BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG --- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Lớp: NA2001 Ngành: Ngôn Ngữ Anh Tên đề tài: Effective methods to improve speaking
Rationale
Speaking English is a vital skill for effective human communication and is increasingly important worldwide Proficiency in spoken English allows you to communicate effortlessly with people from different nations, opening up new opportunities Additionally, learning to speak English is an excellent way to improve yourself and adapt to the demands of globalization in the modern era.
Mastering English speaking skills can be challenging for many students, especially freshmen at Haiphong Management & Technology University’s English major These students often struggle due to previous educational experiences focused primarily on reading and writing, with limited exposure to speaking and listening practice The repetitive and monotonous high school lessons, coupled with a lack of engaging activities, hinder students' ability to improve their speaking skills Additionally, they face obstacles such as fear of making mistakes, ineffective teaching methods, and an inadequate practicing environment, which impede their progress in university As English communication becomes increasingly important for future career opportunities, developing strong speaking skills is essential for students’ success.
This study, titled “Effective Methods to Improve Speaking Skill for English Major Freshmen at Hai Phong Technology & Management University,” aims to identify the common difficulties faced by freshmen studying English It investigates the current state of speaking skills among these students and seeks to provide effective strategies for improvement The research strives to enhance the speaking abilities of English major freshmen, ultimately benefiting both individual students and the university’s language program.
Aims of the study
This study aims to identify the common challenges faced by English major freshmen at Hai Phong Technology & Management University in developing their English speaking skills By understanding these difficulties, targeted and effective methods can be provided to enhance their speaking abilities The goal is to help students build confidence in communicating with foreigners in English Ultimately, this research seeks to improve their speaking proficiency and foster greater fluency in real-world situations.
Research questions
3.1 What are the difficulties that English major freshmen at HPU faced in improving speaking skill?
3.2 What are some effective methods to improve their English speaking skill?
Scope of the study
This study focuses on effective methods to enhance speaking skills among English major freshmen at Hai Phong Technology & Management University Due to time constraints, limited resources, and the lack of comprehensive reference materials, the research is selective and does not encompass the entire spectrum of speaking skills Additionally, the study is limited to English major freshmen and does not include all students at the university, focusing specifically on this group to provide targeted insights.
Methods of the study
This study employed a qualitative research method to explore the challenges faced by English major freshmen in developing their speaking skills The survey collected detailed insights from students' personal experiences, aiming to identify effective methods to improve speaking proficiency To deepen understanding, data was gathered from various sources, including friends, books, and the Internet, regarding speaking skills Additionally, valuable guidance from Mrs Bui Thi Mai Anh significantly contributed to the successful completion of this research.
Organization of the study
The study includes three main parts, as follows:
LITERATURE REVIEW
Speaking skill
Speaking, as defined by Webster New World Dictionary, involves saying words aloud, communicating through speech, making requests, and delivering speeches (Nunan, 1995) Researchers in language learning have proposed various definitions of "speaking," highlighting its role in oral communication and interactive language skills essential for effective communication Developing speaking skills enables learners to express ideas clearly, participate actively in conversations, and improve overall language proficiency.
Speaking is the interactive process of making, sharing, and processing meaning through verbal and non-verbal symbols across various contexts, as defined by Chaney (1998) It involves producing and receiving information, highlighting its role as an essential communication skill, according to Brown (1994) and Burns and Joyce (1997).
Speaking, as defined by Bygate (1987), involves producing auditory signals to generate verbal responses in listeners, emphasizing the systematic combination of sounds to form meaningful sentences According to Florez (1999) and Abd El Fattah Torky (2006), speaking is a two-way communication process that involves sharing opinions, information, or emotions This perspective highlights the collaborative nature of spoken language, where communication occurs between two or more people within a shared time and context.
Speaking is a vital language skill essential for acquiring both native and foreign languages Understanding its definitions helps clarify its role in effective language learning Mastering speaking skills enables learners to communicate confidently and fluently in real-life situations.
According to the study of the Indian linguist Ms Trupti Shinde, there are 3 kinds of speaking situations in which we find ourselves:
Interactive speaking situations, such as face-to-face conversations and telephone calls, involve alternating between speaking and listening, allowing participants to ask for clarification, repetition, or slower speech to ensure understanding These situations promote active communication and improve language skills through real-time interaction.
Some speaking situations are partially interactive, such as delivering a speech to a live audience Although the audience typically does not interrupt, the speaker can observe audience expressions and body language to gauge understanding This non-verbal feedback helps the speaker adjust their delivery and ensure effective communication.
Few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast
1.3 The important of speaking skill
Humans are programmed to speak before they learn to read and write
Human beings spend most of their time engaging in spoken interactions rather than written communication, emphasizing the importance of speaking as a key language skill English speaking is challenging because it requires mastery of pronunciation, grammar, vocabulary, fluency, and comprehension to communicate effectively According to Rivers (1987), speaking is used twice as often as reading and writing combined outside the classroom, highlighting its significance in real-life communication Brown (1994) emphasizes that speaking and listening are essential tools for language learners to develop their communication abilities.
Speaking plays a vital role in daily human interaction, serving as the primary means of communicating ideas and messages verbally Efrizal (2012) emphasizes that effective speaking skills are essential for engaging in meaningful communication everywhere and every day To enhance students' ability to communicate confidently in English, it is important to incorporate real-life communication practices into learning activities and encourage students to practice speaking in authentic contexts.
Traditional language teaching methods often neglected the speaking skill, focusing primarily on reading and writing For instance, the Grammar-Translation method emphasized reading and writing while overlooking the importance of speaking and listening skills However, Ur (2000) highlights that among the four essential language skills—speaking, listening, reading, and writing—speaking is the most crucial for effective communication.
Speaking skills are essential for integrating other language skills, helping learners expand their vocabulary and grammar, which in turn improves their writing abilities It enables students to express emotions, share ideas, tell stories, make requests, and demonstrate various language functions Outside the classroom, speaking proficiency significantly increases opportunities for employment, as fluent speakers are more likely to secure jobs, advance their careers, and access better educational prospects According to Baker and Westrup (2003), learners who speak English confidently have a greater chance of better education, good jobs, and professional promotion.
Research confirms that meaningful repetition and authentic oral language interactions are essential for effective language learning Opportunities for students to produce language through meaningful tasks help internalize the language more effectively Asher (2003) emphasizes that learners tend to imitate what teachers model shortly after exposure, reinforcing the importance of modeling in language acquisition Krashen (1988) highlights that speaking skills serve as evidence of language proficiency, linking spoken language to overall language development These insights suggest that integrating speaking and listening practice is crucial before progressing to reading and writing instruction, ensuring a well-rounded approach to language mastery.
Difficulties in learning speaking skill
2.1 Difficulties in speaking English of English major freshmen at HPU
Through interviews with English major freshmen at Hai Phong Technology & Management University, it was revealed that students commonly face challenges in pronunciation and vocabulary mastery when speaking English These findings highlight the key difficulties experienced by students in developing their speaking skills, emphasizing the need for targeted language support.
Many students face difficulties in pronouncing English words during speaking activities, primarily due to pronunciation challenges They often struggle to pronounce specific words correctly, which hampers their fluency A common issue is that English pronunciation and spelling are not always aligned; for example, the letter "o" can be pronounced as "ɑ" in words like "on," while "a" can sound like "our." This discrepancy makes it difficult for students to recognize and produce correct pronunciation, affecting their overall speaking proficiency.
All participants interviewed by the researcher experienced a lack of vocabulary mastery, which is a crucial component of effective speaking This deficiency hindered students from expressing their ideas clearly and forming complete sentences According to Shahzadi (2014), inadequate and inappropriate vocabulary prevents students from articulating themselves effectively Despite diverse speaking experiences, participants consistently reported that limited vocabulary made them feel anxious and fearful during communication.
Low self-confidence is a common challenge faced by students, significantly impacting their ability to speak English effectively Research by Gruber (2010) highlights that confidence is essential for students to achieve their language learning goals Shahzadi (2014) further explains that students often feel fearful to speak English in front of others due to a lack of confidence, with fear and worry being closely related emotions that hinder speaking performance.
Most participants encountered difficulties in using proper grammar, particularly during spontaneous speech or impromptu situations Participant one explained, "For example, when I forgot part of my speech, I replaced it with my own words, which often did not follow correct grammar rules." This highlights the common challenge of maintaining grammatical accuracy under real-time speaking conditions.
Many English language learners experience uncertainty regarding their grammar accuracy, as exemplified by a participant who stated, “Practically, I did not know whether my grammar was wrong or right.” Additionally, another participant mentioned that “speaking is spontaneous, and it makes me confused (in using grammar),” highlighting the common challenge of applying correct grammar in real-time communication According to Shatz and Wilkinson (2010), frequent grammar issues among learners include the misuse of prepositions, articles, past tenses, and third person singular forms Despite both participants facing similar grammatical difficulties, the specific issues they encountered varied, reflecting individual differences in language development and comprehension.
2.2 Factors affecting students’ English speakin g
Learners’ speaking performance are influenced by factors like performance conditions, affective factors, listening skill, and feedback during speaking tasks (Tuan & Mai, 2015)
Performance conditions significantly influence learners' speaking abilities, encompassing factors such as time pressure, planning, the quality of performance, and the level of support provided (Nation & Newton, 2009) These conditions can either facilitate or hinder effective speech production, making them a crucial consideration in language learning and assessment Properly managing performance conditions can enhance speaking proficiency and overall communication skills.
Affective factors play a crucial role in language learning, as highlighted by Oxford (1990), who emphasized the importance of students' emotional attitudes According to Krashen (1988), variables such as motivation, self-confidence, and anxiety significantly influence second language acquisition Understanding and managing these affective factors can enhance learners' engagement and success in acquiring a new language.
Effective speaking ability is closely linked to listening skills, as learners cannot improve their speaking without developing their listening comprehension (Doff, 1998) Understanding spoken language is essential for engaging in successful dialogue, since students need to comprehend what is being said to respond appropriately (Shumin, 1997) Speakers also serve as listeners, highlighting that effective communication requires both listening and speaking skills Therefore, developing listening ability is crucial for enhancing overall speaking proficiency.
Topical knowledge, the fourth key factor in language proficiency, refers to the knowledge structures stored in long-term memory that encompass related topical information According to Bachman and Palmer (1996), it enables learners to effectively apply language within the context of their real-world experiences This knowledge significantly influences speaking performance, highlighting its importance in language development and communication.
Effective feedback during speaking activities is crucial for language development; learners expect their teachers to provide constructive guidance on their performances According to Harmer (1991), instructors' feedback strategies should be tailored based on lesson stages, task types, and the nature of students' mistakes, as overly correcting can disrupt the flow of conversation and undermine the speaking goal Baker and Westrup (2003) emphasize that frequent correction of errors may demotivate learners and discourage oral participation Therefore, teachers should focus on positive correction, offering support and encouragement to foster confidence and motivation in speaking activities.
According to Mahripah (2014), learners’ speaking skills are influenced by linguistic components such as phonology, syntax, vocabulary, and semantics, along with psychological factors like motivation and personality Phonology poses a significant challenge for language learners because English is not a phonetic language, meaning words are often not pronounced as they are spelled Variations in pronunciation can occur due to context, tense, or surrounding phonemes, leading to confusion among non-native speakers and difficulties in accurate word production.
Learners need to understand words and sentences, including how sounds are divided and stress patterns in sentences, to develop grammatical competence that enhances fluency (Latha, 2012) Native speakers communicate effortlessly due to their familiarity with the language, whereas non-native speakers often make syntactic mistakes that can alter meaning and hinder comprehension (Mahripah, 2014) Motivation plays a crucial role in language learning; a positive and friendly attitude toward the language fosters sensitivity to pronunciation and accents, leading to better speaking skills, while negative attitudes hinder progress (Merisuo-Storm, 2007) Therefore, improving speaking proficiency requires not only communicative competence but also positive motivation and attitudes toward language use.
Fear of speaking English is closely linked to personality traits such as anxiety, inhibition, and risk-taking tendencies Language speaking situations often induce anxiety in learners, which can sometimes lead to feelings of despair and a sense of failure (Bashir, Azeem, & Dogar, 2011) According to Woodrow, understanding these psychological factors is essential for addressing speaking anxiety and improving language learning experiences.
Research from 2006 indicates that anxiety negatively impacts the oral performance of English speakers Adults tend to be very cautious about making errors, fearing that mistakes reveal a lack of awareness and hinder their confidence to speak in front of others Speaking anxiety often stems from classroom environments where learners have varying abilities, with stronger students dominating weaker ones This dynamic can cause weaker learners to feel reluctant to participate, often resulting in silence during class activities and further hindering their speaking development.
METHODOLOGY
Participants
This study involved 25 English major freshmen from K24 at Hai Phong Technology & Management University, all from the Faculty of Foreign Languages Despite having studied English for seven years—covering four years in secondary school and three years in high school—most students had limited English proficiency due to similar educational backgrounds Coming from various rural areas in the North, their exposure to practical English practice was minimal, influenced by past curricula that offered few opportunities for skill development As a result, these students faced significant challenges in advancing their English language skills upon entering HPU.
Data collection instruments
The survey questionnaire for students consisted of 9 questions and was administered to 25 first-year students of K24 at the Faculty of Foreign Languages, Hai Phong Technology & Management, to gather relevant insights The first part of the questionnaire aimed to assess students’ attitudes toward rewriting English sentences, while the second part focused on identifying current teaching and learning techniques used by English major freshmen at Hai Phong Technology & Management University Prior to distributing the survey, the researcher explained the purpose and significance of the study and addressed any questions or misunderstandings regarding the questionnaire Ultimately, all 25 students participated by providing their responses to the survey.
Data collection procedure
An interview was conducted with three students from a single class in K24, Faculty of Foreign Languages, at Hai Phong University of Technology & Management All participants willingly and comfortably shared their perspectives to assist the researcher The purpose of the interview was to gather students’ insights on the key factors influencing English speaking skills and to collect their suggestions for improvement.
Following the interview, the researcher carefully records and analyzes the interview data to extract meaningful insights The analysis integrates the interview results with data collected from questionnaires, providing a comprehensive overview of the findings This combined data will be systematically presented in each section to ensure clarity and coherence, supporting the overall research objectives.
This study focuses on first-year English major students at Hai Phong Technology & Management University, specifically analyzing their English speaking skills Data was collected through a survey distributed to 25 students, providing insights into their language learning experiences Additionally, qualitative data was gathered by interviewing three students to gain a deeper understanding of the challenges they face in improving their English speaking abilities.
Data analysis methods
When the data collection was accomplished, the data analysis was initiated The results of survey questionnaires revealed students’ techniques they use in speaking skill
A total of 25 survey questionnaires were distributed to learners, and the collected data were analyzed in this section The analysis includes tables and charts that illustrate the responses to each question, providing insights into learners’ perceptions and experiences Additionally, the first question serves as an introductory point for understanding the overall trends and patterns within the survey results.
FINDINGS AND DISCUSSIONS
Difficulties of English major freshmen in speaking classes at HPU
The answer was found after the researcher analyzed the results of the following 8 charts:
Chart 1: The students' assessment of learning the speaking skill
The chart clearly indicates that speaking skill is the most challenging aspect of language learning, with 68% of learners finding it difficult Many students struggle with developing their English speaking abilities, highlighting that mastering this skill poses a significant problem Additionally, a substantial number of learners consider learning to speak English to be very difficult, underscoring the need for targeted strategies to improve speaking proficiency.
According to the survey, only 16% of learners consider English speaking skills to be difficult, with 12% viewing it as normal and just 4% finding it easy Notably, the learners who find speaking English easy tend to be the best students, indicating a correlation between easier learning experiences and higher proficiency Overall, the survey confirms the common assumption that learning English speaking can be challenging for most students.
Below is the result when the author asks three students the same question in the interview
Table: The interview results of students’ assessment in English speaking skill
Question 1: What do you think of the difficulty of English speaking skill?
Table 1 presents the results of students' assessments in English speaking skills The data reveal that two students find rewriting English sentences very difficult, while only one student (33%) considers it difficult Overall, most students perceive rewriting English sentences as a challenging subject, indicating a common struggle with this language skill.
Chart 2: The students’ interest in learning speaking skill
Despite common assumptions that speaking is a difficult and boring skill, survey results reveal that 20% of learners really enjoy speaking, and 48% like it, indicating a generally positive attitude toward this subject The column chart shows that learning speaking in English classes is interesting and widely accepted, with no one disliking it Approximately 32% of students are indifferent, finding each lesson either neutral or engaging In conclusion, English speaking remains a favorite subject among students despite its perceived challenges.
Really like Like Don't mind Don't like
Do you like English speaking lessons at class?
Do you like English speaking lessons at class?
To gain a clearer understanding of students’ perspectives at the Faculty of Foreign Languages, HPU, the third question in the questionnaire aims to assess their views on the importance of speaking skills This question helps highlight students’ attitudes toward speaking proficiency and its role in language learning Analyzing their responses provides valuable insights into the value students place on developing their speaking abilities.
Chart 3: Students’ attitudes towards the importance of English speaking skill
The chart clearly indicates that 80% of students at the Faculty of Foreign Languages, HPU, strongly agree that learning speaking skills is very important Conversely, only 4% consider speaking skills to be quite important This data highlights that the majority of students recognize the significant role of English speaking skills in mastering the language and their relevance across various fields in life.
Developing strong speaking skills is essential for effective communication in everyday life As language learners, prioritizing speaking ability becomes increasingly important to confidently converse in a foreign language Mastering speaking skills enhances real-world interactions and fosters better understanding across cultures Therefore, focusing on speaking practice is crucial for anyone aiming to achieve fluency and communicate effectively in a new language.
What do you think about the importance of English speaking skill?
Very important Important Quite important Not important
The fourth question of the questionnaire was specifically designed to gather detailed insights into students' actual experiences and challenges in learning English speaking skills The results, as illustrated in the accompanying chart, provide valuable data on students' proficiency levels, common difficulties, and areas requiring additional support This information helps to better understand the current state of students’ English speaking abilities and identify targeted strategies for improving their communication skills.
Chart 4: The frequency of students having problems in learning English speaking skill
According to the statistics in Chart 4, a significant portion of students experience difficulties with speaking English, with 52% often facing problems and 32% consistently struggling Additionally, 12% of students sometimes encounter speaking challenges, while only 4% rarely face such issues These findings highlight that speaking proficiency remains a common problem among students, indicating a crucial need for targeted interventions to improve English speaking skills.
How often do you have problems in your speaking skill?
How often do you have problems in your speaking skill?
The question 5 of questionnaire for students mentioned the kinds of speaking text which students expect to practice more The collected data has shown in the below chart:
Chart 5: Students’ interest in extra speaking activities
The bar chart illustrates that 68% of students favor learning from dialogues, making it their most preferred activity, with none of the students expressing disinterest in this method In contrast, 44% find news, speeches, or lectures boring, while only 4% remain interested in these monologue-based activities Learning from songs is also considered engaging by some students, although only 16% love it, and 32% are not enthusiastic about songs Watching films and learning from stories are popular among 40% of students, with 16% stating these are their favorite activities, while 36% find them ordinary Overall, the majority of students prefer learning through dialogues, conversations, and interviews.
Songs Films or Stories News, Speeches or
Dialogues most favorite favorite normal uninterested
This study aims to identify effective techniques for improving English speaking skills among freshmen majoring in English at HPU To understand the challenges students face in learning spoken English, the researcher included a specific question in the questionnaire The sixth question was designed to explore the main difficulties students encounter in speaking English, and the results are illustrated in the accompanying chart, highlighting the key factors that hinder students' speaking proficiency.
Chart 6: Difficulties in students’ speaking
The chart indicates that poor equipment is not a significant obstacle, with only 8% of learners citing it as a difficulty in listening Unfamiliar topics are identified by 28% of students as a key factor affecting their learning experience The main challenge in speaking skills, for 40% of learners, is limited practice time during class sessions Additionally, 21% of students feel that teachers speak too fast, hindering their comprehension Other factors impacting speaking include students' background knowledge and pronunciation practice, each mentioned by a small percentage of learners.
Which of the following reasons make you difficult to learn speaking English? poor equipment unfamiliar topic limited pratice time teacher other factors
The seventh question of the questionnaire explores the factors influencing students' interest in developing their English speaking skills The researcher identifies four key factors that affect students' motivation and engagement in improving this skill, providing valuable insights into the elements that impact their language learning experiences.
Chart 7: Factors motivating students’ learning the speaking sk ill
According to the chart, effective teaching methods are the most influential factor in students' motivation, with 44% of students affirming their importance and 16% considering them highly impactful Teachers should prioritize employing engaging teaching strategies across all skills, especially speaking Speaking activities also play a significant role, with 32% of students finding them highly motivating and an additional 44% believing they are influential Conversely, only 8% feel activities have little effect Interesting speaking topics are notably influential, with 12% ranking them as the most impactful and 32% agreeing they are influential, though 36% believe topics have only a moderate effect, and 24% think they do not affect their speaking skills The least influential factor is equipment, as modern and adequate tools are perceived to have minimal or no impact on students' speaking development.
120% most inluential influential a bit influential not influential
Interesting topics Exciting activitiesAdequate and modern equipment Good teaching methods skill by 56% of the learners It is an amazing number due to the need of the equipment
This part shows the difficulties and problems that students are suffering through English oral communications inside the classroom
Chart 8: Difficulties in speaking of English major freshmen in speaking classes at HPU
Many students struggle with memorizing English vocabulary and terms, which remains a significant challenge in their language learning process Additionally, a considerable number of students find it difficult to apply derivation rules correctly According to a recent survey, 7 out of 25 students (28%) reported experiencing limited vocabulary availability in the classroom as a major obstacle For example, one student mentioned, "When I try to make a conversation with others, the problem of limited vocabulary creates difficulties for me." This highlights the importance of expanding vocabulary and improving understanding of derivation rules to enhance students' English proficiency.
- Confusion, worry, embarrassment, shyness and non-confidence
This difficulty presented results less than the first one, as these problems led the students to unsatisfied performance through the oral communication 4 out of 25 participants (16%), mentions that they have
Lexical resources Non-confidence Problems of using incorrect grammar
Inappropriate learning method Lack of frequent English speaking skill practice
Pronunciation difficulties Less opportunity to interact with native speakers
Misunderstanding the questions suffered confusion, worry, embarrassment, shyness and non-confidence inside the classroom An evidence of that is as follows: One student said,
"Sometimes, I feel confused, because I feel afraid of using wrong words"
- Problems of using incorrect grammar
Methods
To know what the students have done to improve the difficulties they encounter in learning English speaking skills, the researchers came up with a few suggestions for student selection
This part presented the effective methods for problems that students are suffering from English oral communications inside the classroom
Chart 9: How can HPU students overcome the weakness in speaking skill? ( table)
2 Participate in public speaking events
The number of students who selected these methods ranges from 1 (expand your vocabulary) to 9 (self-talk) The percentages were range from 4% to 36%, as follows:
The results indicated that self-talk is the most effective approach students should adopt to improve their speaking skills Among the participants, 36% (9 out of 25 students) reported using self-talk consistently to address their language challenges Evidence of its effectiveness is demonstrated by Participant 11, who stated, "When you talk to yourself in English, you will overcome this weakness."
- Participate in public speaking events
Join spots where you can connect with like-minded individuals and practice speaking English to boost your confidence According to a survey, 28% of participants (7 out of 25) found solutions through engaging in public speaking events For instance, Participant 2 emphasized, "We should participate in public speaking events to gain more confidence and improve our speaking skills," highlighting the effectiveness of actively participating in such activities to enhance language proficiency.
Students reported that using apps helps reduce their language learning challenges Among the participants, 8% (2 out of 25 students) shared that they employ strategies such as communicating with native speakers online to overcome their weaknesses For example, Participant 8 stated, "We should try to speak with native people, at least via messages," highlighting the importance of online interactions in improving language skills.
Thinking in English can significantly reduce the time it takes to produce or respond in everyday conversations According to a study, 8% of students (2 out of 25) have found ways to overcome language barriers by adopting this mental shift For example, one participant emphasized, "We should develop our conversation skills by thinking in English," highlighting the importance of mental practice in improving language fluency and response time.
Taking the challenge a step further by retelling a story allows students to retrace and articulate others' lines of thought in their own words, enhancing comprehension and critical thinking According to recent data, 2 out of 25 students (8%) have chosen this method specifically to overcome learning problems, highlighting its effectiveness as a valuable strategy for improving understanding and problem-solving skills.
An example of that is as follows: Participant number three said, "Retelling a story in English is an interesting methods, it helps us to overcome this weakness"
Correct pronunciation and proper sentence structure are essential components students identify for having effective conversations According to the results, only 4% of students (1 out of 25) emphasized focusing on pronunciation to improve their speaking skills For example, Participant 18 stated, "We must focus on the right ways to pronounce words," highlighting the importance of pronunciation practice in language learning.
A major obstacle to developing English speaking skills is lack of confidence, with only 4% of students (1 out of 25) attempting to speak English with strangers to improve their abilities For example, Participant 13 emphasized the importance of practicing English in daily life, stating, "We should use English in our daily conversations," highlighting the need for regular practice to build confidence and fluency.
The study highlights the importance of a rich vocabulary for students to effectively address speaking challenges According to the findings, only 4% of students regularly learn new words daily to strengthen their speaking skills One participant emphasized this by stating, "Students should focus on improving their vocabulary," underscoring the crucial role of vocabulary expansion in overcoming language barriers.
Findings and discussions
3.1 Difficulties of English major freshmen in speaking classes at HPU
According to the results, the factors that cause problems and weakness of English major freshmen at HPU in improving speaking skill were:
- Lack of frequent English speaking practice
- Less opportunity to interact with English native speaker
The researcher identifies that students' difficulties with oral conversations primarily stem from limited exposure to English conversations Additionally, the frequent use of Vietnamese within the classroom setting significantly contributes to these challenges, hindering students' ability to practice and improve their English speaking skills.
3.2 Methods to improve speaking skill of English major freshmen at
The study revealed that numerous effective methods can enhance English speaking skills among freshmen majoring in English at HPU When asked about the most effective strategies, the majority of participants emphasized approaches such as regular practice, interactive speaking activities, and immersive language experiences These methods play a crucial role in developing students' speaking abilities and boosting their confidence in using English effectively Incorporating these techniques into teaching practices can significantly improve speaking proficiency for English majors.
Practice speaking English aloud by talking to yourself with suggestions like, “Shall we get a glass of water?” or reminders such as, “I need to do laundry today,” to improve your fluency Additionally, reading a few pages from a book out loud can help enhance your pronunciation, even if it slows your reading pace Recording yourself and listening to the playback allows you to identify and correct pronunciation errors For optimal improvement, seek feedback from native speakers to refine your speaking skills and build confidence in real-world conversations.
- Participate in public speaking events
Big universities, theaters, and cultural societies regularly organize events such as open debates, spoken word readings, and improvised storytelling gatherings, providing ideal opportunities to practice English and connect with like-minded individuals Many cities now host talks and discussion events where you can register to share your innovative ideas, enhancing your speaking skills while engaging with the community Check your local university's events page to discover upcoming opportunities to participate Although it may feel nerve-racking at first, attending these events can significantly improve your English speaking confidence and fluency.
Another option is to use an app to talk to native speakers online, in the comfort of your own home Some popular apps are HelloTalk and Tandem
To get started, simply register for an account and introduce yourself, including your native language and hobbies The app then matches you with people who speak English and want to practice your native language, creating a language exchange opportunity With just a few clicks, you can connect and start practicing conversation skills effortlessly.
Thinking in English allows you to respond more quickly and naturally in everyday conversations, eliminating the need for translation To develop this skill, consider keeping a diary where you express your daily thoughts in English, focusing on fluency rather than perfection This practice helps you gradually think in English more effortlessly, making communication smoother and more confident.
Enhance your language skills by taking it a step further: retelling stories to demonstrate your understanding of different perspectives and cultural nuances Begin with familiar tales from your culture, ensuring your translation captures not just the words but also the rhetorical and cultural subtleties Alternatively, retell simple stories like fairy tales or fables in English using your own words to reinforce vocabulary and comprehension Practicing story retelling, whether from your culture or in English, is an effective way to improve your overall English communication skills and deepen your cultural awareness.
To effectively communicate in English, mastering correct pronunciation is crucial, as mispronouncing words can hinder understanding despite knowing their meanings Utilize online resources like Macmillan and Merriam-Webster dictionaries, which feature speaker icons to listen to accurate pronunciations Additionally, YouTube tutorials and podcasts such as English Pronunciation Pod or American English Pronunciation offer comprehensive guidance on American English pronunciation Improving your pronunciation skills is essential for successful conversations with English speakers and for excelling in academic and professional environments.
One of the biggest barriers to developing English speaking skills is confidence, which many language learners struggle with To overcome this challenge, practicing with strangers is highly effective, as it helps build self-assurance in real-life conversations Engaging with unfamiliar people in English allows learners to focus on gaining confidence, a crucial but often overlooked aspect of language acquisition Over time, consistent practice with strangers can eliminate the fear of speaking English and help establish a strong foundation in the language.
Consistently learning new words is an effective way to expand your vocabulary, and setting a daily goal—whether three, ten, or even just one word—can make this process manageable Committing to learning one new word each day, for example, can accumulate to 365 new English words in a year, especially if you track your progress regularly Utilizing resources like news articles, song lyrics, and TV shows tailored to your interests can enrich your vocabulary-building efforts Listening to music, in particular, provides exposure to useful vocabulary, phrases, and idiomatic expressions, making songs an excellent tool for enhancing your English language skills.
This chapter will deal with a summary of the major findings, limitations of the study and some suggestions for further studies.
Summary of the study
This study is structured into four chapters, each serving a specific purpose to achieve the research objectives The first chapter provides an overview of relevant theories related to language learning and speaking skills The second chapter offers an overview of the current situation of English speaking skills at Faculty of Foreign Languages (FFL), HPU The third chapter details the research methodology, including findings from questionnaires and interviews, which address the key research questions introduced earlier Finally, the last chapter offers recommendations and suggestions to enhance English speaking proficiency at HPU.
Limitations of the study
While the study benefits from robust data collection methods such as interviews and student surveys, several limitations hinder its overall effectiveness Constraints like limited time, insufficient sources, researcher expertise, and unforeseen challenges have contributed to noticeable shortcomings in the research.
Due to time constraints and limited experience, the researcher was unable to employ additional methods, such as classroom observations, which could have enhanced the reliability and validity of the findings.
Due to the study's limited scope, the research focuses solely on first-year students in the Faculty of Foreign Languages at HPU, representing a small student population, which limits the generalizability of the findings Additionally, the researcher was unable to examine all aspects of the difficulties faced by students, indicating the need for further comprehensive research.
This research draws techniques from reliable yet limited sources, acknowledging certain constraints Despite these limitations, the study aims to contribute meaningfully to improving the teaching and learning of English speaking skills at FFL, HPU.
Suggestions for further study
This study primarily focuses on the speaking difficulties faced by first-year students at FFL, aiming to help them improve their speaking skills However, the research has limitations, as it cannot cover all aspects of language learning and does not include students beyond the first year For more comprehensive results in future studies, it is recommended to involve a larger number of participants, including senior English majors at HPU Incorporating multiple data collection methods such as surveys, interviews, and classroom observations will provide more persuasive and reliable conclusions.
This study was conducted under the guidance of a supervisor and through dedicated self-effort, despite certain limitations We welcome any comments or criticism to enhance future research efforts and ensure continuous improvement.
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This survey questionnaire is designed for my graduation paper named:
To enhance speaking skills for English major freshmen at Hai Phong Technology & Management University, it is essential to utilize effective methods tailored to their needs Engaging students through activities that encourage active participation, such as circling the correct options, ticking items on checklists, and expressing their ideas freely, can significantly improve their communication abilities Ensuring that all personal information and responses are kept confidential fosters a safe learning environment, motivating students to practice speaking confidently Implementing these strategies can lead to measurable improvements in students' spoken English, helping them achieve greater language proficiency.
I Your opinion on studying speaking skill
1 In your opinion, English speaking skill is ………
2 Do you like English speaking lessons at class?
3 What do you think about the importance of English speaking skill?
4 How often do you have problems in your speaking skill?
5 What kind of speaking texts do you expect to practice more? (Put the tick in your choice)
Uninterested Normal Favorite Most favorite
II The causes affecting English speaking skill
6 Which of the following reasons make it difficult for you to learn English speaking?
C Limited practice time at class
7 What makes you interested in learning English speaking skill the most?
8 What are the weaknesses for students in speaking skill?
2 Confusion, worry, embarrassment, shyness and non-confidence
3 Problems of using incorrect grammar
5 Lack of frequent English speaking practice
7 Less opportunity to interact with English native speakers