THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGESLE HAI YEN A STUDY ON FACTORS AFFECTING ENGLISH SPEAKING STUDENTS AT VAN HOA I HIGH SCHOOL Nghiên cứu những yếu tố ảnh hưởng tới kỹ n
INTRODUCTION
General Introduction
Vietnam's Ministry of Education and Training (MOET) identifies the core aim of English education as helping students form and develop strong communication skills through the four key language skills—listening, speaking, reading, and writing—along with language competencies in phonics, vocabulary, and grammar.
According to the January 24, 2014 directive 01/2014/TT-BGDĐT from the Ministry of Education and Training (MOET), students finish primary school at Level 1 of the Vietnamese Six-level Foreign Language Competency Framework This level means they can understand basic conversations and use English to communicate with English-speaking people Level 2 is the target for secondary school students, who should be able to understand common daily English used in basic real-life communication For high school students, the framework requires reaching a higher level, though the exact level is not specified in the excerpt.
By the end of grade 12, learners at Level 3 of the Vietnamese Six-Level Foreign Language Competency Framework can identify and understand the main ideas of given texts and can write simple paragraphs on familiar topics such as jobs, school, and entertainment.
Many learners can communicate effectively in English across a wide range of real-life situations The core purpose of language learning is to use the language to communicate clearly and confidently in authentic contexts To reach this goal, speaking skills must not be neglected, because they are essential for natural, effective conversations in everyday life.
Nowadays, English is considered as an international language all over the world
English has become the lingua franca in business, technology, and education worldwide, so students everywhere benefit from mastering English With rapid international integration in Vietnam, future workers need to develop strong English abilities to access better job opportunities Consequently, those with high English competence are more likely to secure rewarding employment, prompting students to focus on improving all four English skills—listening, speaking, reading, and writing—to achieve balance Mekong & Kerubo (2017) propose that these skills develop in a specific order: listening to build the foundation for speaking, then reading, and finally writing From this viewpoint, speaking stands out as a key skill in English learning; Ur (1996, as cited in Bhattacharya, 2017) notes that people who know at least one language tend to be good speakers, underscoring the growing importance of spoken English Gilakjani (2012) adds that effective meaning exchange matters for both native and non-native speakers.
Among the four language skills, speaking stands out as the most important yet most challenging to master; research by Fitriani et al (2015) and Leong et al (2017) links foreign language success closely to learners' speaking abilities, while Ur (1996) notes that language learners become speakers of that language Despite this, many learners struggle to express their ideas orally, and speaking in a foreign language often presents difficulties in communication, which is a complex process of conveying information in flexible, context-dependent ways aligned with individual speaking goals There are many factors that hinder students from improving their speaking competence, and as Fitriani et al (2015) emphasize, English speaking requires authentic language use—students must apply the language in real occasions or when communicating with peers in academic contexts.
There are plenty of common speaking problems that the students struggle with
Firstly, most learners are facing the problem of speaking fluently Richards & Renandya
Fluency in speaking is a primary goal for many language learners, but achieving it requires managing vocabulary, grammar, pronunciation, and intonation across varied situations As 2002 (as cited in Fitriani, 2015) indicates, learners strive for fluent speaking, yet they must choose suitable vocabulary for each context, apply correct grammar, and produce proper pronunciation and natural intonation Hinkel (2005) explains that communication problems occur when learners encounter unfamiliar words, leaving them unsure how to use the word and interrupting speech Additionally, speaking difficulties often originate from the learners themselves, with many reporting low self-confidence, shyness, and nervousness when expressing ideas in a foreign language.
Fitriani (2015) argues that for an effective conversation, speakers must believe in what they are able to talk about The success of oral communication is influenced by the speakers' emotional states Communication becomes clearer when students are confident to speak, whereas nervousness and worry can hinder their ability to communicate effectively.
English-speaking proficiency as a foreign language ranks among the most important skills for learners Yet it remains notably more difficult and complex to master than other language abilities.
Although the goal of teaching and learning English is to motivate learners to use the language in communicative situations both inside and outside the classroom (Bhattacharya, 2017), English speaking lessons are often not taught effectively, leaving learners with persistent problems in developing this skill A range of factors can deter students from speaking English, starting with linguistic factors such as grammar, vocabulary, and pronunciation, which help learners understand language structure and form grammatically correct sentences; even though mastering foreign language grammar is linked to fluency, researchers have shown that many learners struggle to transfer grammar into speaking (Bhattacharya, 2017) It is common to meet learners who know many grammar rules and can read and write well yet cannot produce a complete English sentence orally; as Tatham and Morton (2006, cited in Paakki, 2013) note, many people can understand spoken and written language but cannot speak it properly Emotional factors also significantly affect oral competence—anxiety, shyness, lack of self-confidence, and fear of making mistakes can inhibit speaking, and too much nervousness can leave learners tongue-tied or speechless (Shumin, 2002, as cited in Bhattacharya, 2017) The learning environment matters too; participants report rarely using English to communicate in class due to few regular opportunities to speak, which undermines their ability to apply English in real-life situations Finally, listening ability is another factor that influences speaking performance.
Listening and speaking are tightly linked in effective communication For fluent interaction, speakers must switch between listening and speaking roles; when listeners understand what is said, they can respond accurately and effectively However, students who focus on speaking practice often overlook listening, which can limit the success of their English conversations Another key barrier is mother-tongue interference: with limited classroom opportunities to practice English, learners often default to their native language rather than the target language Bhattacharya (2017) observes that when learners share the same mother tongue, they tend to use it more than the target language.
Knowing a language is less important than actually using it; there is little value in having extensive knowledge of a language if you do not put it into practice (Scriveher, 2005, as cited in Bhattacharya, 2017) In the context of English, speaking is a skill that requires more than just pronunciation; it involves effectively conveying messages to others and achieving communicative competence (Inqbal, 2012) Accordingly, the purpose of language education is to enable learners to communicate in this language through both writing and speaking, because neglecting either aspect prevents the full achievement of this goal (Paakki, 2013).
According to Mekonge and Kerubo (2017), speaking skills, or oral competence, involve three kinds of speaking situations that require specific vocabulary: interactive speaking (discussions and dialogues), partially interactive speaking (lectures), and non-interactive speaking (sermons and speeches) Non-English speakers often confuse these categories and use the wrong words for each context They also note that many learners' English-speaking abilities are poor because English-speaking lessons are not taught effectively by teachers, who frequently overlook the needs of different speaking situations.
Focusing on other language learning features such as grammar and vocabulary often leaves limited opportunities for students to practice speaking English in schools As a result, speaking lessons are less frequent and harder to teach effectively, since speaking is a highly practical skill that benefits from active use and real-time interaction In many classrooms, the grammar-translation technique remains the dominant method, which constrains students' ability to develop communicative speaking skills To close this gap, educators need to embrace more speaking-centered, interactive teaching approaches that integrate pronunciation, fluency, and authentic conversation practice.
Statement of the Problem and the Rationale for the Study
Effective English speaking skills provide learners with multiple benefits that extend beyond academics into daily life First, strong speaking ability enhances learning by enabling participation in international programs such as TED-Ed Student Talks, where students discover and share big ideas in brief English presentations Without proficiency, students miss chances to join such valuable programs Second, good spoken English broadens understanding because English is now the common language in many academic fields, facilitating collaboration, access to resources, and cross-cultural exchange Developing English speaking skills acts as a gateway to global opportunities and strengthens overall communication in study and life.
Today, most updated knowledge is conveyed not only in writing but also through spoken English, so developing strong oral English skills helps learners access current information and participate in global knowledge-sharing When learners achieve excellent English speaking ability, they come closer to the worldwide body of knowledge, and because many developed countries use English as a primary language, strong speaking skills open doors to modern techniques and methods Oral competence brings numerous real-life benefits, including greater career options and better job prospects, as clear communication is increasingly valued in the global job market For Vietnam, a developing economy opening up to foreign investment, improving English speaking ability can boost competitiveness and attract multinational companies seeking effective communicators.
As a result, children who develop fluent English speaking skills gain a competitive edge in today’s job market, where recruiters value effective communication Proficiency in English also makes international travel easier and more enjoyable, allowing young travelers to navigate foreign destinations without a tour guide and to explore independently These experiences contribute to greater maturity and self-reliance as they tackle new situations on their own In short, mastering English speaking skills brings numerous advantages across education, career, and personal growth.
However, there is the fact that the speaking lessons are not taught properly Both students and teachers have some certain difficulties when learning and teaching this skill
A researcher studying high school students found several obstacles to developing English speaking skills: they use English only sparingly in the classroom and hardly at all outside the learning environment A main factor is the students’ mother tongue; when the class shares the same local language, they default to the familiar native language instead of practicing English, which they perceive as challenging.
In Vietnam, English education is predominantly delivered by Vietnamese teachers, which can dampen students' motivation to practice speaking in the target language, since peers and instructors can understand them even when they respond in their native tongue As a result, learners may lose the incentive to speak English, and their speaking skills go unsharpened during classroom lessons.
Therefore, they choose not to use English out of the classroom Secondly, the students seem to underestimate the roles and importance of oral skills in their language learning
Most of them assume that speaking is the less important aspect in learning a language
According to Ur (1996), speaking is the most important skill among the four language skills because language learners are often judged by their ability to speak Yet the traditional school testing system tends to neglect oral competence, privileging other skills in assessment In many state schools and some private schools in Vietnam, students’ oral proficiency receives limited attention as exams emphasize reading and writing over real-time spoken interaction.
English proficiency is primarily assessed through paper-based tests, which means speaking is not adequately measured as a core goal of the language teaching and learning process Instead, emphasis remains on grammar, writing, and vocabulary While teachers and school administrators acknowledge the importance of speaking, the essential elements of spoken ability—pronunciation, intonation, and fluency—are not neglected in practice, even within an assessment-driven system.
Teachers face significant classroom challenges when teaching English speaking, including finding suitable, effective methods for developing this highly practical skill Many educators default to teacher-centered instruction, where the teacher talks for most of the lesson and students have few opportunities to speak This approach often leads to oral communication being neglected, as focus shifts to areas that are tested in paper-based exams Consequently, English instruction concentrates on grammar, reading, and writing, with relatively little emphasis on speaking practice.
Vietnam is a Vietnamese-speaking society, where English is used infrequently by the population This limited real-life exposure creates few opportunities for English language learners to practice in authentic contexts On campus, where a large number of Vietnamese students study, peers tend to communicate in Vietnamese rather than English, which further reduces daily use of the language As a result, English plays a negligible role in students’ everyday lives Although English remains a compulsory subject from primary through secondary and high school, many learners still do not achieve the expected level of spoken competence.
As described above, English play such an important role in today’s world, and it will be a huge benefits for the learners if they can attain great English speaking skills
Therefore, English oral communication skills should be paid more attention to teach and learn at school
By reviewing literatures of different researchers, Diep (2017) found out 7 factors that affected on the learners’ speaking skills They were:
1 Learning environment impacts to English-speaking skills
2 Lectures impacts to English-speaking skills
3 Confidence impacts to English-speaking skills
4 Proficiency impacts to English-speaking skills
5 Grammar impacts to English-speaking skills
6 Vocabulary impacts to English-speaking skills
7 Pronunciation impacts to English-speaking skills
Building on prior work, Park and Lee (2005) and Tanveer (2007, as cited in Leong et al., 2017) explored the link between oral competence, self-confidence, and anxiety Their findings show that higher student anxiety is associated with poorer speaking performance, underscoring the negative impact of anxiety on oral proficiency.
In a similar vein, Rabab’ah (2005, as reviewed by Hosni, 2014) suggested that the factors negatively affecting learners’ English speaking ability are not limited to anxiety; they also include the learners themselves, the learning curriculum, and teaching techniques The study’s participants indicated that some learners lack motivation to speak English, as they do not perceive a real-life need to practice or use English in everyday situations.
Hosni (2014) conducted a study involving grade-5 teachers and students in basic education schools in Oman to investigate speaking difficulties The results identified three main problems faced by the students: linguistic features, interference from the mother tongue, and inhibition The study also noted that students could not speak English well because they lacked topic-specific vocabulary and were uncertain about using a broad range of grammar.
Fitriani et al (2015) identified psychological factors as the most dominant obstacles to learners' oral performance, with self-confidence and anxiety highlighted as key emotional-state issues; they also found that grammar is a major barrier that significantly affects children's speaking performance.
Heriansyah (2012) examined speaking problems among English department students at Syiah Kuala University, identifying more than ten problem types that fall into linguistic and non-linguistic categories The study found the most challenging issues to be lack of vocabulary, low confidence to speak, unfamiliarity with talking in class, and difficulty expressing words or sentences.
There is a range of common English-speaking problems shared by learners who study English as a foreign language, and researchers worldwide have identified several factors as the most common ones contributing to these difficulties Across many parts of the world, these factors consistently emerge as the primary sources of challenge for learners, shaping how educators address speaking skills and how learners approach practice and improvement.
Aims, Objectives and Research Questions of the study
This study investigates the difficulties that 10th grade ethnic minority students at Van Hoa I High School face when practicing English speaking skills and identifies the factors that cause these difficulties It also seeks to determine the suggested solutions to improve the students’ speaking skills.
In the light of that general aim, some specific objectives are drawn up to outline the actual directions of the study as follows:
1) To find out the real factors that cause speaking problems of the students
2) To give out some effective suggestions to improve the learners’ speaking skills
In brief, the objectives of the research could be specified into these research questions:
1 What are the factors that affect 10th grade ethnic minority students’ speaking skills at Van hoa I High School?
2 What could be done to enhance speaking skills for the students?
Scope of the Study
This study will be conducted at Van Hoa I High School, a mountainous school in Thai Nguyen City, Vietnam, with about 200 students Based on several years of teaching there, the researcher notes that the school lacks sufficient teaching and learning facilities The study will involve 51 ethnic minority students in Grade 10 and six English teachers who will complete questionnaires and participate in interviews The student participants are described as hardworking and disciplined, yet their English proficiency—especially speaking skills—is limited The paper concentrates on identifying factors that affect students’ speaking skills and, based on those findings, proposes practical solutions to improve English speaking teaching and learning for both teachers and students.
Significance of the Study
Speaking skills are considered as the most important aspect of language learning because when talking about language learners, it is often referred to the speakers of that language (Ur, 1996) Furthermore, speaking skills play such a very important role in human’s life Through speaking, people can communicate their thought, their feelings and so on to each other Richards (2008) explains that: “when people meet, they exchange greetings, engage in small talk, recount recent experiences, and so on, because they wish to be friendly and to establish a comfortable zone of interaction with others”
Speaking competence hence is excessive for the learners of any language Although there have been a number of studies about the factors affecting students’ oral performance in the world, there is few research in the field of studying features impacting on speaking skills of grade 10th students in Vietnam, especially at Van hoa I High School Therefore, this study, to the researcher’s knowledge, is very unique and new, at least for EFL learners and teachers at Van hoa I High School As the study is completed, it is expected to find out the most dominant factors that affect the English learners’ speaking skills After figuring out the main factors causing students’ speaking problems, it is also desired to discover the possible solutions that language learners can implement to improve their speaking skills and English teachers can apply to improve their teaching.
Organization of the research
The study and findings are intended to be shown and discussed in the following chapters:
Chapter I: Introduction, which provide a broad view of the whole research by presenting the current problems, mentioning aims and objectives of the study, and indicating the significance as well as the scope of the study
Chapter II: Literature Review, which is supposed to provide theoretical background on the factors affecting learners’ speaking skills and review the previous literature relating to the topic
Chapter III: Methodology, which informs readers of the participants, the chosen instruments, procedures of data collection and analysis
Chapter IV: Findings and Discussion, which presents the description and interpretation of the collected data in light of research questions
Chapter V: Conclusion which summarizes the major findings discovered by the research and written up in the previous chapter (chap 4) Moreover, it suggests some pedagogical implication for the problem The limitations and suggestions for future studies are also discussed in this last chapter.
LITERATURE REVIEW
Definition of speaking skills
There has been range of definitions of what the language is
According to the Online Oxford Dictionary, language is the system of communication used in human life, which can be expressed in written or spoken form Its defining feature is the structured and conventional arrangement of words, which varies from one language to another In scientific terms, language is studied within the field of linguistics.
Henry Sweet, a renowned English phonetician and language scholar, describes language as a vast system built from many sub-elements It arises from the joining of words to form sentences, and from sentences to convey ideas It is the expression of ideas by means of speech-sounds.
Bashir et al (2011) describe language as a system of arbitrary vocal symbols that enables people who share a culture or have learned the language to communicate and interact They also argue that language is not produced at random; instead, its use is governed by grammatical rules that ensure sentences are coherent and convey meaning.
In this study, instead of adopting any single definition, we summarize the core concept: language is a means of communication used by a particular country or community; it is the combination of words following specific grammatical rules; language can be expressed in both written and spoken forms; this research focuses on the spoken language.
Speaking skills describe the ability to convey information verbally from one person or group to another in social contexts, using language clearly and effectively for oral communication In general use, these skills include expressing ideas, asking questions, and sustaining conversations in real time In EFL classes, speaking skills refer specifically to a learner’s capacity to speak English confidently, participate in discussions, and communicate meaning with accuracy and fluency.
Iqbal (2012) defines the speaking skill as the oral mode of language that is more difficult and complex than listening, reading, and writing He emphasizes that speaking is not merely producing sounds; it involves combining words to convey meaningful messages.
According to Nunan (1995), speaking skills involve pronouncing words aloud and using spoken language to communicate and interact with others, with the aim of achieving various communicative purposes such as delivering a speech or making a request.
A number of researchers, as reviewed by Leong et al (2017), including Howarth (2001) and Abd (2016), argue that speaking is a two-way process In essence, it is a collaborative exchange between two or more people who share the same context and moment, underscoring the interactive nature of spoken communication.
Tarigan (1990) and Bygate (1987) argue that speaking skills are closely linked to listening abilities Bygate (1987) states that speaking is the product of the listening process and is performed to respond to what is heard, highlighting the interdependence of listening and speaking in effective communication Tarigan (1990) likewise emphasizes this connection, suggesting that strong speaking emerges from attentive listening and accurate comprehension of input.
(1990) discusses that speaking skill is produced by listening skills, and it is developed at the child age
Based on an extensive review of the literature, Fitriani et al (2015) conclude that the effectiveness of speaking skills depends largely on students’ ability to engage in conversation, and that assessment hinges on their capacity to carry out conversations in the learned language.
Speaking skills are the ability to use verbal language to combine words according to the rules of the language, creating meaningful messages They enable speakers to transfer and express their ideas and thoughts to listeners, with speaking and listening forming an integrated, inseparable pair When we talk about students’ speaking skills, the focus is on using language in oral form to achieve diverse communicative purposes through effective oral communication.
2.1.3 The importance of speaking skills
Speaking skills play such a very important role in human’s life Through speaking, people can communicate their thought, their feelings and so on to each other
Richards (2008) explains that when people meet, they exchange greetings, engage in small talk, and recount recent experiences to appear friendly and to establish a comfortable zone for interaction This shows that strong oral communication skills are central to human connection Because language is a primary means of communication, the value of language learning hinges on the ability to convey thoughts verbally; without effective verbal communication, learning a language cannot fulfill its purpose of enabling real-world interaction.
Qureshi (2012) argues that language is a tool for communication and that real communication occurs through speech; without speech there is no true communication Therefore, speaking competence is essential for learners of any language, since without speaking our communication risks becoming nothing more than a script People engage in oral conversations for many purposes and in different situations For the smooth functioning of any language system, speakers must be specially trained in the skill of speaking.
2.1.4 The characteristics of speaking skills
Being fluent and accurate when speaking is always the main goal of the learners when they study any languages According to Mazouzi (2013, as cited in Leong et al.,
2017), speaking activities should be organized within the balance of fluency and accuracy accomplishment Both fluency and accuracy play the crucial roles in the achievement of the oral performance
Fluency is the foundational element of speaking skills, defined as the ability to speak a language smoothly and effectively with minimal pauses during discourse It allows speakers to respond to their partners coherently and understandably, keeping conversations flowing and natural Hedge (2000) emphasizes that fluency means delivering coherent, understandable responses in real time, enabling seamless interaction In practical terms, fluent speakers manage rhythm, connected speech, and meaning with confidence, making communication efficient and engaging.
The second characteristic of oral competence is the accuracy when speaking
Accuracy in language, in other words, means being able to use the correct grammatical rules, suitable vocabulary, and accurate pronunciation when a speech is produced
Mazouzi (2013, as cited in Leong et al., 2017) agrees that the students should focus on being correct and completed when speaking
Effective language learning prioritizes building speaking skills by understanding how the language system works Learners should focus on fluency and accuracy, continually practicing pronunciation, grammar, and vocabulary to express ideas clearly By mastering the rules and patterns of English, students can monitor their spoken output and steadily become confident, proficient English speakers.
Features contributed to the English speaking competence
With English's growing global prominence, the criteria for evaluating English language learners are becoming less strict Learners are no longer required to sound like native speakers; what matters is their ability to communicate effectively in real-world situations using the language they have learned.
According to Gilakjani (2012), there are three major features involved in English speaking skills of the language learners:
Intelligibility: It is the students’ ability to pronounce the words correctly and recognizably in English
Comprehensibility: It means the listeners can understand properly what is said by the speakers
Interpretability: It means the communicative partners can perceive the purpose of what they have listened
There are ranges of sub-elements of the three features above which help the English language learners achieve excellent English speaking skills
Firstly, the learners need to learn about the language aspects that build up the sounds of English in order to accomplish the intelligibility of the language Gilakjani
(2012) has summarized the characteristics of English pronunciation as below:
Diagram 1: Various Features of English Pronunciation
English pronunciation consists of two essential features: segmental and suprasegmental In English teaching and learning, it is advisable to focus on both aspects: segmental features suit beginning learners, while suprasegmental features are more helpful for higher-ability learners.
To enhance language comprehensibility, learners should focus on language appropriateness that matches themselves, the audience, and the context Beginners should not force themselves to sound like fluent masters, as overreaching can hinder both their own understanding and the listeners’ The appropriateness of language also depends on the audience: choose vocabulary that fits the listeners’ needs and background If the topic is medical, field-specific terms may be appropriate, but applying the same terms in a general educational talk could confuse the audience Finally, context matters: different situations require different vocabulary and registers Aligning language with one’s ability, the audience, and the situation helps improve clarity and engagement.
Ultimately, learners should prioritize grammar accuracy to ensure clear and interpretable language Effective communication depends on using precise grammatical structures, because listeners can reliably discern the speaker’s intent only when the message is conveyed with correct grammar.
Speaking problems
Speaking English rather than one’s mother tongue challenges learners, because effective English speech requires mastery not only of grammar but also of using the language across diverse communicative situations (Fitriani et al., 2015) Becoming a proficient English speaker remains difficult; to achieve high-level English oral competence, learners must tailor their language for themselves, for the audience, and for the communication context.
Fitriani et al (2015) define speaking problems is the things that put someone off speaking or it “makes someone lack of speaking ability”
According to Leong et al (2017), speaking problems include inhibition, lack of topical knowledge, low participation, and mother tongue use Along the same lines,
According to Heriansyah (2012), learners face twelve difficulties when speaking English, organized into two main categories: linguistic problems and non-linguistic problems The linguistic problems involve the language system itself—limited vocabulary, insufficient grammar knowledge, and poor pronunciation—while the non-linguistic problems encompass emotional and psychological barriers such as a lack of bravery and confidence, fear of speaking and making errors, the fear of being mocked, nervousness, unfamiliarity with speaking in class, difficulty expressing words or sentences, and confusion about choosing appropriate words In essence, linguistic problems pertain to vocabulary, grammar, and pronunciation, whereas non-linguistic problems are tied to the speaker's emotional states that hinder oral communication.
Common factors affecting speaking skills
To overcome speaking problems, both learners and teachers must understand the real factors that influence students’ speaking skills Research to date has identified several key factors that affect oral performance, including linguistic competence, opportunities for meaningful speaking practice, classroom interaction quality, anxiety and motivation, exposure to authentic language, and effective feedback and instructional methods By focusing on these drivers, educators can design targeted activities and assessments that improve fluency, accuracy, and confidence in real-world communication.
Bhattacharya (2017), Hosni (2014), and Fitriani et al (2015) define linguistic factors as the components of language structure—grammar—along with vocabulary and pronunciation, and these factors can impede learners’ ability to speak English, primarily through inadequate grammar, insufficient vocabulary, and poor pronunciation.
Vocabulary is defined as “the knowledge of meanings of words” (Fitriani et al.,
Insufficient vocabulary is a central hurdle to spoken English because learners lack enough words to express their thoughts and struggle to combine them into sentences Fitriani et al (2015) note that students may know what they want to say in a language, but transferring that idea into English is difficult due to limited lexical resources Therefore, vocabulary gaps act as a major factor preventing learners from speaking English effectively.
Grammar, according to the Oxford Dictionary, is the set of rules in a language for changing word forms and joining them into sentences, reflecting a speaker’s knowledge and use of language Mastery of grammar helps language learners understand and use the language effectively, leading to greater fluency Many learners, however, find it challenging to apply grammar rules correctly when speaking English, which often results in pauses and hesitation during conversation Focusing on essential grammar concepts and regular practice can help reduce these pauses and improve spoken English proficiency.
Pronunciation is the way we articulate the sounds of words in a language and the intonation we use when speaking, encompassing the correct articulation of phonemes along with stress, rhythm, and pitch Even a single mispronounced sound or the wrong use of stresses and intonations can lead to misunderstandings, underscoring the importance of accurate pronunciation for clear communication.
2.4.2 Non-linguistic factors/ Affective factors
Non-linguistic factors, largely tied to an individual's emotional health, have a pivotal role in spoken English beyond pure linguistic ability Bhattacharya (2017) identifies anxiety, shyness, low self-esteem, motivation gaps, fear of making mistakes, and a lack of interest as key non-linguistic barriers, among others Similarly, Heriansyah (2012) enumerates 13 contributing causes, including fear of errors, nervousness about speaking, lack of speaking confidence, forgetting, dislike of grammar, fear of being mocked by friends, unfamiliarity with speaking in class, comparatively stronger peers in speaking, native-language use by classmates, absence of English-speaking friends on campus or at home, difficulty understanding tenses, limited exposure to English from teachers, and the feeling that ideas or opinions are not accepted by peers Together, these non-linguistic factors create meaningful obstacles to fluent English speaking.
Anxiety: Generally, anxiety is understood as the individuals’ emotional state of being nervous or worried about something When it comes to learning, anxiety
Language anxiety stands as the most pervasive barrier to learning, a claim supported by Arnold and Brown (1999, as cited in Bhattacharya, 2017) Shumin (2002) further notes that excessive nervousness can leave learners tongue-tied or at a loss for words, undermining their ability to participate in speaking activities and progress in language acquisition.
Self-confidence in language learning is the belief in one’s abilities, how others perceive you, and your own strengths This confidence helps learners speak English bravely and effectively in front of an audience When learners lack self-confidence and self-esteem, they may feel guilty, shy, and afraid of being criticized or laughed at, and they fear making mistakes Worry about errors and losing face in class often leads to silence during speaking activities Consequently, low self-confidence keeps students from trusting what they can do and what they can achieve in the future, ultimately undermining their speaking performance.
Mother tongue is the local language that the learners share among each other
In an English class where the majority of students share a common first language other than English, they often default to that language to communicate because it feels more comfortable and convenient Research by Hosni (2014) identifies limited vocabulary as a primary reason for this shift, noting that students struggle to express ideas in English Both Hosni (2014) and Bhattacharya (2017) conclude that the frequent use of the mother tongue in English classes is closely linked to vocabulary constraints, and that habitual L1 use can impede the development of English speaking skills To improve speaking proficiency, classrooms should focus on expanding vocabulary and reducing reliance on the native language.
Teachers play a vital role in helping learners develop their speaking skills They should give equal attention to every student, provide more time to talk during class, and design engaging activities that boost participation By creating a supportive classroom environment, teachers help students understand that making mistakes is a natural part of learning and a stepping stone to improvement To maximize speaking development, educators should adapt a variety of teaching methods and integrate multiple elements—such as collaborative tasks, authentic speaking activities, and timely feedback—so students can practice speaking skills effectively and with confidence.
Listening and speaking skills are closely linked: Bhattacharya (2017) shows that higher scores on listening tasks are associated with stronger speaking performance This relationship indicates that listening contributes to the development of speaking abilities In communicative practice, learners convey ideas to their partners while partners listen and respond, illustrating that effective speaking depends on active listening Thus, becoming a proficient speaker begins with becoming a proficient listener.
Related research
Based on the literature, speaking skills are the use of verbal language to combine words according to the language’s structured rules in order to convey meaningful messages to listeners Two main characteristics of speaking for learners and teachers to watch are fluency and accuracy When learners attempt to improve their speaking abilities, they face problems that fall into two categories: linguistic and non-linguistic Linguistic factors include grammar accuracy, vocabulary breadth, and pronunciation, while non-linguistic factors involve anxiety and lack of self-confidence Additional factors affecting speaking skills include mother-tongue interference, the role of teachers, and learners’ listening ability By reviewing related research, the study identifies numerous speaking problems and common influencing factors that will be useful for the current study’s participants and context.
METHODOLOGY
Research questions
This study investigates the difficulties faced by 10th-grade ethnic minority students at Van Hoa I High School in developing English speaking skills, identifying key factors such as lack of self-confidence, limited vocabulary, grammar weaknesses, pronunciation problems, low participation, and the influence of mother tongue use It also examines proposed solutions to improve speaking proficiency, including designing engaging and interactive learning activities to boost motivation and practice, reducing teachers’ talking time and increasing opportunities for students to speak, and providing useful websites and effective methods for vocabulary and pronunciation development The aim is to offer actionable recommendations for teachers and curriculum designers seeking to support these students in achieving better English oral communication.
To achieve these aims, the following questions were drawn:
1 What are the factors that affect 10th grade ethnic minority students’ speaking skills at Van hoa I High School?
2 What could be done to enhance speaking skills for the students?
Participants
Van Hoa I High School is a suburban school located in the mountainous area of Thai Nguyen City, Vietnam According to Vietnamese government data, Thai Nguyen has a population of over 310,000, with about 70% living in rural and mountainous areas Education levels are unequal across these communities: urban residents generally have higher educational attainment, while those in rural and mountainous areas tend to have lower levels In addition, incomes in the mountainous regions are typically below the national average, highlighting the combined educational and economic disparities faced by residents in this area.
Van Hoa I High School serves a mountainous community, but its teaching facilities are inadequate to support an effective learning process In most classrooms, there are no projectors, speakers, or other essential equipment needed for teaching English, which hampers instruction and students’ language development This resource gap highlights the need for investment in basic educational technology to improve English teaching and learning outcomes.
Van hoa I High School currently services over 200 students ranging from grade
10 to grade 12 According the school’s report, generally Van hoa I High School students are studious and hard learning The official learning schedules of the students are in the morning, and in the afternoon
Grade 10 consists of 51 students in which there are 27 females and 24 males All of the participants are now living at dormitory of the school
The majority of the students at Grade 10 come from the low-income and below- average income families The 51 students at Grade 10 are all obedient They hardly ever break the school rules and class rules
At Van Hoa I High School, the first-semester results for 51 students show limited overall achievement Only one student posted a high average (above 8.0), 17 were moderately good (between 6.5 and 8.0), and the remaining 33 students scored below 6.5 In English specifically, the pattern was similar: just one student earned a good mark and 17 were moderately good, indicating that English proficiency among these students was not strong in the first semester.
After a few lessons observing Grade 10 students' English learning in the classroom prior to formal observations, the researcher can assess the learning situation Overall, the class's learning environment is sometimes fun and engaging, but in most speaking lessons the students remain quite silent; when assigned speaking tasks, they tend to be passive and keep their mouths closed.
However, there were some students who were active and interested in the speaking activities, and they talked in most of the students’ talking time
The researcher decided to choose Grade 10 to carry out the experiments because of two major reasons Firstly, the researcher currently taught Grade 10 students
Selecting Grade 10 for the study proved highly convenient for conducting observations and for distributing and collecting questionnaires This choice also reflects Grade 10 students’ characteristic traits: they are typically studious and enthusiastic, yet their speaking skills are not particularly strong Accordingly, the researcher sought to uncover the real factors underlying their speaking difficulties and to introduce effective teaching and learning approaches to help them improve.
Six English teachers at Van Hoa I High School were interviewed to explore their roles in improving students' speaking skills and to capture their opinions on the common difficulties learners often encounter when speaking English They also provided practical suggestions to help prevent these speaking problems, highlighting strategies that can support students in building confidence and fluency in spoken English.
Data collection instrument
In order to find out the answers for the research questions, the researcher will use the phenomenological qualitative and correlational quantitative research approaches
Firstly, she will use the questionnaires which help to collect the numerical data Then, she uses some tools in qualitative method that are the interviews and the observation
By doing that, the researcher can get the descriptive data which are more reliable to answer the questions of the research
Among the various quantitative research approaches, the questionnaire is one of the most useful data-collection tools, involving written questions to gather information that answers the research questions (Wikipedia, 2018) In this study, the questionnaire was chosen because it is considered an effective instrument for data collection According to Cohen et al (2007), questionnaires save time by reaching a large number of participants simultaneously without the researcher’s presence Many researchers report that questionnaires yield quick and reasonably accurate responses, enabling a substantial amount of data to be collected in a short period (Linda, 2010; Othman et al., 2015) Importantly, questionnaires allow informants to express their opinions and needs freely without fear of losing face in front of others.
There are still limitations of this research tool that need to be addressed If questionnaires require students to write their names, the results may not be fully reliable To address this, the researcher will design anonymous questionnaires that allow students to answer honestly According to Anderson (2004, as cited in Othman & Murad, 2015), the anonymity of the questionnaire is necessary to increase response rates and improve data accuracy.
One limitation of fixed-format questionnaires is that respondents cannot fully express their own opinions about the questions asked To address this, the researcher provides spaces for unanticipated or open-ended responses A further drawback is that researchers may not fully understand participants’ feelings based on questionnaire data alone, so additional tools should be employed in the study to capture deeper insights.
This study uses open-ended questions to gather rich insights into the difficulties and challenges Grade 10 ethnic minority students at Van Hoa I High School face when speaking English, and to identify practical suggestions and strategies to enhance their speaking skills It aims to inform targeted interventions that address language barriers and support learners’ oral proficiency in English.
Two questionnaires were designed to gather perspectives from both students and teachers The student questionnaire investigated the students’ speaking problems, the factors affecting their acquisition of English speaking skills, and their suggestions to overcome these difficulties The teacher questionnaire focused on the current state of English teaching and learning resources at Van hoa I High School and collected teachers’ opinions about the students’ speaking problems and the factors contributing to them.
This questionnaire consisted of four sub-sections
Before starting the questionnaire, students answered the question, "How often are you assigned these kinds of tasks in English class?" This item helps the researcher gauge the current state of speaking lessons in the studied classes by revealing how frequently speaking-related tasks are assigned in English courses.
SECTION B: Students’ common speaking problems
This section presents the students’ opinions on the most common speaking problems they encounter The issues are categorized into two broad types: linguistic problems, which involve language use and mechanics, and non-linguistic problems, which stem from factors outside language proficiency.
SECTION C: Factors affecting the acquisition of good English speaking skills
The third part of the questionnaire examined the factors affecting the speaking skills of 10th-grade ethnic minority students at Van Hoa I High School Section C was designed to identify these factors and to answer research question 1: what factors influence the speaking abilities of these students? Through Section C, the study aimed to reveal the key determinants of speaking performance in this student group, informing educators about potential areas for intervention at Van Hoa I High School.
This questionnaire aimed at approving what had been found from students’ questionnaire There were 4 sections in this questionnaire as follow:
I A checklist for teaching and learning resources in Van hoa I High School
II English learning environment in the school III English teachers’ teaching methods
The aim of the first three parts of this questionnaire give the researcher the overview about the current state of teaching and learning English at Van hoa I High School
IV Teachers’ opinions about students’ speaking problems and the factors causing these problems
This section aimed to seek the data to address the first research question about the factors affecting the students’ speaking skills
Interviews are a valuable qualitative data collection method; Cohen et al (2007) describe how they enable participants to respond through multiple sensory channels—verbal, non-verbal, spoken, and heard—yielding richer data than questionnaires This approach helps researchers capture information that respondents may not express in written surveys, deepening understanding of the topic Bhattacharya (2017) identifies the in-depth interview as one of the most common qualitative research methods, underscoring its effectiveness for gathering detailed, context-rich insights.
This study uses face-to-face interviews with three English teachers at Van Hoa I High School to elicit information about the teaching methods they apply to develop students’ English speaking skills, and it explores potential solutions to help students improve their speaking abilities Additionally, the researcher conducted face-to-face interviews with ten randomly selected students to clarify ambiguous questionnaire items and to collect students’ suggestions for enhancing their English speaking skills.
To foster positive attitudes during the interview, the session should be conducted in a welcoming and friendly atmosphere Using Vietnamese can help ensure that interviewees understand the questions clearly and express their thoughts accurately With the participants' consent, the interviews may be recorded for later analysis.
Observations form a key component of ethnographic research, a qualitative method that delivers the most in-depth look at people in their natural environment This approach yields live data from real social situations, offering insights that participants may not articulate in questionnaires or interviews Researchers often employ highly structured observations to test predefined hypotheses, using the observational data to confirm or refute them While observation can produce richer, more valid and reliable information, it is susceptible to observer bias, so researchers should outline the specific behaviors to be observed before starting By balancing structure with careful reflexivity, observation in ethnography supports robust qualitative findings.
During observations, observers must remain silent to avoid disrupting the participant and should refrain from asking questions about the observed situations It is advisable for the researcher to use a five-point scale to rate the observed behavior (Cohen et al., 2007), with 1 = not at all and 5 = very much, including intermediate points (2 = a little, 3 = moderate, 4 = quite a bit) to capture gradations in behavior.
Observations are quantified on a five-point scale where 1 equals very little, 3 equals a little, 4 equals a lot, and 5 equals a very great deal of observed behavior, with the full details in the Table of Observed Behaviors in the Appendices To answer the research questions, the researcher will collect data by attending four sample speaking lessons in randomly selected classes at Van Hoa.
To gather in-depth and accurate information about the English teaching and learning process at Van Hoa I High School, this study conducts classroom observations of English speaking classes The purpose is to identify the current strengths and weaknesses of both teachers and students, and to propose practical solutions to improve the effectiveness of English instruction and learning.
Data collection procedure
Prior to data collection, the researcher informed Grade 10 students at Van Hoa I High School about the study's aims and requested their active cooperation The researcher also secured consent from the English teachers at Van Hoa I High School to participate in the research by completing a teachers’ questionnaire and taking part in interviews, ensuring that both student and teacher insights would inform the study.
Questionnaires were distributed to both students and teachers to collect data from the participants After all completed questionnaires were received, the researcher began analyzing the results.
Face-to-face interviews were conducted by the researcher with both learners and teachers These interviews occurred after analyzing the questionnaire results, allowing the researcher to obtain deeper and more accurate data to support the study’s final conclusions During interviews, the interviewer took notes and recorded participants’ responses in real time to ensure reliable data capture.
Four English-speaking lessons were observed by the researcher, who acted as an overt observer She recorded detailed notes during each observation and maintained an observation journal to collect data for the study.
Data analysis
Microsoft Excel, first released in 1985, remains the world’s leading spreadsheet software more than 30 years later It is a spreadsheet program used to analyze numerical values in tables and present them through visual charts and diagrams Excel supports scientific and statistical analysis on large data sets, with built-in formulas and graphing tools that help researchers perform variance analysis, chi-square testing, and the visualization of complex data Many researchers rely on Excel to analyze and categorize information over time In this study, data were collected through questionnaires and analyzed by organizing responses into categories to support clear interpretation using Excel.
3.5.2 Procedure of analyzing the data 3.5.2.1 Questionnaires
Stage 1: Check the questionnaires carefully to make sure that the respondents have answered all the questions and supplied answer must be understandable and valuable
Stage 2: Gather statistics by counting and calculating data
Stage 3: Analyze the received data and discuss them in the form of tables, figures for better exemplification
Stage 1: Check note-taking with the recordings that were taken during the interviews to make sure that the researcher did not miss any information that the interviewees provided
Stage 2: Summarize the conducted data and analyze it basing on the two research questions
Stage 1: Gather the data from Observation Checklist
Stage 2: Summarize the received information and arrange them into different levels from not at all to a very great deal of
Stage 3: Analyze the ordered data and discuss them.