Untitled BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC CÔNG NGHỆ ĐỒNG NAI BÁO CÁO TỔNG KẾT ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CẤP TRƯỜNG A STUDY ON LEARNING SPEAKING SKILLS BY ENGLISH MAJORED SOPHOMORES AT DONG NAI T[.]
INTRODUCTION
Background of the study
English is widely recognized as the global language, used across many countries and territories to facilitate international communication and cultural exchange Learning English is essential for building relationships and enhancing opportunities with people from diverse backgrounds It plays a critical role in various careers, including technology, business, education, construction, and import-export, making a strong English foundation vital for professional success Mastering all four language skills—reading, writing, listening, and speaking—significantly increases your chances of career advancement, especially in multinational companies and foreign corporations, where English proficiency can determine up to 50% of your success.
English is essential for global communication and is increasingly recognized as a second language in many countries, including Vietnam The rapid development of technology and science has heightened the importance of learning English, leading most Vietnamese schools to incorporate English education from primary school onward Students in Vietnam study English from Grade one to Grade twelve to prepare for various exams, focusing on grammar, vocabulary, and comprehensive reading skills Additionally, Vietnamese universities often have dedicated faculties for foreign languages, with many offering English majors where students learn essential skills such as English grammar, pronunciation, and language use for both everyday life and professional settings.
Problem statement
Mastering communication skills in English is essential for success in daily life, education, and future careers The global prominence of English communication is evident, as it influences all sectors—from medicine and engineering to arts, law, sports, and music Effective communication has become a key factor across various fields, helping individuals stand out and succeed Recognizing the importance of strong communication skills is crucial for students to thrive in the competitive corporate world and beyond.
Effective communication skills are essential for language learners, as they indicate progress or setbacks in language use and enable individuals to communicate confidently and efficiently Dr J J Magdum emphasizes that neglecting communication abilities can lead to a superficial understanding of the language Many learners struggle with speaking skills, often relying on memorization, repetitive dialogues, or mechanical drills instead of developing real conversational proficiency Additionally, a focus on writing and grammar over speaking and listening hinders practical language development, making it harder for learners to communicate effectively in real-life situations.
Many English-majored freshmen and sophomores at universities often face challenges when learning communication skills, particularly speaking, due to fear and anxiety Understanding the reasons behind students' reluctance to speak and learn English speaking skills is essential for addressing these issues This research paper investigates the specific difficulties faced by English-majored sophomores in developing their speaking skills and proposes effective solutions to enhance their oral communication abilities.
Research aims and research questions of the study
This study examines the challenges faced by English-majored sophomores at Dong Nai Technology University in developing their speaking skills It aims to identify the main difficulties students encounter and propose effective solutions to overcome these barriers The research addresses two key questions: what are the specific challenges students face in learning spoken English, and how can these obstacles be mitigated to improve their speaking proficiency By exploring these issues, the study seeks to enhance pedagogical strategies and support students in achieving greater confidence and fluency in spoken English.
1 What are the common difficulties faced by English-majored sophomores when learning speaking skills at Dong Nai Technology University?
2 What are the solutions to overcome the difficulties of Dong Nai Technology University English-majored sophomores when learning speaking skills?
Significance of the study
This study investigates the challenges faced by sophomore students at Dong Nai Technology University in developing their English speaking skills By identifying these difficulties, we can propose effective solutions to enhance students’ speaking abilities Improving English speaking skills is essential for students’ academic and future professional success, and addressing their specific challenges can lead to more effective language learning outcomes.
This research aims to assist second-year students at Dong Nai Technology University in overcoming challenges in developing their speaking skills Enhancing these skills is essential for improving students' performance in classroom communication and everyday life By focusing on effective speaking strategies, the study seeks to contribute to students' overall language proficiency and confidence Implementing these findings can help students better express themselves, participate actively in class discussions, and succeed in real-world situations Ultimately, the research's goal is to support students in achieving greater fluency and communication skills for academic and personal growth.
Scope of the study
This research aims to investigate the challenges faced by second-year students in the Faculty of Foreign Languages at Dong Nai Technology University regarding their English speaking skills Participants will provide insights by answering questions about the difficulties they encounter in improving their English speaking abilities The study seeks to identify key problems and suggest effective solutions to enhance students’ spoken English proficiency.
The study is divided into four scopes:
The scope of the Data
Focused on the study of the problems of English speaking skills of the students in Dong Nai Technology University
The scope of the population in this study is focused on 50 second year students which consists of Bachelor‟s Degree, Dong Nai Technology University
Dong Nai Technology University, Nguyen Khuyen Street, Quarter 5, Trang Dai Ward, Bien Hoa City, Dong Nai Province, Viet Nam
Starting from August 2020 to October 2020
LITERATURE REVIEW
Definition of speaking skills and its importance
Developing strong speaking skills is essential when learning a foreign language, as they are the most important component of effective communication These skills encompass various factors such as vocabulary, pronunciation, semantics, and grammar, which together enable speakers to convey ideas, feelings, and intentions clearly Mastering speaking skills allows learners to express themselves confidently and share information accurately with others.
There are many definitions of speaking skills Hornby (1990, p.1227) defines
“Speaking is to make use of words in an ordinary voice” According to Chaney (1998),
“Speaking is the process of making and sharing meaning by using verbal and non-verbal symbols in different contexts”
Brown and Yule (1983) define speaking as the speaker's ability to effectively convey messages to listeners, ensuring they understand and can respond, which indicates smooth oral communication They emphasize that speaking involves expressing needs and ideas, often in short bursts, to facilitate clear interaction According to Brown (1994) and Burns and Joyce, effective speaking is essential for successful interpersonal communication and plays a crucial role in language development.
(1997) described speaking as the process of exchange of meaningful sentences, including the construction, receipt and processing of information
Speaking is defined as the ability to receive auditory information and generate appropriate reactions, involving the combination of sounds into coherent sentences (Bygate, 1987) It is a vital communication skill that enables individuals to produce utterances for various purposes, such as engaging in conversations, expressing ideas, wishes, or opinions, and negotiating or solving problems (Donough & Shaw, 1993) Moreover, speaking helps establish and maintain social relationships, playing a crucial role in effective interpersonal communication.
Speaking can be defined as the use of words, intonation, stress, and semantics to construct sentences that effectively express thoughts, feelings, perspectives, and intentions, enabling others to understand and interpret the speaker's message.
2.1.2 The importance of speaking skills
Speaking skills are essential in English language learning, alongside listening, reading, and writing Among these, speaking is often regarded as the most critical and challenging ability due to its importance in effective communication Developing strong speaking skills can significantly enhance overall language proficiency.
Effective communication is essential in all aspects of life, making it crucial for individuals to develop key communication skills For those learning English, dedicating more daily practice to these skills can significantly enhance their proficiency Among these skills, speaking stands out as a vital ability that is necessary both in everyday interactions and professional settings Prioritizing the development of these five fundamental communication factors can lead to better understanding, stronger relationships, and greater success in personal and career pursuits.
According to Sesnan (1997), individuals typically learn to speak their mother tongue before acquiring other languages In a public communication environment, people are more frequently asked, "Can you speak English?" highlighting the prominence of English as a global language.
Can you write, read, or listen? The most important aspect is not what people think or do, but what they choose to talk about People assess an individual's language and communication skills based on how they directly express information, rather than relying on intermediate steps Effective self-expression plays a crucial role in how others evaluate and perceive your communication abilities.
Speaking ability is a crucial measure of learners' success, as language learners often consider speaking skills the most important and evaluate their progress based on their spoken communication accomplishments (Burkart, 1998) Additionally, speaking significantly influences listening comprehension; pronunciation errors can hinder understanding of native speakers, and foreigners often need to speak slowly to improve mutual understanding in various contexts.
Speaking is essential for children and young people to explore and clarify their identities, helping them understand and respect themselves (Ranson, 2000) Effective speaking enables individuals to express their viewpoints confidently and fosters better understanding among those around them Moreover, proficient speaking skills allow people to communicate their interests clearly, making others feel valued and respected for their opinions and beliefs.
Speaking is a vital communication tool for sharing ideas and expressing emotions, making it essential for effective interpersonal interactions Mastering speech skills transforms individuals into well-rounded communicators, providing a significant advantage in professional success The ability to use words cleverly and insightfully can inspire listeners, build confidence, and earn respect, ultimately enhancing career prospects.
In other words, speaking is a most important skill in the four skills of listening, speaking, reading and writing Through communicating everyday learner can develop
Mastering vocabulary, pronunciation, and grammar is essential for effective communication, enabling individuals to express their thoughts, feelings, ideas, and dreams clearly when talking to others Strong communication skills are crucial for success in school, as they facilitate better understanding and collaboration Additionally, developing speaking skills is particularly important, as they play a significant role in professional success, influencing approximately 50% of career achievements.
Types of speaking skills
Depending on Brown 's definition (2004, p.271), I recapitulate the types of speaking skills in five groups as follows:
When children learn English, they often imitate their instructors, such as parents, siblings, or teachers, which is a natural human instinct This imitation can lead to accidental repetitions where the speaker repeats phrases without fully understanding their meaning, resulting in a passive speaking approach However, through imitation, learners can improve their pronunciation and emphasize correct stress patterns, enhancing their overall language proficiency.
Intensive speaking focuses on enhancing your comprehension and effective communication skills This method helps you expand your vocabulary and improve grammar, enabling clearer and more confident expression For example, when reading an essay, you should understand its content and rephrase it in your own words, rather than simply copying Similarly, when listening to a story, you need to retell it using your own words, emphasizing genuine understanding over imitation This approach is essential for developing fluency and mastery in language learning.
Response in a conversation occurs when one person asks a question and another provides an answer, facilitating the sharing of thoughts and information Questions and responses are intrinsically linked, creating a coherent exchange between individuals Effective communication relies on this dynamic interaction, making conversations engaging and meaningful.
Interaction involves an exchange of information between two or more participants, combining responsive communication and active speaking It facilitates relationship-building, enhances knowledge absorption, and contributes to greater success in life Effective interaction is key to establishing meaningful connections and achieving personal and professional growth.
Effective communication requires careful preparation and thoughtful word choice, especially when presenting extensive information To persuade your audience, it’s essential to select your words and phrases deliberately, ensuring clarity and impact Mastering this skill enables you to convey complex ideas convincingly and hold your audience’s attention.
Difficulties in Speaking Skills
Speaking English can be challenging due to various factors that hinder fluency, including psychological, linguistic, and other internal influences Internal factors such as mental barriers and confidence issues significantly impact language acquisition According to experts like Mahripah (2014) and Elhadi Nasr Elhadi Mustafa (2015), understanding these factors is essential for improving English speaking skills and overcoming learning obstacles.
Psychological factors play a crucial role in the language learning process, as highlighted by Elhadi Nasr Elhadi Mustafa (2015) Confidence in speaking a language begins with the willingness to try, but fear of making mistakes often hinders learners—similar to how children learn to speak without fear of errors Children are motivated to communicate because they are unafraid of being corrected or laughed at, unlike many adult learners who fear judgment and failure Shyness and fear of embarrassment, especially related to speaking English in public or among peers, significantly obstruct progress Overcoming these psychological barriers is essential for effective language acquisition and speaking confidence.
Motivation is a key factor in language learning, as students must have a genuine desire to succeed However, desire alone is not sufficient; learners need to commit effort and dedication to achieve their language goals Excitement and enthusiasm are essential components that foster long-term engagement and sustained progress in language acquisition.
Lack of passion for English and viewing it as merely compulsory learning can hinder your language skills When you have no genuine interest in English, your ability to learn and improve diminishes These negative attitudes prevent you from becoming proficient and motivated to advance in the language To succeed, it's important to develop enthusiasm for English rather than learning it out of obligation.
A positive attitude towards learning a new language is crucial for progress; an unfriendly or unwilling mindset can hinder comprehension and absorption Maintaining enthusiasm and motivation from the start enhances the effectiveness of language acquisition, making the learning process more successful Cultivating a positive attitude serves as a key prerequisite for achieving language learning goals and improving overall proficiency.
Certainly! Here's a coherent and SEO-friendly paragraph based on the provided content:The large proportion of integrativeness plays a crucial role in motivating learners to speak English, as having various reasons to learn the language can boost their dedication Additionally, factors such as students’ effort, investment, and enjoyment significantly influence their language learning success; students who prioritize their future careers and invest in learning will see meaningful outcomes from their efforts Finally, students’ attitudes towards their teachers and the curriculum are vital, with effective teaching methods capable of inspiring motivation and positively impacting their English speaking skills.
Many people lack confidence in areas where they feel less skilled or gifted, often leading to embarrassment when trying to learn new skills Mastering English speaking skills and achieving fluency can take significant time and effort The biggest obstacle for many learners is the fear of making mistakes, which prevents them from speaking freely Fear of being wrong or laughed at hampers not only language learning but also affects confidence in professional settings, ultimately hindering personal growth and success.
Confidence is a vital component closely linked to self-esteem and self-efficacy, serving as the strong pillar that supports personal success Without sufficient confidence, individuals may struggle to achieve their goals, as confidence directly impacts their ability to succeed Research indicates that a lack of confidence often stems from poor speech skills, highlighting the importance of effective communication in building self-assurance.
Encouragement plays a crucial role in enhancing the ability to speak English confidently A lack of confidence can develop into fear, causing learners to be afraid of practicing English altogether According to Bashir, Azeem, and Dogar (2011), this fear inhibits language learning and hampers progress, highlighting the importance of positive reinforcement to overcome anxiety and boost spoken English skills.
“Sometimes, extreme anxiety may lead to despondence and a sense of failure in learners”
Adults often strive to avoid mistakes in every sentence they utter, driven by a fear of judgment Language ability can create a division between strong and weak learners, where confident individuals tend to dominate those with lower skills This dynamic may result in poor learners feeling discouraged and marginalized in language learning environments.
9 be silent and afraid to express themselves to strong people This is why their English speaking skills do not improve
The anxiety of having to talk affects a person's confidence because it causes them to fail when they cannot speak and express to the other person understand what you mean
Anxiety is a natural psychological response that can even include fearless control, especially when learning new languages Adults often experience fear of making mistakes and worry about being judged by others, particularly in crowded or public settings This fear of negative evaluation can hinder language learning and speaking confidence, highlighting the importance of developing coping strategies to overcome language anxiety.
Psychological anxiety significantly hampers a speaker's ability to communicate in a foreign language, making it challenging to engage effectively According to Sylvia and Tiono (2004), heightened anxiety during language learning can negatively impact students' speaking skills They define anxiety as a feeling of tension, apprehension, and nervousness associated with learning a new language To overcome excessive anxiety, it is beneficial for learners to seek support from teachers and share their ideas to build confidence and improve communication skills.
The fear of making mistakes significantly discourages students from learning English in the classroom According to Aftat (2008), this anxiety stems from concerns about corrections and negative feedback, while the fear of being laughed at or criticized by teachers further hinders their confidence Although mistakes are essential learning opportunities, students often fear appearing foolish in front of their peers and worry about judgment As Middleton highlights, this fear of negative evaluation can greatly impede language acquisition and student participation.
Many English learners, especially since 2009, often feel afraid to speak English in front of foreigners due to fear of pronunciation mistakes When students mispronounce words, they worry about sounding silly, which increases their anxiety This fear of failure can lead to hesitation and silence, as learners prefer to avoid potential embarrassment rather than risk repeating their mistakes Overcoming speaking anxiety is crucial for improving fluency and building confidence in language learning.
Students often perceive themselves as silent in class, making it difficult to change their participation habits Anxiety contributes to their lack of confidence, preventing them from speaking in various situations despite possessing the ability to express themselves and share knowledge Lightbown and Spada (1999) highlight that speaking anxiety significantly impacts language learning by creating feelings of discomfort or stress in different scenarios This anxiety not only hampers oral classroom activities but also interferes with overall English speaking development.
Previous studies related to the research
There are many research related to the topic of English speaking skills I found some studies refer to non-English majored students, some studies in Vietnam, and in the world, for instance:
Al-Lawati (1995) also investigated the difficulties experienced by Omani students in their oral production of English and found that the linguistic field (vocabulary , grammar, pronunciation and discourse) is the most serious area of difficulty, and this is because, as explained by the teachers, the learners have not yet developed an adequate level of basic ability The teachers say that this is because the curriculum does not provide enough opportunities for learning and practicing new and varied vocabulary, and does not provide sufficient variety in tasks designed to teach
14 grammar This results in very few opportunities for students to practice speaking skills, especially with a large number of students in the classroom
According to Lawtie 's research (2004) the emotional state influences the difficulties of speaking They 're dominated by unconfident, timid, anxious, nervous emotions This can become a huge challenge for them if they don't believe in themselves Emotional factors also become one of the key things to consider when interacting with people who are having trouble speaking
In addition, Hinkel (2005) stated that there are problems when communication is possible Since they do not understand the meaning of the word, they do not know how to use it and cannot convey its meaning This prevents an effective communication process
A 2011 study conducted by Le at Ba Ria-Vung Tau University in Vietnam identified significant barriers to students' English-speaking proficiency, including limited language skills, lack of interest, and differing learning styles The research also highlighted teaching-related obstacles such as ineffective teaching methodologies and inadequate learning facilities, all of which hinder students' ability to develop confident English speaking skills Addressing these issues is essential to improve language proficiency among students in the university setting.
Another research by Gan's (2012) examined barriers to speaking skills faced by English-speaking students at Hong Kong University and found that students experienced many problems in this context leading to limiting their fluent speech output, such as lack of vocabulary, concentrating heavily on grammar structures, having restricted in-class speaking opportunities, and out-of-class English speaking The study then pointed to a need to integrate components of sufficiently intensive language enhancement into the current curriculum
Lin (2013) indicated that, in addition to the lack of vocabulary, there were negative psychological responses, i.e anxiety and terror, fear of making mistakes Because of these fears, they might be concerned about misunderstandings and therefore they will avoid occasions of speaking English
What‟s more, Dina A Al-Jamal & Ghadeer A Al-Jamal (2014) examined the difficulties that can be experienced at six Jordanian public universities by gathering data from a survey questionnaire and semi-structured interviews, and revealed that most student participants faced challenges with oral restriction, lack of speaking time, and crowded classes as the most highlighted factors
Moreover, in Mustafa Mubarak Pathan (2014) research studies on "An Overview of Major Difficulties Faced by Libyan EFL Learners in Speaking Skill," he pointed out several causes of difficulty in speaking skills, such as: pronunciation, use of adjectives, use of prepositions, use of idioms, grammatical errors, semantic errors, other problems
(lack of vocabulary, fear / embarrassment), influenced with the aid of mother tongue
The primary cause of their failure to recognize these issues is the lack of effective early-stage education, which stems from inadequate training and skill development among Libyan EFL teachers Many teachers in Libyan EFL schools are not properly trained, leading to a failure to help students understand key concepts from the beginning This deficiency in teacher training and professional development significantly impacts students' understanding and overall language learning progress.
According to Nauli’s 2014 study, the English learning process is influenced by three key factors: cultural difficulties such as social recognition and the status of English, language challenges including interest and personal issues, and communication problems like self-confidence and speaking opponents His research, conducted at the National University of Jambi, highlights the impact of both objective and subjective variables on English language acquisition.
According to Yunita (2014), students face several challenges when speaking English, including pronunciation, grammar, vocabulary, lack of encouragement, anxiety, and embarrassment These issues significantly hinder their ability to communicate effectively in English Addressing these common obstacles is essential for improving students' speaking skills and boosting their confidence in language learning.
Hosni (2014) studied speaking difficulties among Grade 5 students in Oman and found that linguistic differences, reliance on the mother tongue, and inhibition significantly hindered their English speaking abilities Similar to Lukitasari (2008), her research revealed that EFL learners struggled to find appropriate vocabulary and assemble correct sentences, leading them to revert to their native language Additionally, limited speaking opportunities, fear of making mistakes, embarrassment, and fear of mockery caused students to avoid speaking English altogether, resulting in very limited classroom participation.
Previous research has shown that most non-native students face some difficulties in developing and enhancing their speaking skills, which prevents them from communicating effectively (Abugohar & Yunus, 2018; Rabab'ah, 2005)
However, there have been relatively few recent studies on learning speaking skills by English-majored sophomores at Dong Nai Technology University: Difficulties and solutions
RESEARCH METHOD
Context of the study
Dong Nai Technology University's Faculty of Foreign Languages specializes in training students in English language, offering essential skills in English-American culture, communication, and soft skills such as teamwork and problem-solving The faculty aims to equip students with foundational knowledge in English alongside practical expertise in economics, finance, banking, and hospitality industries English-majored students at the university benefit from numerous employment opportunities during their studies and after graduation, reflecting the high demand for English proficiency in Vietnam A recent survey of 50 English-majored sophomores highlights the growing popularity of this "hot" major, attracting many new students each year.
Currently the Faculty of Foreign Languages specialized in English Language Education After completing the program, students have enough knowledge and skills for the following tasks:
Translators, interpreters in economic and social companies and organizations Communication staff, event organizer, secretary, assistant
Tour guide, consultant at travel companies, restaurants, hotels
English major students at Dong Nai Technology University enjoy numerous work opportunities, but they often face challenges in developing English speaking skills To address this, a study has been designed to investigate the difficulties encountered by sophomore students in mastering English-speaking skills The research aims to identify key obstacles and offer effective solutions to enhance students' language proficiency and boost their employability potential.
Participants
This study involved 50 English-major sophomores from Dong Nai Technology University's XV course (2019-2022), who completed a questionnaire addressing their English-speaking difficulties and potential solutions As second-year undergraduates with diverse English proficiency levels, these students are well-positioned to identify common challenges and effective strategies for improving their English-speaking skills Their insights provide valuable data for enhancing language learning approaches among similar student populations.
The information of the respondents involved with gender, age, English subject and academic year All of these are measured in a nominal scale that can be described in the following:
Gender is clearly showed the number of male and female who are now studying at Dong Nai Technology University, which can be classified into 2 groups, namely male and female
Age is a key factor for second-year students at Dong Nai Technology University, reflecting the diverse age range among the student body These students can be categorized into two main groups based on their age, highlighting the variety of backgrounds and experiences they bring to the university community Understanding the age distribution of students helps in tailoring academic programs and support services to meet their diverse needs.
English subject is an international subject which refers to English major, as an important tool for learners to improve speaking skills of English language
The current academic year focuses on enhancing the English speaking skills of university students, particularly second-year students The goal is to design targeted activities that develop their knowledge and improve their ability to communicate effectively in English This initiative aims to strengthen students’ language skills to better prepare them for future academic and professional opportunities.
Eligible students actively participate in daily communication classes and consistently revisit lessons both on campus and outside, ensuring a thorough understanding of English speaking skills Their continuous engagement and repeated practice enable them to develop strong, practical English communication abilities.
Research tools
The format of the questionnaires is making to develop English speaking skills by using questions to survey the second year students
Part one: Personal information of the participants
This questionnaire involved the background about personal information of participants Demographic detail includes male, female, gender, age, English subject and academic year of the second year students
Part two: The problems of English speaking skills
This section addresses the research questions by analyzing data collected through 20 questionnaires focused on English speaking skills problems The questionnaires utilize a Five-Point Likert Scale with options of strongly agree, agree, moderately, disagree, and strongly disagree The study surveyed 50 second-year students to identify common challenges in developing English speaking proficiency, providing valuable insights into students’ perceptions and difficulties.
The criteria are provided as the following this table below:
Table 3.1: Rating for the five-point Likert scale
Rating Score Interpretation of the Score
Part three: According to the questions used for asking the students about the ways to improve English speaking skills
This section aims to explore effective methods for improving second-year students' English speaking skills through authentic materials they have encountered A questionnaire utilizing a Five-Point Likert Scale was administered to evaluate 50 second-year students’ perceptions and experiences regarding English speaking improvement strategies The questionnaire includes five response options, allowing students to indicate their level of agreement or frequency for each criterion, providing valuable insights into how authentic materials influence their speaking proficiency.
The five-point-scale speaking strategy questionnaire was scored with "strongly agree" as five points and "strongly disagree" as one point, reflecting the frequency of strategy use Students who selected “strongly agree” indicated consistent, all-time use of the strategy, while “strongly disagree” signified no use at all The most frequently employed strategy by successful learners was identified based on the highest percentage of agreement For clarity, responses were consolidated by combining "strongly agree" and "agree" into one group and "disagree" and "strongly disagree" into another during analysis The findings were presented through percentages, pie charts, and tables to illustrate the patterns in the participants' responses.
Data collection procedure
This study utilizes data collected from a comprehensive documentary survey, including academic books, theses, and scholarly journals, to support research findings The documentary review serves as a vital guideline, enhancing and expanding upon previous studies to ensure a thorough and credible investigation.
In addition, the research data is collecting information from the target group of the previous research study, consisting of the 50 second year students, by answering the
20 questionnaires, the researcher makes up the questions and suggestions, opinions about the problems of English speaking skills and the ways to improve English speaking skills
Steps to collect data are conducted as follows:
Step 1: Design questionnaires based on the materials that we have compiled on books, theses, journals and the internet Each content of the questionnaire consists of 10 sentences Questionnaires written in English
Step 2: Distribute questionnaires to 50 students specialized in Foreign Language
During the 2019-2023 academic years, the survey was conducted within the Faculty of Foreign Languages The process began by confirming whether students are sophomores in the Faculty of Foreign Languages Once verified, students received a questionnaire in which they could mark their suggestions with a check (√) After completing the survey, students returned the questionnaires for analysis.
Data analysis procedure
Excel is used for the analysis of research data in this study
RESULTS AND DISCUSSION
Analysis of data
This study aims to identify the common challenges faced by second-year students at Dong Nai Technology University in developing their English speaking skills It also seeks to explore effective solutions to enhance students' spoken English proficiency The research focuses on two key questions: what are the main problems students encounter when learning English speaking skills, and how can these issues be addressed to improve their speaking ability By understanding these challenges and potential solutions, the study offers valuable insights for educators aiming to support students' language development.
1 What are the common difficulties faced by English-majored sophomores when learning speaking skills at Dong Nai Technology University?
2 What are the solutions to overcome the difficulties of Dong Nai Technology University English-majored sophomores when learning speaking skills?
This part will present the findings from the study of questionnaire responses in three sections:
4.1.1 General background information of participants
4.1.2 The problems in studying English speaking skill in the areas of:
4.1.3 Some solutions to improve English speaking skills
4.1.1 General background information of participants
This section contains general information about the participants, such as gender, age, and length of time studying English as follow:
There were 18 male respondents (36%) and 32 female respondents (64%) who answered the questionnaire:
There are 15 students aged 18-19 and 35 students aged 20-21 out of a total of 50 students:
22 students have studied English for more than ten years, 14 students have studied English for five to ten years, and 14 students have studied English for less than five years:
Table 4.3: The length of the participant's English learning
Length of time studying English
4.1.2 The problems in studying English speaking skills
Students face various challenges in developing speaking skills, including limited vocabulary, forgetting words during conversation, pronunciation issues, and difficulty with correct pronunciation Psychological barriers such as lack of confidence and fear of speaking in front of others or foreigners also significantly hinder progress These speaking difficulties can be categorized into two main areas: linguistic factors, like vocabulary and pronunciation, and psychological factors, including anxiety and self-confidence issues Addressing both aspects is essential for improving English speaking abilities effectively.
The phrase "linguistic factors" in this section refer to vocabulary, pronunciation, and grammar
A survey of 50 students revealed that 43.5% of learners experience linguistic difficulties in language learning Specifically, 26 students struggle with vocabulary, 19 face pronunciation challenges, 25 have issues with grammar, and 17 encounter problems during speaking Addressing these common language barriers can significantly improve language proficiency and communication skills.
23 pronouncing complicated and long terms The table below shows the percentages of students out of 50 who have difficulties in linguistics factor
Table 4.4: The areas of linguistics factor
English pronunciation is rather poor 19 38%
English grammar seems rather difficult to do correctly 25 50%
English words seem difficult to pronounce 17 34%
Based on the data, about 50% of the English-majored sophomores at Dong Nai Technology University face challenges with vocabulary and grammar, indicating significant language proficiency issues Additionally, approximately one-third of these students struggle with correct pronunciation, highlighting areas for targeted language improvement and support.
The psychological factor is whether students are confident in their ability to communicate, fearful of speaking with foreigners, or lose their minds when making mistakes while speaking
A survey of 50 students revealed that 42.8% face psychological challenges impacting their learning Many students reported experiencing anxiety when speaking, fear of making errors, and a lack of confidence in their speaking abilities These psychological factors significantly hinder students' language development and communication skills, highlighting the need for targeted support to address these issues.
Table 4.5: The areas of psychological factor
Feel nervous and worried when speak English 20 40%
Cannot speak English for a long period 23 46%
Be afraid of talking English with foreigners 17 34%
Lose confidence when to made a mistake 23 46%
Cannot clearly express ideas in English 24 28%
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4.1.3 Some solutions to improve English speaking skills
To improve their English speaking skills, students can explore various methods, but their effectiveness varies based on individual experiences In a survey of 50 students, we found that a significant percentage agree with certain approaches, indicating they find these methods helpful for enhancing speaking abilities Conversely, some students disagreed, suggesting they either haven't tried or did not find these strategies effective Neutral responses revealed that some students remain undecided or have no strong opinion on specific techniques Overall, understanding students' perceptions helps identify the most promising strategies for improving English speaking skills after recognizing personal shortcomings.
Figure 4.6 The ways to improve English speaking skills
Numbers Percent Numbers Percent Numbers Percent
Try to use English every day in the class 30 60% 11 22% 9 18%
Thinking in English while speaking 34 68% 12 24% 4 8%
Create a small group to train English speaking 32 64% 12 24% 6 12%
Watching English movies with English subtitles
Speaking English with native speakers via apps like HiNative and
Practicing English speaking skills through
BBC, CNN news, TV, radio programs
Speaking alone or standing in front of a mirror
Discussion of results
4.2.1 Some problems in studying English speaking skills
Most second-year students at Dong Nai Technology University face challenges in developing their English speaking skills These difficulties stem from both linguistic and psychological factors, with linguistic issues accounting for the majority of the problems Addressing the linguistic barriers is crucial, as they significantly impact students' confidence and motivation Overcoming these language barriers can help reduce psychological obstacles, enabling students to improve their English speaking abilities more effectively.
The survey indicates that vocabulary and grammar difficulties are more prevalent than pronunciation challenges among English majors at Dong Nai Technology University, highlighting these as their main weaknesses A key reason for limited vocabulary proficiency is the lack of a communication-rich environment, leading students to forget learned words due to infrequent usage This finding aligns with Gan's (2012) research on barriers to speaking, emphasizing the importance of practice and immersive language exposure for language acquisition Strengthening communication opportunities can significantly improve vocabulary retention and overall language skills.
26 skills faced by English-speaking students at Hong Kong University According to Gan's study, students at Hong Kong University also have problems with grammar and vocabulary
Students often experience psychological barriers such as lack of confidence, fear of mistakes, and anxiety about speaking English, especially when communicating with foreigners or risking mispronunciation At Dong Nai Technology University, students commonly struggle with maintaining extended English conversations and losing confidence after making errors These challenges are primarily due to linguistic issues, including limited vocabulary and negative emotional responses like anxiety and fear of making mistakes, consistent with Lin's (2013) findings on the impact of psychological factors on language learning success.
Figure 4.7: The difficulty in the linguistic factors
Dina A Al-Jamal and Ghadeer A Al-Jamal's 2014 research identified specific challenges faced by students at six Jordanian public universities, including oral restrictions, limited speaking opportunities, and overcrowded classes Their study, which combined survey questionnaires and semi-structured interviews, highlights that these factors significantly hinder student participation and engagement In contrast, other factors may vary depending on the context, as demonstrated by different research findings like those of Nauli.
(2014) at Jambi National University, there are three factors that affect the learning process of English These include cultural difficulties (including social recognition and
English status), English difficulties (including matters of interest and personal problems) and communication problems (self-confidence and speaking opponents)
Figure 4 8: The difficulty in the psychological factors
4.2.2 Some solutions to improve English speaking skills
This section will investigate the advantages and disadvantages of the options mentioned in section 4.1.3 figure 4.6
To improve pronunciation, students are encouraged to use English daily in class, form small groups to practice speaking, and take specialized pronunciation courses These methods provide valuable speaking experience through peer interaction, enhancing language skills However, a common challenge is that all participants may share the same pronunciation mistake, making it hard to identify and correct errors Additionally, group classification can sometimes lead to reduced English practice, with students resorting to chatting or speaking their native language more frequently than English.
Using English movies with subtitles, conversing with native speakers through apps like HiNative and Siri, and practicing with BBC, CNN, TV, and radio programs are effective methods for improving English skills Students can enhance their listening and speaking abilities by watching news or videos on social media and YouTube, then practicing reading subtitles aloud repeatedly to develop pronunciation and sentence patterns In the era of technology 4.0, these approaches are widely accessible and highly beneficial, helping students to become more fluent and confident in English.
Listening to native accents allows students to improve their pronunciation and become more active in speaking practice However, watching English clips may pose challenges when students encounter unfamiliar words, leading them to easily switch to Vietnamese subtitles for easier understanding Interacting with AI assistants like Siri also has limitations, such as outdated responses and incomplete information Additionally, students may become frustrated and discouraged if they encounter confusing terms or phrases during their language learning process.
Engaging in conversations with foreigners is an effective language learning strategy that helps students improve their English speaking skills through real-world interaction This method provides authentic speaking practice by allowing students to see and hear real people, boosting their confidence and offering realistic language exposure While the advantages are similar to listening-based methods, speaking with foreigners accelerates language acquisition and enhances fluency However, challenges include limited opportunities for conversation and students’ lack of confidence to initiate or participate in such interactions.
Practicing thinking in English while speaking and speaking alone or in front of a mirror are effective strategies for improving fluency While these methods help students become more confident and natural speakers when practiced regularly, they also have weaknesses; for instance, speaking alone allows for fluent practice without pressure, but speaking in front of others can create anxiety and hinder fluency Nonetheless, incorporating these techniques into daily practice can significantly enhance speaking skills and boost confidence in real-life conversations.
A survey of 50 English-major sophomores at Dong Nai Technology University revealed that students predominantly prefer learning methods such as watching English movies with subtitles, practicing thinking in English during conversations, and speaking alone or in front of a mirror These methods are popular as they effectively enhance language proficiency, with the percentage statistics detailed in the accompanying table.
Table 4.9 Percentage of students choosing the solutions out of 9 listed solutions
The Ways to Improve English Speaking Skills Percent
Try to use English every day in the class 10%
Thinking in English while speaking 12%
Create a small group to train English speaking 11%
Watching English movies with English subtitles 14%
Speaking English with native speakers via apps like HiNative and Siri… 8% Practicing English speaking skills through BBC, CNN news,TV, radio programs 11%
Speaking alone or standing in front of a mirror 13%
Students primarily prefer watching British-American movies with English subtitles to enhance their speaking skills, as this method is both effective and accessible with smartphones Additionally, practicing by speaking alone in front of a mirror and thinking in English are popular techniques that promote fluency and natural speech These methods are especially beneficial for vocabulary memorization when students lack opportunities to converse with native speakers.
A recent survey of English-majoring sophomores at Dong Nai Technology University revealed that nearly 50% of students struggle with psychological and linguistic challenges Linguistic difficulties, including vocabulary, grammar, and fear of making mistakes, are more prevalent than psychological issues, and some students face both problems simultaneously The study suggests that language learning difficulties can often lead to psychological concerns among students These challenges significantly impact students' ability to develop English speaking skills, highlighting the need for targeted language support and mental health resources at university.
30 research question, which is “What are the common difficulties faced by English- majored sophomores when learning speaking skills at Dong Nai Technology University?”
To overcome the challenges faced by Dong Nai Technology University English-majored sophomores in developing their speaking skills, students employ various effective strategies These include watching English movies with subtitles, practicing speaking alone or in front of a mirror, thinking in English to improve fluency, watching English news programs to enhance comprehension, and forming small groups for conversation and pronunciation practice Implementing these methods helps students build confidence and improve their English speaking abilities more effectively.
CONCLUSIONS
Conclusions
Developing strong English communication skills is essential for international freshmen’s academic success and personal growth Addressing the challenges they face in learning English speaking skills is crucial to help students overcome language barriers Implementing targeted strategies can significantly reduce these difficulties, enabling students to speak English with confidence and fluency As a result, students will enhance their language proficiency, boosting their overall academic performance and intercultural communication abilities.
High school students often have limited opportunities to practice English communication and rarely speak English in class, which can hinder their language proficiency As they transition to a more active and interactive university environment, they may feel unprepared to engage confidently in English conversations This lack of preparation can lead to anxiety and a loss of confidence among students when faced with real-world communication challenges in higher education.
Self-assurance is a crucial factor in effective communication; students build their confidence either through experience speaking in front of crowds or during practice sessions Developing genuine confidence takes time and cannot be achieved overnight, as it requires consistent effort and patience A lack of self-trust can lead to increased self-consciousness, reduced conversation, and heightened shyness, which hinder public speaking abilities.
To improve this situation, students should actively engage in speaking as much and as loudly as possible, which helps reduce nervousness and rebuild trust Practicing frequent, confident verbal communication is essential for overcoming anxiety and fostering better interactions By speaking more often, students can enhance their confidence and create a more trusting environment.
Anxiety is a common barrier to effective communication, especially when speaking a language other than English It often stems from inadequate planning, difficulty in expressing thoughts clearly, or fear of public speaking Identifying the root cause of your worry can help you develop targeted strategies to build confidence Practical solutions include practicing in low-stress settings, preparing your key points in advance, and gradually increasing your speaking opportunities to reduce anxiety and improve fluency.
To improve your English speaking skills, it’s essential to dedicate time to consistent practice and preparation Engaging in activities like presenting in class and practicing speaking alone can significantly enhance fluency Focus on thoroughly understanding your material by doing your homework repeatedly, rather than memorizing scripts, as this ensures you can confidently articulate your ideas Avoid rote memorization, which can be difficult to recall under pressure; instead, aim to learn and express your own thoughts naturally Regular self-practice is key to overcoming a lack of preparation and building confidence in spoken English.
Practicing speaking English regularly—whether with colleagues, foreigners, or on your own—creates a positive environment that enhances your language skills Consistent practice helps build confidence, improves fluency, and accelerates overall progress in speaking English effectively.
Fear of making mistakes often arises from a lack of practice and effective communication The key to improving your English speaking skills is to practice speaking frequently, which allows you to identify and correct errors Many people hesitate to speak due to fear of errors, but remember that no one becomes great instantly; success comes from learning from mistakes Embracing mistakes as part of the learning process helps you speak more confidently and fluently By understanding where you're going wrong and practicing regularly, you can overcome your fears and achieve fluency in English.
Difficulty articulating ideas often stems from thinking in Vietnamese and struggling to express them in English, which requires a different structure and clarity To improve, it's essential to practice thinking in English by mentally formulating ideas before speaking, making communication more straightforward and concise Developing this habit helps students speak more confidently and naturally in English, reducing stress and making conversations flow more smoothly Consistently thinking in English enables you to articulate your thoughts more effectively, leading to clearer and more relaxed speech.
When improving your English skills, focus on key areas such as grammar, phonology, and vocabulary, which are essential for language mastery Compared to psychological factors, the linguistic components are often more straightforward to enhance through consistent study You can strengthen these skills by attending classes or language centers, or by engaging in effective self-study routines.
Pronunciation is a crucial aspect of mastering English, as it enables students to speak accurately from the start Developing precise pronunciation skills improves listening comprehension and spoken communication Many students tend to imitate their teachers' speech without fully understanding the underlying pronunciation rules, which can hinder their overall language proficiency Focusing on correct pronunciation early on enhances both understanding and clarity in English communication.
If the instructor pronounces it incorrectly, this may result in mispronunciation That's
33 why you can't hear foreigners speak or they don't understand you when you say they don't understand you
To improve pronunciation, it is essential to re-learn all words, vowels, consonants, and pronunciation nuances using the International Phonetic Alphabet (IPA) Correcting mispronunciations increases your understanding of pronunciation details and language accuracy When learning new words, paying attention to stress is crucial, as it influences word clarity and sentence intonation Listening to English news reports and movies can also help enhance your pronunciation skills by exposing you to authentic speech, pronunciation patterns, and word emphasis, leading to more accurate and confident speech.
Vocabulary is a crucial aspect of effective speaking, as students often struggle with it when expressing themselves Research indicates that many learners face challenges with vocabulary, which hinders their ability to communicate clearly Without a solid understanding of word meanings, students cannot effectively convey their thoughts, making vocabulary development essential for improving spoken language skills.
To enhance your vocabulary effectively, it's recommended to learn words by subject or meaning, which helps students expand and deepen their vocabulary knowledge Focusing on contextual learning enables learners to connect words with specific situations, improving their ability to choose appropriate vocabulary in different contexts Avoid learning vocabulary in isolation, as studying individual words without context can undermine sentence coherence and overall comprehension Implementing these strategies can significantly improve language proficiency and communication skills.
To enhance your language skills effectively, focus on learning by phrase or sentence to avoid literal translation and grasp contextually accurate usage Developing your vocabulary can be achieved through reading English news and watching English-language movies, which expose you to new words and their proper application in various situations This immersive approach facilitates both vocabulary expansion and correct usage, leading to more fluent and natural English communication.
Suggestions for further researches
Our research paper analyzed previous studies and conducted a survey of 50 English-majored sophomores at Dong Nai Technology University While our findings provide valuable insights, they may be subject to limitations due to the small sample size and time constraints As a result, some data might not fully represent the experiences of all English-major students at Dong Nai Technology University, and the accuracy of the figures may vary.
Current research findings have notable limitations, indicating the need for further studies to enhance reliability Combining multiple methodologies and artifacts can provide a more comprehensive understanding of English-majored students' speaking abilities Future research should explore diverse approaches to improve the accuracy and depth of analysis in this area We recommend additional research topics that can expand insights into the measures and development of students' speaking skills, ultimately enriching the overall study.
1 An investigation into how students at Dong Nai Technology University can develop their English speaking skills
2 An analysis of the challenges that Dong Nai Technology University second-year students face while studying English
Future research will address and fill the gaps in our current study, providing a more objective analysis of problems and solutions to enhance Dong Nai Technology University students' speaking skills These studies aim to empower students to compare and apply effective strategies, ultimately improving their language proficiency and overall academic performance.
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APPENDIX QUESTIONNAIRE (The study of difficulties in learning speaking skills of English-majored sophomores and solutions at Dong Nai Technology University)
Thank you for agreeing to take part in the survey
My team includes two members are Tran Thi Thuy Trang and Bui Nguyen Thien Thu
We are conducting a study to identify the challenges faced by English-majored sophomores in developing speaking skills and to propose effective solutions Participants are asked to complete a questionnaire designed to gather insights on these difficulties and potential remedies Your participation is vital and will significantly contribute to the success of our research Please rest assured that this questionnaire is solely for research purposes, and all data collected will be used exclusively for academic analysis Thank you very much for your support and cooperation in this important study.
Instructions: Please give the mark () in the blank provided according to your opinions
2 Age: 18 - 19 years old 20 - 21 years old
3 How long have you studied English?
Less than 5 years 10 years More than 10 years
Part 2: The difficulties in learning English speaking skills Please filling the mark () in the blank below:
5 = Strongly Agree 4 = Agree 3 = Neutral 2 = Disagree 1 = Strongly Disagree
No Problems of English Speaking Skills
Levels of the problems of English speaking skills
2 I feel nervous and worried when I speak English
3 My English pronunciation is rather poor
4 I cannot speak English for a long period
5 I am afraid of talking English with foreigner
6 English grammar seems rather difficult to do correctly
7 I lose my confidence when I made a mistake
8 I cannot clearly express my ideas in English
9 English words seem difficult to pronounce