THUONGMAI UNIVERSITY ENGLISH FACULTY GRADUATION PAPER A study on difficulties in speaking skill of first year English majored students in Thuongmai University Supervisor Ms Vu Thi Thanh Hoa Student Ng[.]
OVERVIEW OF THE STUDY
Rationale
Language is a vital component of our society's rich cultural fabric and the world's diverse cultural heritage In today’s interconnected world, knowing English as an international language is essential for effective communication within the global community Universities worldwide offer English courses to equip students with essential language skills, while tourists commonly use English as a universal means of communication Earning English certificates has become a standard requirement for university students, especially those majoring in English Additionally, proficiency in English provides a competitive edge when applying for jobs or seeking career advancements Consequently, more individuals are dedicating time to learning English to enhance their personal and professional opportunities.
English-majored students at Thuongmai University’s Faculty of English face significant challenges in developing their speaking skills Freshmen often struggle with pronunciation and exhibit reluctance to converse due to fear of making mistakes, which hinders their fluency Transitioning from traditional grammar-based learning to group discussions and presentations has added to their difficulties, as these methods are unfamiliar and more demanding To address these issues, my research titled “A study on difficulties in speaking skill of first-year English-majored students in Thuongmai University” aims to identify the specific challenges students encounter, explore the contributing factors, and propose effective solutions to enhance their speaking proficiency and confidence.
It is apparent that researchers on the same subject provided a wealth of beneficial assistance for my research:
1.2.1 The study in the world.
First of all, the research titled "An analysis of students’ problems in speaking
The study conducted at Husnul Khotimah Islamic Boarding School, involving 19 students, revealed that students face numerous challenges in speaking English due to internal factors such as limited vocabulary, grammatical misunderstandings, incorrect pronunciation, and external factors like infrequent practice, environmental influences, and a lack of disciplined learning Additionally, psychological issues such as low motivation, fear of making mistakes, and minimal opportunities for practice further hinder their progress, highlighting the need for effective teaching strategies to address these difficulties Similarly, research on the problems encountered by English language students at Al Quds Open University by Dr Ahmed Maher Mahmoud emphasizes that students struggle with speaking due to similar internal and external factors, underscoring the importance of tailored instructional methods to improve their spoken English skills.
This study at Al Quds Open University in Gaza aimed to identify the speaking difficulties faced by fourth-grade students The researcher observed that students struggled with grammar, pronunciation, and fluency when introducing and discussing their projects, both during classroom activities and assessments Data collection involved a combination of observations and interviews, allowing for a comprehensive understanding of students’ participation errors, the factors hindering their speaking skills, and the underlying causes of these challenges The findings highlight the need for targeted strategies to improve students’ spoken language proficiency and address common speaking problems in the context of higher education.
This study, titled “Some Common Errors in English Speaking Classes of English-Majored Freshmen at Tay Do University, Vietnam,” provides valuable insights into frequent language mistakes among first-year students It aims to identify common errors faced by English majors to offer practical solutions that can help minimize these issues The research involved 90 freshmen from three different classes—14A, 14B, and 14C—at Tay Do University Data collection utilized questionnaires and statements, with the questionnaire comprising 8 questions and 20 statements to effectively achieve the study’s objectives.
Nguyen Xuan Minh's research, “Effective Methods to Improve Speaking Skills for English Major Freshmen at Haiphong Technology & Management University,” provides a valuable foundation for this thesis Using a qualitative approach, the study identified key difficulties faced by English-majored freshmen in developing their speaking skills The findings were expanded and detailed based on students' experiences, leading to practical recommendations for enhancing speaking proficiency among English learners.
This research aims to identify the English speaking difficulties faced by first-year English Faculty students at Thuongmai University Beyond merely completing a graduation thesis, the researcher finds the project implementation particularly engaging The study is primarily designed to explore these challenges and provide meaningful insights to enhance students' speaking skills Overall, the research seeks to contribute to improving English language education for university students by addressing specific speaking barriers.
Measure the level of attitude towards English speaking skill of the first-year English-majored students in Thuongmai University.
Find the problems encountered by the first-year students in English speaking skill.
Suggest strategies and possible solutions.
The research was done to answer these two questions:
Which difficulties do first-year students in English Faculty at Thuongmai University encounter when speaking English?
What solutions can be proposed to improve English speaking skill learning?
This study explores the challenges faced by first-year English-major students at Thuongmai University The research sample includes over 300 students from five classes within the English Faculty, but to ensure accuracy, 100 to 150 students were selected for participation Participants completed online questionnaires created via Google Form, which were distributed through social media platforms like Facebook and Messenger.
This research utilized a quantitative approach by distributing survey questionnaires to 100 freshmen through Google Forms to gather insights on the challenges related to speaking skills The collected data was systematically analyzed to identify key obstacles and generate meaningful results for discussion.
In other words, the outcomes are assigned to a particular set of data that has been analyzed.
Data analysis is a crucial process that involves inspecting and transforming data to emphasize key information, enabling researchers to generate insights and solutions Visualizing data through charts and tables provides clear representations of findings, supporting the validation of survey responses Utilizing data analysis accelerates the research process, allowing for faster aggregation of results and saving valuable time.
The study on difficulties in speaking skill of first-year English-majored students in Thuongmai University is divided into four chapters:
Chapter 1: Overview of the study.
This chapter presents the overview of the study involving rationale, aims, research questions, method, scope, previous related studies and the organization of the study.
This chapter defines and reviews the definition, purpose, importance, types and aspects of speaking, the objective and subjective difficulties in English speaking.
The third chapter analyzes student opinions collected through a structured questionnaire, presenting the survey results to provide valuable insights These findings are thoroughly discussed to identify key conclusions and to effectively address the research questions.
In this chapter, some suggested solutions are mentioned to upgrade the English speaking skill of the first-year English-majored students in Thuongmai University.
It also summarizes the findings from the research and presents successes as well as the limitations of the study and further suggestions for the study.
LITERATURE REVIEW
Definition of speaking skill
This chapter provides a comprehensive literature review on English speaking skills, emphasizing their key characteristics, importance, and purpose It explores all contributing factors that influence the development of speaking abilities, offering insights into the challenges faced by learners Additionally, the chapter examines specific difficulties encountered by first-year English-majored students at Thuongmai University, highlighting areas that require targeted support and improvement.
Skill originates from the Latin word "habilitas" and signifies talent, expertise, or aptitude in performing specific tasks A skilled individual successfully accomplishes objectives through their proficiency Essentially, skill denotes a certain level of competence in a subject that enables the achievement of specific goals.
A "skill," in business terms, refers to an ability that can be developed through purposeful, methodical, and continuous effort These skills enable individuals to perform complex activities or job responsibilities effectively, encompassing cognitive skills related to concepts, technical skills involving practical tasks, and interpersonal skills for managing relationships with people Developing these skills is essential for career growth and organizational success.
Furthermore, the Cambridge Dictionary defines "skill" as "the capacity to execute an activity or task successfully, particularly because you have practiced it”.
Developing a skill requires consistent practice involving both sensory input and output, emphasizing the importance of active engagement The concept of skill is widely used across various fields such as economics, sociology, psychology, education, and ergonomics, each with different meanings and applications In language learning, mastering communication involves four fundamental skills: listening, speaking, reading, and writing, which are essential for English majors to achieve proficiency According to Byrne (1991), listening and reading are receptive skills, while speaking and writing are productive skills, with speaking being the most crucial as it directly reflects a person's language knowledge and ability to communicate effectively.
2.1.2 The definitions of speaking skill.
Speaking is considered one of the most essential skills for mastering both native and foreign languages Numerous linguists and dictionaries have provided diverse definitions of speaking, highlighting its importance in effective communication and language proficiency Developing strong speaking skills is crucial for language learners to express themselves confidently and fluently.
Speaking is the act of expressing and communicating opinions, feelings, and ideas through verbal communication According to the Oxford Advanced Dictionary, it involves various stages—including psychological, physiological (articulator), and physical (acoustic)—that enable effective speech production Developing strong speaking skills is essential for clear communication and building confidence in both personal and professional settings.
Speaking is fundamentally the process of transmitting ideas and information orally across diverse situations, as defined by Quianthy (1990) Chaney (1998) further emphasizes that speaking involves building and sharing meaning through both verbal and non-verbal symbols in various contexts This comprehensive view of oral communication highlights its role in effective interpersonal interaction and meaning-making across different scenarios, a perspective also supported by Chaney in Leong and Ahmadi (2017).
Speaking is the process of creating and sharing meaning through the use of both verbal and non-verbal symbols across various contexts This involves combining spoken words with body language to effectively communicate messages in diverse situations.
Speaking is an interactive process of constructing meaning through producing, receiving, and processing information, as highlighted by Burns & Joyce (1997) Its form and significance are shaped by the specific situation, participants involved, and the purpose of communication According to the Oxford Dictionary, understanding the contextual factors that influence speaking is essential for effective communication.
(2018), there was a speaking definition such as “speaking is the action of conveying information or expressing one's feelings in speech”.
Speaking skills are increasingly recognized as essential in second language learning, yet they are often neglected in educational settings due to a focus on grammar and challenges in assessment Many schools and colleges overlook speaking because of low teacher-student ratios and the difficulty in measuring speaking proficiency fairly within limited timeframes, as noted by Clifford (1987) Despite these obstacles, developing speaking abilities is crucial for both first and second language mastery, emphasizing the need to highlight speaking in language education.
Speaking is a crucial component of the based curriculum, as it is one of the four essential competencies students must develop It plays a vital role in effective communication and language mastery In the spoken cycle, speaking is prominently featured, particularly during the Joint Construction of Text stage, where students collaboratively build and enhance their speaking skills Prioritizing speaking development within the curriculum helps students improve their oral communication abilities and overall language proficiency.
Speaking remains the most challenging skill for most English learners, with many struggling to communicate effectively in oral English, as Zhang (2009) pointed out Freeman (2001) emphasized that \(speaking\) ability is more complex and difficult than often assumed, highlighting the challenges faced by language teachers and learners alike This shared difficulty fosters the author's empathy and understanding toward those learning English, recognizing the common struggles in developing oral proficiency.
Speaking skills are essential for students to effectively interact with others, express their thoughts, intentions, and aspirations According to Rivers (1981), speech is used twice as often as reading and writing in human communication, highlighting its significance Speaking can be categorized into monologue, which involves uninterrupted oral presentations, and conversation, which focuses on engaging with others (Nunan, 1989) Additionally, speaking serves two primary purposes: transactional communication for information transfer and interactional communication for maintaining social connections.
Speaking is the active use of language to express meaning, making it a vital component of language learning For young learners, spoken language serves as the primary medium through which they encounter, understand, practice, and acquire a new language Rather than being just one aspect of language learning, oral skills are fundamental in helping children effectively develop their overall language proficiency.
2014) Indeed, for the proper operation of any language skills, speakers must practice their language a lot.
Speaking skill is a vital language ability focused on effective communication, enabling individuals to convey their thoughts, beliefs, and emotions clearly It involves the use of language to share and acquire information, making it essential for meaningful interaction Developing fluent speaking skills requires consistent practice and active engagement, which enhances one's ability to communicate confidently and accurately Mastering this skill is fundamental for successful interpersonal and professional communication in any language.
Types of speaking skill
Speaking is the most productive skill in oral communication, requiring more effort than it initially seems Effective speaking involves beyond just uttering words, encompassing various complex skills There are three primary types of speaking contexts we encounter: informative, persuasive, and conversational, each demanding different approaches and skills to communicate effectively.
A conversation involves two people engaging in face-to-face communication or telephone calls, where participants alternate between listening and speaking This dynamic allows each person to be both a listener and a speaker simultaneously, facilitating effective two-way communication During such conversations, individuals have the opportunity to seek clarification, ask for repetitions, or request slower speech, ensuring mutual understanding Effective conversations are essential for clear communication and building connections in personal and professional contexts.
Public speaking involves delivering a speech in front of a live audience where audience members are typically silent and do not respond immediately It entails one person effectively communicating a message or subject to a large group, with the audience acting as attentive listeners Since immediate feedback is absent, presenters often gauge the audience's understanding by observing their facial expressions and non-verbal cues.
This type of communication occurs during radio broadcasts, theatrical performances, poetry readings, or singing sessions, where the primary goal is to deliver information clearly It is designed to convey messages without prompting immediate comments or responses from the audience.
The purpose of speaking skill
Public speaking specialists often divide speaking into three major categories such as to inform, persuade, and entertain.
Effective communication primarily serves to exchange information and support audiences in acquiring new knowledge It allows audience members to understand, comment, and react collectively The key goal is to facilitate understanding without influencing how individuals choose to use the information, emphasizing the importance of sharing knowledge openly and transparently.
The second fundamental purpose of conversation is persuasion, which involves convincing listeners to adopt a new point of view or engage in specific behaviors Unlike purely informative discussions, persuasive conversations include a clear call to action, encouraging the audience to change their beliefs or actions Mastering persuasive communication is essential for influencing others and achieving desired outcomes through effective dialogue.
Entertainment is a vital aspect of people's lives, providing a brief escape from daily routines The primary goal of an entertaining speech is to engage and amuse the audience, often through humorous or serious content While entertaining speeches may include valuable information, their main purpose is to divert attention and offer enjoyment rather than to educate or persuade Ultimately, entertainment in speeches enriches life by offering moments of relaxation and fun.
The importance of speaking skill
English proficiency is a powerful tool that helps individuals discover, explore, and connect various opportunities in today's interconnected world Mastering the four key language skills—listening, speaking, reading, and writing—is essential for becoming a well-rounded communicator; however, the ability to speak English fluently offers unique advantages Speaking English opens up numerous doors to personal and professional growth, making it a crucial skill for unlocking new opportunities and accessing a global network.
With the globalization and increasing presence of foreign companies in Vietnam, the importance of English proficiency has become more critical than ever Employees who speak English can better collaborate with international partners and advance their careers in global industries Additionally, for job seekers, proficiency in English showcases their skills and intelligence, significantly increasing their chances of securing high-paying, reputable positions.
Effective public speaking skills enable individuals to enlighten, convince, and lead their audiences Corporate executives, educators, military leaders, attorneys, and politicians continually work to enhance their communication abilities, aiming to become master communicators Speaking English clearly and confidently helps capture audience attention, providing a valuable opportunity to convey important information effectively.
Speaking skills are crucial for career success and personal growth, enhancing overall life development For students today, mastering English speaking skills is urgent, yet many hesitate and communicate less due to fear of making mistakes and low confidence This anxiety has led to a significant decline in average speaking practice scores among students, including those at Thuongmai University majoring in English These challenges highlight the need for focused efforts to improve speaking proficiency and boost communication confidence.
Aspects of speaking skill
There are many different aspects of speaking skill Based on Brown (2001), there are four suggested speaking skills namely grammar range and accuracy, pronunciation, lexical resources and fluency and coherence.
According to Merriam Webster, grammar is "the study of the kinds of words, their forms, and their roles and connections in the sentence," highlighting its fundamental role in language structure Canale and Swain (1980) define communicative competence as encompassing grammatical competence, discourse competence, sociolinguistic competence, and strategic competence, emphasizing the importance of grammatical norms in effective communication Scacella and Oxford (1992) also support this view by stating that grammatical proficiency is essential for mastering speaking skills and ensuring clear, coherent expression.
Grammatical competence encompasses proficiency in grammar, vocabulary, and mechanics essential for effective speaking Mechanics include understanding the basic sounds of letters and syllables, pronunciation, intonation, and stress, which are vital for clear communication As Swan (1998) emphasized, mastering how to develop and utilize specific language structures enables learners to express meaning effectively Without these fundamental elements, constructing understandable and meaningful sentences in English is impossible.
Accuracy is a crucial aspect of effective speaking skills, involving the ability to produce correct sentences with proper grammar and vocabulary, as highlighted by Brown (2001) Achieving accuracy requires learners to focus on grammatical and phonological elements during communication In speaking classes, this is reinforced through exposure to real-life situations and interactive activities such as talking, role-playing, and debating, which help learners improve their grammatical precision and fluency in meaningful contexts.
When it comes to mastering English speaking skills, pronunciation is regarded as the most crucial aspect that English learners must acquire According to Penny
Ur (2001) and Jack C Richard (2002), pronunciation is the sound of language or phonology; tension and rhythm; and intonation, and each sound, segment, and ultrasound can be inserted.
Good pronunciation is essential for effective casual communication, particularly in enhancing comprehension Students can communicate clearly with proper pronunciation and intonation, even if their vocabulary and grammar are limited Pronunciation involves making words sound clear and includes various aspects such as rhythm, intonation, gestures, body language, and eye contact, all of which contribute to more effective and confident speaking skills.
Vocabulary plays a crucial role in assessing a student's oral competency, as highlighted by Cardenas (2001) A substantial vocabulary is essential for effective communication, especially for students learning English as a foreign language, enabling them to engage and connect with others Many students find it challenging to speak English fluently due to a lack of necessary vocabulary, which hampers their ability to express ideas and sustain conversations Additionally, retention of new words can be difficult, with students often forgetting terms after initial exposure Ultimately, the power of vocabulary is key to achieving successful communication and language proficiency.
Fluency is usually defined as expressing language freely without interruption.
Fluency and coherence are essential language skills that involve speaking with a natural flow, appropriate pace, and minimal effort, while effectively linking ideas to create connected speech Key indicators of fluency include speech rate and continuity, which reflect the smoothness of oral expression Coherence is demonstrated through the logical sequencing of sentences, clear marking of discussion stages, and the effective use of cohesive devices such as connectors, pronouns, and conjunctions Developing both fluency and coherence enhances overall communication clarity and is vital for effective language use.
According to Doff (1998), learners cannot improve their speaking skills without first strengthening their listening comprehension, as understanding spoken language is essential for effective discourse Shumin (1997) highlighted that successful communication involves learners both speaking and listening, since responses depend on their ability to comprehend what is being said Therefore, students’ speaking development is closely linked to their listening abilities, emphasizing the importance of developing both skills for effective language learning.
Difficulties of speaking skill of English learners
- The use of the mother tongue a lot in the process of learning the target language.
Most new language learners tend to rely heavily on their mother tongue during speaking practice, which is a common mistake among students This influence often leads to errors and hampers fluency development Many learners find it easier to use their native language in speaking classes because it's more familiar and comfortable To improve speaking skills, students should focus on practicing target language expressions and minimizing mother tongue interference Overcoming this habit is essential for achieving better language proficiency and becoming confident speakers.
Many students struggle with disciplined use of the target language during learning, often resorting to their mother tongue in speaking sessions (Harmer, 1991) Students tend to switch to their native language when they lack adequate understanding of a topic or feel uncomfortable, making it a natural reflex Additionally, without proactive encouragement from teachers to speak English, students are likely to default to their mother tongue to communicate with peers.
- Studying passively (mainly studying grammar, theory) in place of studying actively.
Limited participation poses a challenge in speaking activities, especially when class sizes are large, as each student has limited time to speak In such settings, only one student speaks at a time while others listen, which restricts overall speaking opportunities The presence of fluent English speakers can further hinder less confident students from showcasing their abilities Additionally, outspoken students who frequently interrupt or seek the teacher’s attention may create an environment where hesitant students feel discouraged from participating in English conversations with their peers.
- A lack of environment to study and practice English speaking skill.
Enhancing the English practice environment in schools is essential for improving learning outcomes Currently, most English activities are confined to classroom settings with limited time, resulting in low efficiency and predominantly theoretical lessons Additionally, students mostly speak Vietnamese with their families at home, which hinders regular English practice and speaking reflection To address this, creating a bilingual or English communication environment within the classroom is crucial, as it enables students to apply their knowledge instantly and develop their language skills more effectively.
Many students find English pronunciation to be the most challenging skill to master, especially during speaking practice in class English words can be difficult to pronounce accurately, and students must consider not only individual sounds but also how words relate within a phrase Additionally, factors like intonation and punctuation play a crucial role in effective communication, often causing learners to tense up or struggle with natural speech.
- The fear of making mistakes.
Many learners worldwide are seeking effective strategies to improve their English skills However, a common obstacle is anxiety about making errors, which often leads students to discontinue learning midway Fear of mistakes significantly hinders their ability to speak confidently in English, as some students aim for perfection and blame themselves when they err in public For example, students may remain silent when encountering foreigners, fearing miscommunication According to Kurtus, "students are afraid of looking foolish and worry about how others will perceive them." Concerns about peers' judgment and embarrassment often cause students to avoid speaking English, fearing negative feedback and sounding silly in social situations.
Many students struggle to express their ideas clearly due to limited vocabulary Despite starting English studies in elementary school and progressing through college, their vocabulary remains insufficient for effective communication First-year English majors often face challenges in speaking with basic terms, unable to recall or appropriately use the words they've learned Fragmented vocabulary and misconceptions cause confusion when speaking with foreigners, leading to mistakes or getting stuck during conversations Lack of group study or targeted practice exacerbates these issues, preventing students from confidently sharing their opinions Ultimately, the insufficient vocabulary hampers speaking fluency, making English communication less engaging and less effective.
Shyness is a common challenge faced by Vietnamese learners when practicing English speaking skills, deeply rooted in their habits and consciousness According to Gebhard (2000), shyness can hinder students’ learning activities, especially in speaking classes Baldwin (2011) emphasizes that speaking in front of others is a prevalent phobia among students, often causing them to feel nervous, have mental blankness, or forget their speech These insights highlight that fear of public speaking significantly impacts students’ ability to communicate confidently in English.
In other words, shyness has a crucial role in a student's performance in public speaking.
Many students struggle to communicate effectively in English due to slow reflexes, reluctance to speak, and limited time A common issue is that learners understand ideas in Vietnamese but face difficulties conveying them in English, which can lead to misunderstandings The core reason is that Vietnamese learners often think in their native language before translating into English, causing delayed responses This habit of translating word-by-word hampers natural fluency and leads to slow reaction times, highlighting the need for improved language practice to enhance English communication skills.
- Limited ideas or ambiguity in expressing ideas.
Many students struggle to speak or engage in discussions with classmates in English due to a lack of knowledge about complex topics like politics, weather, technology, or the universe This anxiety often stems from their unfamiliarity with these subjects, making them hesitant to participate in English conversations Building confidence in discussing diverse topics can help students overcome their fear of speaking English and improve their communication skills.
Motivation is a critical factor in students' learning success, as it encourages them to complete tasks and sustain effort despite challenges (Songsiri, 2007) Although motivation boosts the perceived value of studying, students often struggle to maintain it without immediate results, leading to frustration and dropout Research shows that highly motivated students tend to achieve better grades and persevere in their studies However, many learners fail to harness motivation effectively when speaking English, which can result in feelings of sadness and a lack of confidence to communicate Dửrnyei (1998) emphasized that motivation provides essential sensory input for initiating second language learning and acts as the driving force that sustains learners through the tedious process, making motivation a key determinant in improving second language acquisition.
METHODOLOGY AND FINDINGS
Methodology
There are several research methods that are clearly determined by the type of research topic:
The documentary research method involves collecting information from diverse, readily available sources such as books and files related to the research topic, making it an inexpensive and accessible approach for identifying trends, challenges, and solutions Students can source relevant documents from school libraries or reputable online platforms like Wikipedia, ResearchGate, and scholarly databases However, this method also presents challenges, including the risk of encountering outdated or inconsistent information, an overwhelming abundance of sources, and the potential for the research to deviate from its original objectives.
The survey questionnaire method involves collecting data through self-completed, multiple-choice questionnaires designed for efficiency and accuracy This approach is widely used for gathering information from diverse participants, such as first-year English majors at Thuongmai University, by simply asking targeted questions Participants complete the questionnaires, which are then automatically transmitted back to the researcher, ensuring streamlined data collection A questionnaire consists of systematically designed questions that are precise, detailed, and directly relevant to the research topic, facilitating reliable and relevant data acquisition.
The research was done to answer these two questions:
Which difficulties do first-year students in English Faculty at Thuongmai University encounter when speaking English?
What solutions can be proposed to improve English speaking skill learning?
This research was conducted within the English Department at Thuongmai University, focusing specifically on first-year students The department comprises over 300 first-year English majors, distributed across five classes within the Faculty of English.
To ensure accurate results, the study focused on a participant pool of 100 students from five classes in the English Department at Thuongmai University, narrowed from an initial range of 100 to 150 students However, due to the ongoing COVID-19 pandemic, survey responses were collected through social media platforms, resulting in 100 completed answers.
To ensure the study's objectives were achieved reliably, the researcher employed well-designed questionnaires and comprehensive observations The questions were structured to provide a broad overview of the detailed aspects of the problem, enabling the collection of precise and accurate findings.
The online questionnaires garnered between 100 to 150 responses, but after addressing issues such as incomplete or inaccurate answers and accounting for the COVID-19 pandemic's impact, a total of 100 valid responses were obtained The survey was structured into four comprehensive sections, ensuring a thorough collection of relevant data to support the study's objectives.
Part II: What are the attitudes of first-year English-majored students toward learning English speaking skill?
Part III: The difficulty in English speaking skill
Part IV: Some suggested solutions to improve English speaking skill.
This study analyzed questionnaire data across four key areas: students’ frequency of speaking English and time dedicated to improving their speaking skills; the various factors influencing students’ English-speaking proficiency and common challenges faced during speaking; and ultimately, it proposed effective strategies and methods for first-year English majors and their teachers to enhance speaking skills The findings highlight the importance of consistent practice, identifying obstacles such as lack of confidence or vocabulary limitations, and implementing targeted teaching techniques These insights offer practical solutions to help freshmen improve their English-speaking abilities and achieve greater language proficiency.
Findings and discussions
Figure 3.1: Students’ years of learning English
The pie chart shows that 46.8% of first-year students have been learning English for 9 to 12 years, indicating they studied English as a compulsory subject from grade 3 to 12 and possess good speaking skills if they understand their difficulties Additionally, 24.2% of freshmen have been studying English for over 12 years, suggesting they had early access to English education before starting school Students with 5 to 9 years of English learning make up 19.4%, while those with 3 to 5 years account for only 9.7%, representing a small minority with lower proficiency This variation highlights that some students enter Thuongmai University with limited English skills, making it challenging for them to keep up academically and requiring significant effort to improve their speaking abilities.
Figure 3.2: Students' English speaking proficiency.
English speaking proficiency is a vital skill for students, but achieving fluency requires dedicated effort and perseverance Over 60% of first-year students consider their speaking skills to be only average, capable of understanding main ideas and communicating on common topics like work, study, hobbies, and entertainment, though with limited vocabulary and grammar Many students find it challenging to speak English effectively in unfamiliar situations, despite being comfortable with native speakers, teachers, and friends in familiar contexts Only 22.6% of students have a good level of English speaking skills, enabling regular communication and understanding with native speakers, though they still make grammatical errors Notably, students with poor English speaking abilities outnumber those with excellent skills by 12.5%, highlighting the need for focused practice and learning strategies to improve fluency.
3.2.2 First-year English-majored students’ attitudes toward speaking skill.
Students’ attitudes toward learning English speaking skill
Figure 3.3: Students’ attitudes toward learning speaking skill
The bar chart illustrates first-year English major students’ attitudes toward learning speaking skills, highlighting that speaking English with foreigners is a common interest among students at Thuongmai University Nearly 80% of freshmen enjoy speaking English, with none expressing dislike, indicating a strong positive attitude toward this skill Despite a lower percentage of students achieving excellent English speaking levels compared to those with poorer skills, 22.6% of students truly like learning to speak English, and 54.8% like it, reflecting high motivation Additionally, learning speaking skills at Thuongmai University is engaging rather than boring, contrary to common perceptions, with 22.6% of students feeling neutral about their progress depending on the lesson Overall, speaking English is a favorite subject among first-year students at the university.
Students' attitudes toward the level of the importance of English speaking skill.
Figure 3.4: The importance of learning English speaking.
The chart shows that a significant majority of first-year students recognize the importance of learning English speaking skills, with 46.8% considering it extremely important and 45.2% deeming it important Only a small percentage, over 8.1%, see it as normal, and none consider it unimportant or less important These findings demonstrate that most students are aware of the vital role spoken English plays in their education and future careers, given its global significance Many students realize that mastering English speaking skills offers numerous advantages in today's interconnected world, especially as English is widely used in politics, education, and business Proficiency in spoken English provides access to vast information, opportunities for cultural exchange, international travel, and better employment prospects Ultimately, students agree that learning English speaking skills is essential for success in the global marketplace.
Students’ attitudes toward the level of difficulty of English speaking skill.
The researcher aimed to clarify students' perceptions of the difficulty level of this skill by providing various options, including difficult, quite difficult, normal, and easy These options were displayed clearly in the accompanying chart, allowing for straightforward understanding of students' attitudes toward the skill's difficulty.
Figure 3.5: Students’ attitudes toward the level of difficulty of English speaking skill.
The pie chart illustrates first-year students' perceptions of the difficulty level of English speaking skills According to the data, 45.2% of students believe that learning to speak English is difficult, while 35.5% consider it quite challenging Additionally, 17.7% view speaking as having a normal difficulty level, and only 1.6% think it is easy Notably, students who find speaking easy are typically among the top performers, but their small number highlights that English speaking skills remain generally challenging for most first-year students.
Students’ attitudes toward the English speaking skill studying.
How often do you speak English? Percentage of students
Just in speaking skill classes 21%
Table 3.6: Frequency of practicing English speaking skill
The data indicates that many first-year English majors at Thuongmai University exhibit a passive attitude toward learning English, with only 17.7% practicing speaking English daily and achieving fluency A significant 22.6% speak English only when they have speaking partners, while 27.4% speak based on their mood rather than a consistent schedule, reflecting a lack of proactive engagement Freshmen tend to become complacent after passing entrance exams, leading to decreased practice time and less focus on developing speaking skills Consequently, only about 21% of students actively practice speaking in class, and insufficient speaking practice correlates with poorer language proficiency Ultimately, students' motivation and self-awareness are primary factors influencing their English learning outcomes, explaining the low speaking proficiency among first-year students who lack regular, enthusiastic practice.
Students’ participation in speaking skill in class.
Figure 3.7: Students’ participation in speaking skill in class.
The bar chart illustrates the percentage of first-year students participating in English speaking activities in class and addresses the question, "What do you do in your speaking beyond the class?" Only 29.5% of students actively engage in speaking skills during class, while a larger portion, 45.2%, rarely speak English in class due to lack of proficiency, nervousness, or low confidence Notably, students who predominantly speak their mother tongue in class constitute 33.9%, matching the percentage of those actively participating in English speaking activities, as they find it easier to communicate and demonstrate understanding using their native language Additionally, nearly 20% of students remain silent during speaking classes, highlighting the ongoing challenges many face in practicing English speaking skills in an academic setting.
3.2.3 First-year English-majored students’ difficulties in English speaking skill.
General difficulties in English speaking skill.
Figure 3.8: General difficulties in practicing English speaking skill of first-year students
The bar chart highlights that 75.8% of first-year students struggle with limited vocabulary when speaking English, despite having learned extensive vocabulary and sentence structures in high school to pass the competitive university entrance exam However, they face challenges applying this knowledge in practical speaking situations at Thuongmai University due to poor recall and inability to use words in context As a result, their fragmented vocabulary and reliance on stereotypes often lead to confusion, word misselection, or speech hesitation, especially since they rarely practice speaking in groups or on specific topics Consequently, finding the right words consumes much of their cognitive effort, hindering their ability to speak English fluently in real-life conversations.
Less than 60% of first-year Business English students lack confidence when speaking English, posing a significant challenge for freshmen Despite their specialization, many students struggle to express their ideas naturally in English due to insufficient confidence, especially when speaking in front of teachers and classmates Regardless of their actual speaking proficiency, students often hesitate to participate actively, ask questions, or engage in class discussions, preferring to remain silent and take notes instead This lack of confidence leads to slow thinking, timid reactions, and ultimately hampers their development of English speaking skills, preventing them from becoming more active and comfortable communicators.
Many students experience difficulties in expressing their ideas clearly, with 45.2% feeling limited in ideas and 40.3% fearing pronunciation errors, indicating they dedicate limited time to practicing English speaking skills Additionally, 25.8% of students show sluggish interaction in English, often relying on their mother tongue, as 24.2% prefer speaking Vietnamese during group activities This habitual use of Vietnamese hampers their ability to speak English confidently and fluently, creating a significant obstacle to developing effective English speaking skills Consequently, their reliance on Vietnamese reduces opportunities to think in English and impedes overall language proficiency.
Specific difficulties in English speaking skill of first-year students
- Usage of mother tongue in English speaking skill.
Vietnamese into English in mind before speaking.
I speak English in class but sometimes add a few Vietnamese words.
I usually use the filter words Um, Ah, oh when speaking English.
Table 3.9: Usage of mother tongue in English speaking skill
The table highlights the significant influence of students' mother tongue on their English speaking skills, especially among English-majored freshmen Nearly 70% of students admit to frequently translating Vietnamese into English in their minds before speaking, indicating a common challenge in overcoming native language interference Additionally, over half of the students often use filler words like "Um, Ah, oh, well" during English conversations in class Moreover, nearly 65% of students acknowledge that they speak English in class but occasionally incorporate Vietnamese words, reflecting ongoing language transfer issues These findings emphasize the need for targeted strategies to reduce mother tongue influence and improve English speaking proficiency among students.
Translating from Vietnamese to English while speaking is a common reflection of English learners’ language process, making it easy to relate to However, this practice has several disadvantages due to the differences between Vietnamese and English, as well as limited exposure to English environment and resources Learners often face challenges such as the absence of direct English equivalents for Vietnamese words, like “ao dai,” which can lead to misunderstandings Even when an English equivalent exists, learners may not know or remember the correct word, risking misinterpretation during translation Additionally, finding the right word can distort the original idea, and grammar differences between Vietnamese and English further complicate real-time translation Overall, translating from Vietnamese to English during speech tends to slow down learners’ fluency and natural communication.
- Students’ vocabulary problems in speaking English skill.
Due to poor vocabulary, I cannot express my ideas easily.
I barely use slangs, idioms, and phrasal verbs.
I often use vocabulary that is in the wrong context.
Table 3.10: Students’ vocabulary problems in speaking English
Research indicates that nearly 60% of first-year students experience significant vocabulary problems that hinder their English speaking ability Over 53% of students acknowledge that limited vocabulary prevents them from expressing ideas easily, highlighting the impact of vocabulary on communication Despite their focus on vocabulary for university entrance exams, many students lack practical speaking vocabulary, often resorting to basic or academic words instead of natural, native-like expressions Only 4.8% of students can fluently use slang, idioms, and phrasal verbs, with 61.3% admitting they rarely incorporate such expressions into their speech This gap is largely due to their emphasis on exam preparation rather than engaging with native speakers or practicing colloquial language, leading to frequent misuse of vocabulary in incorrect contexts—an issue that 70% of students openly admit occurs often.
- Students’ pronunciation problems in English speaking skill.
I find it hard to pronoun correctly some difficult letters such as /ʃ/, /θ/,
Sometimes, I am omissible of final consonants
I was confused between words with similar pronunciations
Table 3.11: Students’ pronunciation problems in speaking English skill
The table highlights that over 50% of first-year students struggle with English pronunciation, with less than 5% demonstrating good pronunciation skills, serving as a warning for English majors at Thuongmai University Pronunciation, defined by the Oxford Advanced Learner’s Dictionary as the way of articulating words, is crucial for effective communication in a language Unlike Vietnamese, which has one syllable per word, English features multiple syllables, leading many Vietnamese students to have incomplete pronunciation, especially missing diphthongs and consonant sounds such as "s" in “Wednesday” or “st” in “fast.” Additionally, Vietnamese speakers often mispronounce sounds like the wind sound (s/ch/s) due to its absence in Vietnamese, resulting in incorrect word meanings Poor pronunciation can cause students to mishear and misidentify words, confusing similar sounds like "eight" (/eɪt/) and "h" (/eɪtʃ/), primarily because English pronunciation rules differ significantly from Vietnamese, making it challenging for students to imitate native speech accurately.
- Students’ psychological problems with English speaking skill.
I am a perfectionist so I blame myself when speaking something wrong.
I am afraid of making mistakes and lacking confidence in front of my classmates.
I’m afraid of being criticized or laughed at by my friends because I do not speak English smoothly.
Table 3.12: Students’ psychological problems with English speaking skill
RECOMMENDATIONS AND SUGGESTIONS
Recommendations
This research identifies the key difficulties faced by first-year students at Thuongmai University's English Faculty in developing their speaking skills Based on data analysis and discussions, several effective strategies are proposed to help students overcome these challenges and improve their oral proficiency To validate these findings and support the proposed solutions, the researcher concludes with actionable recommendations aimed at enhancing students' English speaking abilities.
In learner-centered teaching, students must understand their active role in the learning process, engaging both in classroom activities and independent study at home This approach emphasizes the importance of students taking responsibility for their own learning to enhance their speaking skills effectively Active participation and self-motivation are key to achieving success in this student-focused educational method.
First, freshmen should focus on improving their pronunciation to enhance speaking clarity, which helps others understand them better regardless of vocabulary knowledge Mastering the symbols and phonetics of the International Phonetic Alphabet (IPA) and practicing with apps like Elsa, Duolingo, and Lingochamp can significantly aid in pronunciation improvement Recording and reviewing their speech allows students to identify and address pronunciation challenges, while self-video practice helps them observe mouth, lip, and tongue movements Sharing recordings with teachers or native speakers further supports pronunciation correction Second, shadowing—listening and then mimicking spoken language—is a highly effective method for developing English speaking skills among first-year students.
Choosing engaging content with transcripts or subtitles enhances shadowing practice by allowing learners to read and replicate spoken lines effectively Watching videos or movies, listening carefully, and parroting the dialogue helps improve pronunciation and intonation Progressively increasing difficulty—reading along with the script, then without looking at it—strengthens listening and speaking skills Consistent practice until learners can accurately echo sentences in real-time ensures steady improvement before moving on to new videos This structured approach maximizes shadowing benefits for language learners.
Regularly practicing this approach can significantly improve students' speaking skills, helping them develop natural intonation for real-life situations This consistent practice boosts fluency and builds confidence in English conversation, making learners more proficient and comfortable in their communication.
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Organizing multifarious speaking activities in class.
Enhancing the appeal of speaking classes can be achieved by incorporating activities that encourage exploration and student participation To improve the effectiveness of classroom activities, teachers should shift focus from theoretical English lessons to practical speaking exercises, such as group work and pair activities, which motivate students and maintain their interest Pair work and group work have become the main instructional methods, enabling students to collaborate with classmates and stay engaged throughout the lesson Additionally, incorporating activities like communicative games, role plays, songs, negotiations, and English-speaking contests with attractive prizes can transform the classroom atmosphere, promote authentic speaking practice, and foster students' creativity and talent.
Engaging students in English-speaking courses can be achieved by presenting a variety of captivating topics, whether from textbooks or real-life experiences, to boost their participation Allowing students to choose themes that interest them can significantly enhance motivation and active involvement in class discussions.
It is essential to help freshmen understand that making mistakes is a natural part of learning English, which fosters confidence and encourages them to speak more freely Recognizing that incorrect or non-fluent speech is common among English learners helps students accept errors as a normal part of the learning process Regular correction and practice in class enable students to identify their mistakes and develop effective strategies to improve their speaking skills, leading to greater fluency and self-assurance.
Helping students to be confident
Research shows that students hesitate to speak due to a lack of confidence, which significantly hinders their speaking skill development To help students become confident and effective speakers, teachers should provide ample practice opportunities, as consistent practice builds confidence and preparedness Additionally, teachers should focus on highlighting students’ speaking abilities, offering immediate praise and encouragement to reduce fear and motivate students to participate actively.
The success of the study
The research topic " A study on difficulties in speaking skill of first-year
English-majored students at Thuongmai University face common challenges in developing their English speaking skills, including limited vocabulary, low confidence, and fear of mispronunciation, which significantly hinder their progress A key finding is that the primary obstacles students encounter at home are the lack of vocabulary and confidence, coupled with insufficient time dedicated to self-study and practice To address these issues, it is crucial to raise awareness about the importance of speaking skills in language learning and to promote active self-improvement The study also offers practical solutions for both students and teachers to overcome these difficulties, ultimately enhancing students' speaking proficiency.
The limitation of the study
Despite the significant efforts invested in this research, there are notable limitations to acknowledge The original plan was to collect 150 survey samples; however, due to the COVID-19 pandemic and associated challenges in controlling participant numbers, only 100 samples were obtained, limiting the diversity of the data Additionally, some students provided responses that were not entirely truthful, impacting the validity of the survey results Consequently, these factors have influenced the overall reliability and outcomes of the study.
Further suggestions for the study
The study on motivation of English Faculty students when studying the speaking subject at Thuongmai University.
The study on how English Faculty students at Thuongmai University improve their English-speaking skill outside class.
With the research topic " A study on difficulties in speaking skill of first-year
English-majored students in Thuongmai University ", the researcher pointed out the difficulties faced by first-year students at the English Faculty, Thuongmai University.
The researcher has established a strong theoretical foundation for the study by reviewing both domestic and international research on the challenges faced by first-year English students at TMU in developing speaking skills This preliminary analysis is essential for guiding the research focus and understanding the key difficulties these students encounter in oral communication.
Based on an exhaustive analysis of questionnaire data, the researcher identified key findings addressing the research questions The survey revealed that nearly all students recognize the crucial role of English speaking skills, highlighting its importance in language proficiency and communication.
Based on the survey results, the researcher has provided valuable recommendations for students and teachers to enhance English speaking skills These suggestions are effective not only for students at the English Faculty of Thuongmai University but also beneficial for language learners across various disciplines Implementing these strategies can significantly improve students' spoken English proficiency and overall language learning experience.
Despite significant efforts, this study faces certain limitations, including time constraints that hinder a comprehensive exploration of first-year students' challenges in English speaking skills The researcher’s lack of experience in research design, questionnaire development, and data analysis may introduce unforeseen errors into the methodology and content Nonetheless, the researcher hopes that, despite these limitations, the study provides valuable insights to support both teachers and students at Thuongmai University.
1 Nguyen Xuan Minh (2021), Effective methods to improve speaking skill for
English major freshmen at Haiphong Technology & Management University,
2 Phan Thi Minh Uyen & Nguyen Thi Thuy Hang & Nguyen Thi Quynh Giao (2021), Some common errors in English speaking classes of English-majored freshmen at Tay Do University, Vietnam, Tay Do University, Vietnam.
1 Baldwin (2011), Student’anxiety in learning speaking, State Institute for Islamic Studies (IAIN) Batusangkar, West Sumatra Indonesia.
2 Chaney (1998), The effectiveness of collaborative learning in improving students speaking skill, Luh Ayu Freniawati Murda, Flora, Huzairin.
3 Dr Ahmed Maher Mahmoud Al Nakhalah (2016), Problems and difficulties of speaking that English language students encounter at Al Quds Open University,
4 Lai-Mei Leong & Seyedeh Masoumeh Ahmadi (2017), An Analysis of
Factors Influencing Learners’ English Speaking Skill, School of Educational
Studies, Universiti Sains Malaysia, Malaysia.
5 Natalia Rahayu (2015), An analysis of students’ problems in speaking
English daily language program at Husnul Khotimah Islamic Boarding school,
Husmul Khotimah Islamic Boarding school.
6 Rivers (1981), Teaching Foreign Language Skills (2nd edition), Chicago: University of Chicago Press.
7 Samira Al Hosni (2014), Speaking Difficulties Encountered by Young EFL
8 Scacella and Oxford (1992), On Communicative Language Teaching -
Theoretical Foundations and Principles, School of Foreign Languages, Shandong
9 Tarigan (2008), Competency-based English Teaching and Learning:Investigating Pre-service teachers of Chinese’s Learning Experience, The HongKong Institute of Education, English Department, 10 Lo Ping Road, Hong Kong.
Topic: “A study on difficulties in speaking skill of first-year English- majored students in Thuongmai University.”
Dear first-year English-majored students at Thuongmai University,
Nguyen Thi Huyen Trang from class K54N6 is currently working on her graduation thesis and seeks assistance in completing a survey related to her research topic She assures participants that all responses will be digitized and used solely for academic purposes, with strict confidentiality maintained to protect their information Your participation will contribute valuable data to her study, and she appreciates your time and cooperation.
Please tick the best answer.
1 What is your gender? o Male o Female o Others
2 How long have you been learning English? o 3-5 years o 5-9 years o 9-12 years o More than 12 years
3 How important is English speaking skill to you? o Extremely important o Important o Normal o Less important o Unimportant
4 In English speaking skill, what is your current level? o Bad o Average. o Good o Excellent
PART II: WHAT ARE THE ATTITUDES OF FIRST-YEAR ENGLISH- MAJORED STUDENTS TOWARD LEARNING ENGLISH SPEAKING SKILL?
Please tick the best answer.
1 What is your attitude toward learning English speaking skill? o Really like o Like o Normal o Dislike
2 What do you think about the difficulty of English speaking skill? o Quite difficult o Difficult o Normal o Easy
3 How often do you self-study English speaking per week? o At times o 10 to 30 minutes o 1 hour to 2 hours o More than 3 hours
4 How often do you speak English? o Seldom speaking o Speaking English when finding interesting o Speaking English in skill classes o Speaking English when having partners o Speaking English every single day
5 What do you do in your speaking beyond the class? o I actively participate in all speaking activities. o I rarely participate in speaking activities. o I use my mother- tongue with my friends. o I keep silent and say nothing.
PART III: THE DIFFICULTIES IN ENGLISH SPEAKING SKILL
1 What difficulties do you encounter when speaking English?
Please choose at least 3 difficulties that you encounter when speaking English
Limited ideas or ambiguity in expressing ideas.
Usage of the mother-tongue in speaking English
2 What are the difficulties that you encountered in speaking skill?
(You guys can rank the level of some difficulties in the column from 1 to 5 in turn, corresponding to the degrees: strongly disagree, disagree, neutral, agree and strongly agree)
I have frequently translated Vietnamese into English in mind before speaking.
I speak English in class but sometimes add a few Vietnamese words.
I usually use the filter words Um, Ah, oh when speaking English.
Due to poor vocabulary, I cannot express my ideas easily.
I barely use slangs, idioms, and phrasal verbs.
I often use vocabulary that is in the wrong context.
I find it hard to pronoun correctly some difficult letters such as
Sometimes, I am omissible of final consonants
I was confused between words with similar pronunciations
I am a perfectionist so I blame myself when speaking something wrong.
I am afraid of making mistakes and lacking confidence in front of my classmates.
I’m afraid of being criticized or laughed at by my friends because I do not speak English smoothly.
PART IV: SOME SUGGESTED SOLUTIONS TO IMPROVE ENGLISH SPEAKING SKILL
1 What solutions do you try to enhance your English speaking skill?
Please choose five suggestions that improve your English speaking skill most in your opinion
Attend speaking classes at English centers or classes.
Practice your pronunciation (IPA, intonation, word stress) in front of mirror or with friends on a daily basis
Work in pairs with friends to speak more frequently.
Speak with native speakers through apps or websites.
Listen to English News, films and practice listening as much as possible
Shadow (Imitation technique) and record what you said.
Take art in English club in your university such as ECS English club.
Learn more vocabulary and focus on chucks (idioms, slangs, collocation, etc.)
Practice thinking in English when communicating.
Create your own English-speaking environment by thinking of all the surrounding objects in English.