fostering more effective language learning experiences.
(1) The overcrowded class is the most difficult for me to teach my students to practice speaking English deeply
(2) The students don’t have speaking English environment outside the classroom
Unequal English language proficiency among students poses significant challenges in the classroom, as approximately 40% of students have not studied English prior to entering 3rd grade This language gap makes it difficult for these students to effectively grasp and participate in lessons, impacting overall learning outcomes Addressing this disparity is essential for creating an inclusive and effective learning environment.
The mandatory 40-minute curriculum was too demanding, creating significant pressure on teachers who prioritized finishing the lesson over ensuring all students understood and retained the material.
Limiting homework assignments for students is a crucial issue to consider, as students may quickly forget lesson content without frequent practice Providing ample opportunities to reinforce learning at home helps improve retention and understanding Properly designed homework can enhance students' grasp of subjects and promote consistent academic progress.
In classroom settings, both teachers and students frequently use Vietnamese to ensure complete understanding of lessons, especially when students struggle to express themselves in English This common practice helps facilitate effective communication and enhances the learning experience.
(7) The students don’t know how to learn English speaking effectively.
CONCLUSIONS AND SUGGESTIONS
Conclusions
This study identified key speaking difficulties among grade 3 to 5 students, including challenges with English expression, reliance on mother tongue, crowded classrooms, and limited exposure to English-speaking environments Students struggle to speak English fluently due to a lack of vocabulary and grammar skills, as well as poor sentence formation, leading them to default to their mother tongue Five main factors contribute to these speaking difficulties: teachers’ perceptions and beliefs about teaching speaking, teaching strategies, curriculum design, extracurricular activities, and assessment policies Despite recognizing the importance of teaching speaking, teachers often do not dedicate enough time, prioritizing reading and writing to cover textbook content Teaching approaches tend to focus on grammar and vocabulary, emphasizing form over communicative practice, which results in students producing short, accurate sentences but neglecting fluent, communicative language use Additionally, teachers believe that incorporating L1 is essential for clarifying meanings and grammar rules, trusting that L1 use helps students understand concepts better.
Although Grade 3, 4, and 5 textbooks offer students opportunities to use English communicatively and include tasks designed for speaking, classroom organization and task assignment do not sufficiently promote interaction for fluent English speaking development The classroom remains the primary environment where students are exposed to English, but extracurricular activities aimed at improving speaking skills are rare Since speaking is not included in exams, it receives less emphasis compared to reading, listening, writing, grammar, and vocabulary, which are prioritized due to exam requirements Teachers often believe there is insufficient time to integrate speaking with other skills, leading to a focus on skills that are tested Additionally, large class sizes with over 40 students hinder teachers’ ability to implement active teaching methods and provide individual support Lastly, restrictions on homework assignments limit opportunities for students to practice speaking outside school; if the Ministry of Education permitted homework involving speaking exercises, students could practice more effectively with classmates at home.
Suggestions
We completely agree with the suggestions of two supervisors and three teachers who suggest some issues to help primary students overcome the difficulties in speaking English
- The school should build the speaking English environment in classroom and other activities to motivate the students’ love in English and practice English both in and out of class
Maintaining a classroom size of fewer than 30 students is essential for enabling teachers to provide effective supervision and personalized attention to each student Overcrowded classrooms hinder teachers’ ability to manage the class efficiently and ensure every student's needs are met Smaller class sizes foster a more conducive learning environment, improving overall educational quality and student success.
Flexible lesson design enables teachers to emphasize key concepts, allowing them to focus on essential knowledge and teach more effectively By prioritizing critical information, educators can help students retain lessons longer-term, enhancing overall learning outcomes This approach promotes student understanding through targeted instruction rather than covering entire curricula superficially.
Parents play a crucial role in their children's English language development; by investing time, effort, and financial resources into intensive English learning, they can significantly enhance their children's language skills and overall proficiency.
- The teachers need to create various practice exercises and encourage the students to study at home with the teachers’ control to order to help them remember the lesson better.”
- Teachers should limit speaking Vietnamese in class to stimulate students to interact in English more often and create a habit in English class
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Factors related to students’ speaking skills
1 Em thích học tiếng Anh 1 2 3 4 5
2 Em học tiếng Anh từ 4 tuổi 1 2 3 4 5
3 Em thấy tự tin khi nói tiếng Anh 1 2 3 4 5
4 Em thấy lo lắng và căng thẳng khi nói tiếng Anh 1 2 3 4 5
5 Em sợ giáo viên dạy tiếng Anh 1 2 3 4 5
6 Em muốn nói tiếng Anh nhưng em không có từ 1 2 3 4 5
7 Em nói tiếng Việt khi em không nói được tiếng Anh 1 2 3 4 5
8 Em e ngại khi nói tiếng Anh 1 2 3 4 5
9 Gia đình em luôn hỗ trợ em học tiếng Anh 1 2 3 4 5
10 Em khó có thể đặt câu tiếng Anh 1 2 3 4 5
11 Em bỏ ra nhiều thời gian để học tiếng Anh mỗi ngày 1 2 3 4 5
Factors related to teachers’ role in teaching speaking skills
12 Giáo viên chỉ nói tiếng Anh trong lớp học 1 2 3 4 5
13 Giáo viên luôn khuyến khích em nói tiếng Anh 1 2 3 4 5
14 Giáo viên sử dụng tiếng Việt và tiếng Anh trong lớp 1 2 3 4 5
15 Giáo viên cho em cơ hội và thời gian để nói tiếng Anh 1 2 3 4 5
16 Giáo viên cho em đóng vai, làm việc nhóm và thuyết trình bằng tiếng Anh
17 Giáo viên cho phép em nói tiếng Việt khi em không nói được tiếng Anh
18 Giáo viên dạy rất cẩn thận bài học trước khi em thực hành nói tiếng Anh
19 Giáo viên dạy tiếng Anh rất vui và thú vị 1 2 3 4 5
20 Giáo viên luôn sửa lỗi trực tiếp khi em phát âm sai 1 2 3 4 5
21 Giáo viên đợi em nói xong mới sửa lỗi cho em 1 2 3 4 5
22 Lớp em có hơn 40 học sinh 1 2 3 4 5
24 Em được nghe trước khi tham gia hoạt động nói tiếng Anh 1 2 3 4 5
25 Bạn học em luôn hỗ trợ khi em nói tiếng Anh 1 2 3 4 5
26 Lớp học em rất thân thiện và thích giúp nhau trong quá trình học
27 Trong lớp học có TV kết nối mạng được cô giáo sử dụng dạy tiếng Anh rất vui
28 Bạn em rất giỏi tiếng Anh 1 2 3 4 5
29 Em có nhiều cơ hội được nói tiếng Anh trong lớp 1 2 3 4 5
Title of Research Project: Factors affecting speaking skills on primary students at Binh Minh primary school in Vung Tau city
Name of researcher: Nguyen Dao Thi Mai Trinh
Email of researcher: maitrinhsp@gmail.com
Participating in this research involves a brief 15-minute interview at a time and location of your choice With your consent, I will record the interview and take notes to ensure accurate transcription, solely for research purposes You can choose to be recorded or not, and if at any point you feel uncomfortable or wish to stop, you can do so without any issues Your participation is entirely voluntary and respects your privacy and comfort.
I expect to conduct only one interview; however, follow-ups may be needed for added clarification If so, I will contact you by mail/phone to request this
Building on previous research, firsthand teaching experiences, and insights from colleagues, this study aims to enhance English speaking skills among young learners at Binh Minh Primary School.
To identify difficulties Vietnamese teachers and young learners might encounter in EFL speaking classes of different grade groups
To investigate how current teaching strategies and methods affect the young’s learning process
To suggest some implications for teaching and learning in speaking classes lessen the difficulties and foster the young learners’ speaking skills
Participating in this study offers no direct benefit to individuals; however, the research aims to generate valuable insights into enhancing speaking skills for teachers and students at Binh Minh Primary School The study's findings will offer practical strategies and effective methods for integrating them into Project-Based Learning (PBL), ultimately improving students' speaking proficiency in the primary school setting.
Your study data will be treated with strict confidentiality, ensuring that all personal information remains protected When publishing or presenting the study results, individual identities and personally identifiable details will be carefully omitted to maintain participant privacy.
To protect confidentiality, recordings will be transcribed promptly after interviews and then securely destroyed Transcriptions and study data will be stored for potential future research use by the researcher, with records retained for up to 3 months post-study Similar confidentiality measures will be applied to all study data to ensure participants' privacy is maintained throughout the research process.
You will not be paid for taking part in this study However, a gift voucher will be given as an incentive for your participation
Participation in this research is entirely voluntary, and you have the right to decline at any time without penalty You are free to choose whether or not to answer specific questions or continue with the study, with no loss of benefits or consequences Your decision to participate or withdraw will not affect your rights or entitlements.