THUONGMAI UNIVERSITY ENGLISH FACULTY GRADUATION PAPER Topic AN INVESTIGATION INTO DIFFCULTIES IN SPEAKING SKILL FACED BY THE FRESHMEN OF ENGLISH FACULTY AT THUONGMAI UNIVERSITY SUPERVISOR TRAN ANH THU[.]
OVERVIEW OF THE STUDY
Rationale
English is increasingly integrated into all aspects of daily life, making fluency essential for effective communication in today’s world Mastering spoken English enables individuals to connect more naturally with others and understand diverse conversations The primary goal for language learners is to communicate fluently and confidently, akin to a native speaker Therefore, prioritizing spoken English skills is crucial for achieving comprehensive language proficiency and engaging fully in global communication.
Verbal skill, the ability to communicate effectively through speech, is a vital component of human interaction Unlike reading, writing, and listening, speaking involves a complex combination of factors, making it a unique human ability that is developed through learning and practice rather than innate talent As part of the communication process, learners actively acquire and refine various behaviors to enhance their speaking skills Proficient speaking is often perceived as a reflection of intelligence and competence, underscoring its importance in personal and professional settings.
Language barriers pose significant challenges for English learners, including difficulties with various dialects, academic communication, and cultural differences These obstacles hinder fluency and understanding, making it harder for learners to speak English confidently and efficiently As a result, language barriers prolong the learning process, delaying their ability to connect with the culture and fully grasp the language Overcoming these hurdles is essential for improving language proficiency and cultural integration.
To improve your English-speaking skills, consistent daily practice is essential, emphasizing the importance of speaking English as a key component of language learning Listening to English and mimicking native speakers can significantly enhance pronunciation and fluency A study titled "An investigation into difficulties in speaking skill faced by freshmen of English Faculty at Thuongmai University" highlights the crucial role of regular practice in overcoming speaking challenges and achieving language proficiency.
Previous studies
A 2016 study by Dr Ahmed Maher Mahmoud Al Nakhalah identifies three primary language barriers faced by English language students at Al Quds Open University: Pronunciation, Grammar, and Fluency The research highlights that fluency skills have a moderate impact on speaking proficiency, while grammatical skills and pronunciation are less influential To address these challenges, the study suggests effective strategies such as enhancing oral communication skills, reducing student fear by encouraging them to speak confidently—even when making mistakes—and minimizing reliance on reading aloud, thereby promoting more natural speaking abilities.
Effective foreign language teaching strategies are discussed in the Jibye Kim report,
"Effective Communication Language Teaching in a Test-Preparation Class: Is it Possible?" The author brings up a topic that many educators and scholars are currently thinking about:
Can the goal of teaching good communication be achieved in a grammar class? This article examines the current state of English language instruction and addresses challenges in IELTS, TOEIC, and TOEFL preparation It offers strategic suggestions to enhance the learning environment, teaching methodologies, and learning objectives Implementing these improvements can significantly boost Korean students' proficiency in listening and speaking skills, facilitating more effective foreign language acquisition, especially in English.
As global integration advances, proficiency in multiple languages has become increasingly essential Since the 1990s, foreign language instruction—particularly English—has been a mandatory part of Vietnam’s education system, with most students receiving continuous English education from primary school through higher education Despite studying English for over ten years on average, many college and graduate students still struggle with fluency, highlighting potential shortcomings in teaching methods, training plans, and assessment strategies These inadequacies often lead to unmet student expectations and hinder language proficiency Consequently, many researchers in Vietnam are exploring ways to improve English teaching effectiveness and develop more efficient language acquisition approaches.
Many studies in Vietnam have examined the quality of foreign language teaching and learning, highlighting ongoing challenges in the education system However, these studies often overlook specific aspects such as effective strategies to improve language proficiency, especially speaking skills Addressing these gaps is essential for enhancing foreign language ability and ensuring more comprehensive language education.
Hoang Van Lan, a Vietnamese expatriate living in the US, passionately emphasizes the importance of effective English learning strategies in Vietnam His comprehensive 160-page essay offers detailed communication scenarios from daily life to help learners achieve fluency quickly He highlights the crucial role of English in both global communication and Vietnam's educational policies, advocating for changes in teaching methods and personalized learning plans By addressing common learning difficulties, he aims to improve English proficiency among Vietnamese students and enhance their competitive edge internationally.
This study, titled "A study on how to improve English speaking skills through extracurricular activities for first-year non-major students at Hai Phong Private University," was conducted by Nguyen Thi Dieu Huyen in 2009 Its primary aim is to enhance the speaking abilities of first-year non-major students through extracurricular activities and prepare them for higher standards in speaking skills in subsequent grades The research provides background on speaking, examines the current state of English teaching and learning at Hai Phong Private University, and identifies effective strategies to engage students in speaking courses To achieve these goals, the researcher employed methods such as analyzing reference materials and websites, observing English-speaking sessions, conducting interviews, and surveying students to understand their perceptions, attitudes, and challenges related to English speaking While previous research emphasizes the importance of factors influencing English language learning, there has been limited focus specifically on developing English speaking skills and exploring practical solutions tailored to the students' needs.
Aims of the study
This study aims to identify the main causes of speaking difficulties faced by first-year English Department students at Thuongmai University It also seeks to propose effective remedies to help students improve their English speaking skills The research focuses on understanding specific challenges hindering student progress in spoken English Additionally, the study offers targeted solutions to enhance students’ confidence and fluency in speaking English, ultimately supporting their academic success.
To judge the freshmen’s degree of satisfaction with the speaking course at Thuongmai University's English Department.
To find out some reasons for the problems of first-year major English students, atThuongmai University encountered using English speaking skills.
Research question
This study investigates the speaking difficulties encountered by first-year students at the Faculty of English, Thuongmai University The research aims to identify common challenges faced by freshmen in developing their speaking skills By understanding these issues, the study seeks to provide effective solutions to enhance students' oral communication abilities Addressing these difficulties will contribute to improving language proficiency and academic success among new students in the faculty.
Scope of the study
The topic, which applies to all freshmen English majors, focuses on identifying the issues surrounding speaking skills.
Additionally, to produce the most accurate results, the research was carried out between September 10th, 2022, and September 25th, 2022, to gather comprehensive information relating to all elements of the topic.
Research Methodology
Quantitative and qualitative research methods are the two most widely used approaches in research Key techniques include case studies, surveys, observations, experiments, and interviews, providing comprehensive data collection options In this study, the author primarily employs qualitative research methods to gather in-depth insights and detailed information.
Qualitative research aims to gain a comprehensive understanding of social phenomena within their natural environments by conducting first-hand observations of individuals as active participants in their daily lives This approach focuses on exploring the underlying reasons ("why") behind social occurrences rather than just describing surface-level facts, providing deeper insights into human behavior and social dynamics.
Qualitative researchers utilize inquiry techniques such as biography, case study, historical analysis, discourse analysis, ethnography, grounded theory, and phenomenology to explore human phenomena These methods serve as alternatives to traditional logical and statistical approaches, providing in-depth insights into human experiences and social contexts Incorporating these techniques enhances understanding of complex behaviors and cultural dynamics, making them essential tools in qualitative research.
This research employs questionnaires and interviews to explore the speaking skill challenges faced by freshmen in the English Faculty at Thuongmai University A total of 150 survey questionnaires were distributed to English freshmen, while five students participated in in-depth interviews The questionnaires and interview questions, all developed in English, aim to identify key difficulties in developing speaking skills among students, providing valuable insights for enhancing language learning strategies at Thuongmai University.
Following the completion of data collection, a comprehensive analysis was conducted on the survey of first-year English majors at Thuongmai University The study identified common challenges faced by students in learning and practicing spoken English, highlighting areas needing targeted improvement Data collection involved systematic procedures to gather accurate insights into students’ speaking proficiency and learning experiences, providing valuable information for enhancing English language education at the university.
To enhance speaking abilities, the first step involves developing survey questionnaires rooted in challenging theories outlined in Chapter 2, focusing on effective language development strategies The questionnaire consists of eight carefully crafted sentences that address key concepts related to improving speaking skills through theoretical insights Additionally, the interview component includes four targeted questions designed to gather in-depth responses and insights This approach ensures that the survey is comprehensive, aligned with theoretical frameworks, and capable of providing valuable data to inform speaking proficiency development.
+ Step 2: Provide 150 first-year Thuongmai University English majors with questionnaires Between September 10 and September 25, 2022, is the survey period.
+ Step 3: Five students were invited to an interview after completing the survey questionnaires.
+ Stage 4: Gather the student survey responses and get ready for the data analysis step.
The author analyzes data collected from multiple instruments to draw informed conclusions To ensure the validity of the study findings, results are presented using percentage rates, visualized through charts and tables created with Excel software This approach enhances clarity and supports data-driven insights.
The analysis revealed four key themes: how often students speak English and the time dedicated to improving their speaking skills, the various influences affecting their English-speaking development, and the challenges students face when speaking English These insights highlight the importance of consistent practice, understanding external factors shaping language learning, and addressing common speaking difficulties to enhance English proficiency.
Organization of the study
The graduation paper is divided into the following 4 parts:
Chapter 1: Overview of the study
The introduction of the study consists of the e rationale, aims of the study, scope of the study, method of study, and organization of the study.
Theoretical context provides readers with the theoretical background including the theory of the definition of speaking English, difficulties in speaking, and how to improve English skills.
Chapter 3: Research students of the English Faculty at Thuongmai University's current position when utilizing business communication, as well as the common skills employed, issues, and causes of these often-made blunders The main focus of the study findings is also on practical solutions and methods for skill improvement.
Chapter 4: Recommendations and suggestions for further studies.
This chapter will present some solutions to the problems with speaking English and provide suggestions for the upcoming research.
LITERATURE OVERVIEW
Overview of speaking skill
Speaking plays a crucial role in daily life, serving as a primary means of verbal communication that expresses thoughts, feelings, and ideas According to the Oxford Advanced Dictionary, speaking involves transmitting messages through talking, encompassing psychological, physiological, and physical components such as articulation and acoustics Gert and Hans (2008) define speaking as speech or utterances intended to be understood by others, with the receiver analyzing the message to interpret the speaker's intentions As a key aspect of language activity, speaking is fundamental to language development, especially for children acquiring their first language, and is essential for understanding bilingualism and linguistic interactions.
According to Tarigan (2008), speaking is a crucial basic competency students must develop, as it plays an essential role in effective communication The competence to speak is highlighted within the Competence-Based Curriculum, emphasizing its importance among the four fundamental skills Speaking skills are particularly emphasized during the spoken cycle, especially in the Joint Construction of Text stage, where students collaboratively build their speaking abilities.
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According to Freeman (2001) stated, “Speaking ability more complex and difficult than people assume, and speaking study other cases in study of language, naturalize many cases to language teachers”.
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2.1.3 The importance of speaking skill
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Effective communication is essential for business executives, educators, military commanders, lawyers, and politicians aiming to become master communicators Speaking confidently and clearly enables speakers to attract and hold their audience’s attention, creating opportunities to convey their message effectively A skilled speaker captures and maintains audience engagement through carefully chosen words and well-delivered presentations, ensuring their message is educational, understandable, and impactful.
The ability to stand out from others often hinges on strong speaking skills, yet many people struggle with clear communication and public speaking While speaking in front of groups is daunting for most, developing these skills through consistent effort can significantly elevate one's presence Unlike legendary speakers like John F Kennedy or Winston Churchill, few today possess such mastery, but with dedication, anyone can improve and differentiate themselves in their communication abilities.
Enhancing language skills can significantly improve one’s ability to negotiate effectively and increase self-confidence As individuals gain experience speaking in front of diverse audiences, their comfort level and speaking skills naturally grow Over time, consistent practice and strong communication abilities help establish a reputation for compelling speeches, boosting credibility and opening up indirect profit opportunities.
Strong speaking abilities are essential for career success and personal development, enhancing overall life skills In today's world, effective English communication is increasingly vital for children, yet many become hesitant and shy about speaking, leading to a decline in speaking proficiency The main challenges stem from communication insecurities and fear of making mistakes, which adversely impact students’ speaking performance Concerns also exist regarding the speaking abilities of students in general, particularly among English majors at Thuongmai University This study aims to explicitly address these issues to promote better speaking skills development.
2.1.4 The characteristics of speaking skills
Speaking abilities can be viewed from a variety of angles According to Brown (2001), four speaking abilities are recommended: fluency, accuracy, pronunciation, and vocabulary. a Fluency
Fluency is typically defined as the ability to express oneself verbally without hesitation, which teachers aim to assess by allowing students to speak freely without interruptions during lessons or tests This approach encourages clear and eloquent communication, as immediate corrections are avoided to prevent distracting students and disrupting natural dialogue Accuracy is also an essential component of effective communication, complementing fluency by ensuring that the message is not only clear but also correct.
Accuracy is a crucial factor in language learning, focusing on constructing correct phrases with proper grammar and pronunciation, as highlighted by Natural Magic Brown (2001) It involves paying close attention to grammatical and phonological details during listening and speaking activities To enhance accuracy in the speaking classroom, engaging students in real-world scenarios such as chatting, role-playing, and debating is essential, as these exercises promote natural language use Incorporating casual conversations and practical exercises helps students develop accurate pronunciation and grammatical skills in authentic contexts.
Proper pronunciation is essential in informal conversations for effective comprehension, as clear speech helps listeners understand even with limited vocabulary and grammar knowledge Mastering pronunciation involves not only clarity but also elements like rhythm, intonation, and speaking style, which contribute to effective communication Additionally, non-verbal cues such as gestures, body language, and eye contact significantly enhance spoken interactions, making pronunciation a comprehensive aspect of language learning that improves overall fluency and understanding.
Vocabulary is a fundamental component of learning a foreign language, essential for effective communication across speaking, reading, listening, and writing skills A limited vocabulary hampers one's ability to convey ideas clearly, especially in fields like journalism and electronics, where precise terminology is crucial Without a large and diverse vocabulary, even well-understood language structures become ineffective, making vocabulary strength vital for successful language use Ultimately, a strong vocabulary is the key to confident and successful communication in a second language.
There are many different speaking styles, but this study identifies five aspects of EFL learning: imitative, intense, responsive, interactive, and extensive. a Imitative
Students often "parrot back" words, phrases, or sentences by imitating speech without deep understanding, which is considered the poorest form of public speaking (Brown 2004) This approach involves simply repeating what they've learned from their teacher without engaging in meaningful thought or communication The primary goal at this stage is for students to comprehend the material they are repeating, ensuring they master this foundational skill before progressing to more advanced communication techniques Instructional guidance such as "Listen and read aloud" emphasizes the importance of developing basic repetition skills as a stepping stone toward effective public speaking.
Components of speaking skills
Harris (1994) asserts that there are five elements to speaking skills (pronunciation, grammar, vocabulary, fluency, and comprehension) Due to this, the researcher would go through each item in detail.
Pronunciation plays a crucial role in how a language or specific words and sounds are articulated, influencing the variation and pattern of sounds within a language (Hornby, 1987) It significantly affects how individuals pronounce words, impacting overall clarity and intelligibility According to Harmer (2001), if the primary aim is effective communication, then focusing on key pronunciation features, including both segmental and suprasegmental elements, becomes essential for achieving better understanding.
Vocabulary learning is fundamental to language acquisition, as it enables effective communication by allowing speakers to express their thoughts, feelings, and opinions Mastering vocabulary is crucial across all language skills—listening, speaking, reading, and writing—whether learning a first, second, or foreign language A strong vocabulary enhances understanding of word meanings, serving as an essential tool for conveying meaning When learners recognize the importance of vocabulary in communication, they are naturally motivated to expand their word knowledge and improve their language proficiency.
According to Brown (1994), grammar is defined as "a system of rules governing the conventional arrangement and relationship of words in a sentence," making it essential for both second language acquisition and overall language skill improvement As a foundational component of language learning, grammar helps learners understand sentence structure and communication principles Consequently, most educators consider grammar a crucial framework for effective English language instruction and mastery.
Comprehension refers to the complete understanding and familiarity with a situation or set of facts, essential for effective communication According to Hornby (1995), comprehension also encompasses the ability to understand and apply language skills, whether written or spoken, serving as a key measure of language proficiency Enhancing comprehension is vital for improving overall language command and effective information processing.
"comprehension" can relate to a child's capacity for knowledge as well as their capacity for observation and understanding In conclusion, understanding is essential to preventing miscommunication between a speaker and a listener.
Fluency is defined as speaking a language easily and effectively, characterized by using words with speed and expression (Oxford Learner Pocket Dictionary, 1995) According to Brown (1980), fluency involves the smooth flow of speech, allowing words to come naturally while gradually mastering phonological, grammatical, and discourse rules It is the ability to communicate across verbal intent without excessive hesitations, pauses, or breakdowns (Jamatlou, 2011).
Fluency is defined as the ability to translate thoughts or communicative purposes into language quickly, smoothly, and accurately within online processing constraints It involves the rate of speech, minimal pausing, absence of hesitation, and seamless connectivity between words and phrases Achieving fluency ensures that speech is delivered efficiently, with natural flow and precise expression, essential for effective communication.
Factors That May Cause Speaking Difficulties to Students
Psychological issues such as shyness, lack of confidence, shortage of motivation, and fear of making mistakes often hinder students from speaking in class, highlighting the importance of motivation in language learning (Burns & Joyce, 1997) Brown (1980) describes motivation as an innate urge or desire that drives individuals to pursue specific actions, emphasizing that positive motivation increases learner engagement and curiosity, thereby boosting success rates Furthermore, Brown (2002) notes that no successful cognitive or affective activity can occur without adequate self-esteem, self-confidence, self-knowledge, and belief in one's abilities.
Psychological and emotional factors such as shyness, anxiety, lack of confidence, and motivation significantly influence students' speaking difficulties (Juhana, 2012) Anxiety, in particular, negatively impacts language learning by making speaking a foreign language unpleasant and causing students to avoid interactive oral activities (Goh and Burns, 2012) Students' concerns about how they are perceived by listeners further exacerbate speaking anxiety, which is a vital innate factor in developing spoken proficiency (Ahmadi, 2014) Moreover, a student's confidence level plays a crucial role in determining their speaking ability, highlighting the importance of fostering self-assurance in language learners.
Self-assured students learn more effectively because their fearlessness and confidence in their abilities enhance their learning According to Krashen (1982), motivated and positive self-image students with minimal fear are more likely to succeed in second language acquisition Language instructors can increase student confidence by creating a supportive learning environment, providing ample opportunities for practice, and guiding students on appropriate social interactions These strategies foster a positive, engaging atmosphere that promotes better language learning outcomes.
Teachers should make more use of a few helpful techniques to boost their students' understanding of these linguistic components According to Harmer
Research from 1991 indicates that correcting students' errors during speech can negatively impact their confidence in speaking To boost motivation and engagement, incorporating interesting and relevant resources is essential, as students are more likely to participate actively when materials are inspiring Brown (2000) emphasizes that English textbooks should be tailored to students’ needs, ensuring they are realistic and relatable Additionally, teachers should diversify their speaking activities to create a more dynamic and effective language learning environment.
Research by Nawshin (2009) highlights that the lack of engaging topics can hinder students' participation in speaking activities Gubaily (2012), along with Alhaisoni and Rahman (2013), emphasizes the need to improve teaching methodologies for speaking training They advocate for a shift from traditional lecture-based approaches to student-centered methods, which can significantly enhance students' understanding of linguistic elements and boost their speaking skills.
The social context plays a crucial role in second language learning by influencing motivation, objectives, and language proficiency (Beebe, 1985; Kumaravadivelu, 2006) Wong-Fillmore (1989) highlights that social environment enhances a learner’s potential for success, especially through increased opportunities for communication Students who regularly practice speaking tend to develop better fluency; however, those who lack exposure to English outside the classroom often struggle to improve their speaking skills, particularly in regions where English is taught as a foreign language.
Pronunciation is a crucial skill for students to master in order to speak clearly and fluently Understanding how sounds are produced helps children improve their spoken language, while knowing how words combine to form meaningful sentences is essential for effective communication Developing strong pronunciation skills enhances a child's overall language proficiency and confidence in speaking.
Students should develop clear pronunciation skills to prevent common errors rooted in their first language interference It is essential for learners to understand key speech features such as rhythm, intonation, and stress to improve their overall communication Familiarity with the phonetic structure of the target language at the word level and a broad vocabulary are also crucial for achieving proficiency, as highlighted by Fulcher (2003).
Vocabulary is a fundamental aspect of language learning, vital for effective communication as it forms the foundation of language use (Edward & Vallette, 1997; Laufer, 1997) Increasing students' vocabulary enables them to express meaning accurately and supports the development of both spoken and written language skills Without a strong vocabulary, speakers cannot communicate effectively in the target language, highlighting its role as the 'soul' of language (Laufer, 1997) Additionally, learners face challenges in self-expression due to linguistic limitations and language barriers, which can hinder their ability to communicate confidently Therefore, understanding vocabulary alongside grammar is essential for learners to navigate language complexities, enhance their communication skills, and overcome language barriers (Goh & Burns, 2012).
Grammar is the way words are put together to make correct sentences, according to Ur (1996).
Research by Jeffrey and Stacy (2003) highlights that grammar is a set of rules that define the structure of language, influencing how words are organized into effective language units Similarly, Michael (2005) describes grammar as the body of rules determining how words are combined, arranged, and modified to convey specific meanings, emphasizing its essential role in effective communication and language proficiency.
Students are often required to speak in front of the class, which enhances their verbal communication skills According to Brown (2001), effective classroom speaking tasks can be categorized into six types: extended, intensive, responsive, transactional (conversational), interpersonal (dialogue), and imitative (monologue) Biber (2007) emphasizes that academic speaking activities, such as giving presentations or participating in discussions, demand a broader vocabulary, advanced grammatical skills, and strong discourse competence beyond everyday conversation To improve their overall speaking ability, learners should develop fluency and work diligently to enhance their phonological, lexical, and grammatical knowledge of English.
METHODOLOGY AND FINDINGS
Methodology
Several research methods are determined by the type of topic being researched.
The survey questionnaire method is a widely used, straightforward approach for collecting data through self-administered multiple-choice tests It enables researchers to efficiently gather accurate information from a large number of participants, such as first-year Thuongmai University English majors, by asking simple, targeted questions Participants complete the questionnaires, which are then automatically processed to deliver results to the research team This method involves carefully designed questions that are specifically aligned with the research objectives, ensuring a systematic and reliable data collection process.
When designing question sets, it is essential to consider the study’s objectives, such as assessing English-speaking abilities among sophomore students in Thuongmai University’s English Department Focus questions on their current challenges to gather relevant data After collecting responses, researchers should utilize SPSS software to process, clean, and analyze the data accurately, ensuring meaningful insights for the study.
The interview method differs from questionnaires by allowing researchers to ask follow-up questions, leading to more precise and focused results This approach enables researchers to gather a diverse range of responses and viewpoints, providing deeper insights into the subject matter Using interviews enhances the accuracy and depth of data collection compared to standard questionnaires.
Agreement with “M Easwaramoorthy & Fataneh Zarinpoush” published in 2006:
An interview is a structured conversation used to gather valuable information, involving an interviewer who manages the process and asks questions, and an interviewee who provides responses These interviews can be conducted face-to-face, over the telephone, or increasingly through online platforms, making them a versatile method for data collection in research.
This study incorporates additional participant interviews to gather valuable feedback on the effectiveness of the employed research approach Data collected through both qualitative and quantitative methods were thoroughly analyzed to ensure comprehensive insights The feedback obtained helps evaluate the study’s methodology and informs potential future improvements.
“What difficulties do freshmen of English Faculty at Thuongmai University face up with?"
3.1.2 Research setting and participants a Research setting
The participants in this study were freshmen in the English Faculty at Thuongmai University The English Department is one of Thuongmai University's
11 departments as of right now Over 500 students from 7 different classes make up the department's first-year class, called K58N. b Research participants
This study was conducted with 150 first-year students from the English faculty at Thuongmai University, all approximately 18 years old and having studied English for at least seven years, including four years in secondary school and three years in high school Despite their extensive English background, many students face challenges in speaking fluently due to limited practical experience, primarily caused by the absence of speaking-focused curricula during their high school education Consequently, upon entering university, these students encounter significant academic and language proficiency challenges Data collection instruments were utilized to analyze and address these issues, contributing to the development of effective strategies for enhancing students’ English speaking skills.
This research utilized carefully designed survey questionnaires and interviews to gather comprehensive insights on speaking skills The questionnaires provided an overview of detailed aspects of the problem, ensuring precise and reliable findings aligned with the study’s objectives Additionally, student interviews offered valuable perspectives on their views related to speaking skills, enriching the data collected Both the questionnaires and interviews were conducted in English to ensure clarity and consistency.
There were 150 offline responses to the surveys, which were administered offline 150 first-year students of the English Faculty were sent survey questionnaires.
During their break in class, K58N students completed questionnaires, which were promptly collected to ensure sample validity and reliability After an extended period, 150 valid responses were obtained, despite challenges like erroneous or incomplete answers The survey consisted of 8 questions divided into two distinct sets, labeled Questionnaire 1 and Questionnaire 2, each designed to serve a specific research purpose.
- Questionnaire No 1 asks whether a student speaks English every day and How works on it at home
- Questionnaire No 2 asks a variety of questions about the environment and the barriers to speaking English that they are encountering.
Five students from the K58N English Faculty at Thuongmai University were interviewed to gather their insights on the importance of English-speaking skills They expressed strong support for the researcher and shared their opinions on the key factors influencing English proficiency The students highlighted the significance of speaking ability in academic and professional contexts and provided valuable suggestions for enhancing English language education This project aims to collect student perspectives on the value of speaking skills, identify influential variables, and propose effective strategies for improvement.
The results of research and data analysis
3.2.1 The results of the questionnaire
Question 1: In your opinion, what do you think about the role of Speaking skill in English?
Chart 3.2.1: The student’s opinion about the importance of
Seventy percent of the 150 students interviewed recognize developing English-speaking skills as essential, highlighting its importance in their language learning journey Additionally, 25% of first-year students believe that speaking English proficiently is a crucial skill, though none of these students feel that daily practice diminishes its value Only 5% think other talents are more important than English speaking abilities, emphasizing that speaking practice is highly valued among first-year students Given that most first-year language students are required to give presentations in English, speaking skills are regarded as vital for their academic success and overall language proficiency.
Question 2: What is your English speaking skill level now?
Intermediate Upper intermediate Advanced Proficient
Chart 3.2.2: English speaking skill level of the freshmen of
English Faculty at Thuongmai University
Chart 2 clearly shows that the majority of freshmen, approximately 70%, have intermediate English speaking skills Most of them said that they could speak and understand reasonably well and use basic tenses but had problems with more complex grammar and vocabulary Meanwhile, 15% of first-year students claim that they could communicate without much difficulty but still make quite a lot of mistakes and misunderstandings sometimes The chart shows that the advanced students accounted for 11% and the proficient students only made up about 4%. Thus, we can see that the English-speaking skill level of first-year students is mostly average They find themselves making many mistakes in speaking English, such as poor pronunciation, a lack of vocabulary, misspellings, etc
Question 3: How many hours a day do you spend speaking English?
Less than 1 hour 1-3 hours 4-5 hours More than 5 hours
Chart 3.2.3: The amount of time that freshmen of English Faculty at Thuongmai University spent speaking English every day
Among the 150 students surveyed, 59% practiced speaking English for one to three hours daily, while 30% dedicated four to five hours, and 10% spent more than five hours on communication practice Only 1% of students invested less than an hour daily, highlighting that the majority devote significant time to improving their speaking skills This commitment is evident as many students frequently use English in daily conversations, participate in classes requiring presentations, and complete additional work that demands strong communication abilities.
Question 4: How do you learn and practice English speaking skill?
Item No Options The results (%)
4 Read along with Ted Talks 16 %
9 Participate in public speaking events 32,67%
10 Use the app to practice speaking English 18%
11 Learn from the dialogues in the movies or films 13,4%
Table 3.2.1: The percentage of Thuongmai University English Faculty freshmen who use various methods to enhance their English-speaking abilities
Students have various options for improving their English speaking skills, including self-study, practicing aloud, participating in language exchange programs, watching Ted Talks, singing in English, and studying abroad The survey results reveal that 82 students prefer practicing alone, 69 opt for taking English classes abroad, and 50 choose to join language exchange programs Other popular methods include practicing with friends (45 students) and singing English songs (42 students), while a smaller group of 24 students watch Ted Talks to enhance their skills Overall, the top three methods identified are self-practice, attending English classes overseas, and engaging in language exchange programs, making them the most effective strategies for mastering spoken English.
The most challenging skill to master in learning English is speaking, as it requires time to effectively say, hear, and understand the language To improve speaking abilities, creating an immersive English-speaking environment is essential Many students focus on developing their communication skills by practicing regularly and engaging in real-life conversations Some learners choose to enroll in English-only classes to foster a fully immersive English-speaking atmosphere, accelerating their proficiency and confidence in the language.
Question 5: What difficulties do you usually meet when learning and practicing English speaking skill?
3 Failure to identify the correct learning method
Table 3.2.2: Difficulties the freshmen of English Faculty at Thuongmai
University meet when speaking English
According to the data, various factors hinder learners' ability to effectively use the English language, with insufficient use of linguistic structures, vocabulary, and connectors being prominent, at 65% and 45% respectively Many students experience anxiety, nervousness, and fear of mistakes when developing their speaking skills, with 57% lacking confidence in pronunciation and 70% fearing the inability to express ideas convincingly This fear often causes first-year students to feel pressured and reluctant to speak, communicate, or present in English Additionally, 80% of learners cite slow interaction as a barrier, while 29.6% believe that ineffective learning methods hinder their speaking development Furthermore, 32% recognize that reduced active participation impacts practicing English, and a small percentage (5%) face other unspecified difficulties, collectively influencing their progress in spoken English.
Question 7: What factors affect your English speaking skill?
Motivations for learning Language knowledge Learning methods Learning environment
Chart 3.2.4: The percentage of elements that have an impact on the freshmen of the English faculty at Thuongmai University's ability to speak English
Speaking skills are considered the most challenging to master because they require the integration of various auxiliary skills such as vocabulary usage, appropriate word selection, grammar, and social knowledge related to the topic Effective speaking development depends on multiple factors influencing Thuongmai University students' ability to learn and practice speaking Consistent practice and the application of diverse language skills are essential for improving speaking proficiency.
Scholars and English teachers have extensively studied the challenges affecting speaking skills and foreign language acquisition, highlighting four key factors: learning motivation, language proficiency, learning methods, and the learning environment These elements play a crucial role in shaping overall language learning success and are frequently discussed in research articles, papers, and educational resources Understanding these core categories can help learners and educators develop targeted strategies to overcome obstacles and improve language proficiency effectively.
Only 2 of the 150 students who took part in the survey felt that learning environments can have an impact on speaking abilities 39 of the 150 students claimed that learning motivation influences students' speaking skills 74 of the 150 students saw a decisive learning approach to speaking skills.
Question 8: What techniques do you use to improve your English-speaking ability?
3 Improve your command of the English language 40.1%
5 Do entertaining English-language activities 36%
7 Participate in public speaking events 24.7%
8 Attend communication classes at English centers 33.5%
9 Work in pairs with friends to speak more frequently 23%
Table 3.2.2: Techniques the freshmen of English Faculty at Thuongmai
University use to improve their English speaking skill
A study involving 150 students revealed that 65% believe expanding vocabulary is essential for developing speaking skills Additionally, 58.3% focus on improving pronunciation to enhance communication effectiveness According to 40.1%, advancing speaking abilities requires strengthening overall English language mastery To achieve this, 27.8% enroll in English-based explanation classes, while 36% engage in fun English exercises to sharpen their skills Furthermore, 33.5% attend communication classes at English-language schools, and 30% utilize the Speech Shadow technique Overall, first-year students at Thuongmai University prioritize three key methods: increasing vocabulary, improving pronunciation, and enhancing their command of the English language.
3.2.2 The results from the interview questions
The interview research instrument consists of four questions The first-year English Business student faculty at Thuongmai University provided the answers to these queries.
Question 1: What do you believe about the importance of English-speaking skill in University education?
Speaking abilities are essential for success in university, especially at Thuongmai University where many courses are taught in English, particularly during the first year of the English Faculty Although four students from northern provinces have studied English for seven years, they mainly focused on reading comprehension and grammar exercises, leading to difficulties in speaking and interacting in English upon university entry One student from Hanoi, who has experienced interaction with foreigners since high school, considers speaking skills vital for delivering presentations and achieving high grades However, she believes that listening abilities are equally important for assessments, influencing her focus on comprehending spoken English alongside speaking Developing strong speaking skills is thus crucial for academic success and effective communication in an English-speaking university environment.
Many freshmen focus on improving their English vocabulary and grammar, but few feel confident in their speaking skills due to limited speaking practice The absence of a conducive speaking environment prevents consistent English speaking practice among students However, they gain more speaking techniques at university, where speaking English is a mandatory part of their coursework, enhancing their overall speaking abilities.
Question 2: What do you find to be the most challenging aspect of honing your English speaking ability ?
Many students struggle with speaking English confidently, with three out of five citing it as their biggest challenge Despite believing their vocabulary and grammar were sufficient in high school, a lack of practice has made them hesitant to speak, fearing mistakes and reluctance to take initiative By their third year of college, they are required to present and convey information in English, but often rely on preparation rather than spontaneous speech, finding unprepared communication difficult One student highlighted that delayed responses due to translating from Vietnamese hinder her English-speaking confidence, as she takes time to process and understand English messages Another student mentioned that although he has good pronunciation and confidence, limited vocabulary sometimes prevents him from effectively expressing his ideas, posing a significant barrier to fluent speaking.
Question 3: What do you believe is the main element influencing English language proficiency?
Four students highlighted that effective teaching methodology is the most important factor influencing their English-speaking skills, emphasizing that choosing the right learning strategies can make speaking English easier Setting clear goals and selecting suitable speaking exercises are essential for improving language fluency Additionally, another student pointed out that motivation and a love for the English language play a critical role in developing speaking abilities, noting that passion makes learning enjoyable and speaking become progressively easier Developing a habit of enjoying listening to and practicing English daily can significantly enhance speaking proficiency.
Question 4: How can you develop your English-speaking abilities?
Four students shared various strategies to improve their English-speaking skills, highlighting the importance of consistent practice When asked about the most effective method, two students emphasized watching movies regularly and actively using English in daily conversations Incorporating English into everyday interactions helps reinforce language habits and enhances speaking fluency, making it a practical approach to achieving language proficiency.
Main findings and discussion
The researcher distributed surveys to first-year students at the Faculty of English Business, Thuongmai University, following the careful design of questionnaires and interview questions After collecting responses, the data was thoroughly examined and processed using Excel software to calculate percentages and generate relevant visual charts The participants’ feedback provided valuable insights into their perspectives on key research questions regarding their experiences as first-year students at Thuongmai University’s Faculty of English Business.
3.3.1 The difficulties that the freshmen of the English Faculty at Thuongmai University face up with
Learning and improving English-speaking skills requires learners to overcome numerous daily challenges and stay motivated Research indicates that freshmen studying English at Thuongmai University face common obstacles that hinder their language acquisition and practice efforts Identifying these challenges is crucial for developing effective strategies to enhance their English proficiency.
English speaking abilities are significantly hindered by students' anxiety about pronouncing words incorrectly, which often leads to a loss of confidence Many students become afraid of making mistakes and consequently avoid speaking, preventing the development of their language skills Since speaking is a crucial component of learning English, this fear can be viewed as a failure in mastering the language As a result, many students dedicate less time to practicing speaking or skip speaking practice altogether, impeding their progress in acquiring fluency.
Additionally, a learner's lack of confidence is regarded as a grave warning. Despite having a major in business English, the students struggled to effectively communicate their ideas in English They progressively lost the confidence to speak in front of their teachers and their classmates as a result of their low proficiency and lack of vocabulary or structures The students are worried about keeping their faces; therefore, they are terrified of looking foolish when they speak rusty English in front of others, even though mistakes are bound to happen They appear to become more terrified as they make more mistakes Frequently, students arrive at class expecting the lecturers to speak and explain everything while they observe and take notes.
In addition, speaking English in one's mother tongue is acceptable at several ability levels Vietnamese is used by the students when working in pairs and groups. When working in groups and pairs, the students converse in Vietnamese This presents a significant barrier to their propensity for using English When working in groups and pairs, the students prefer to speak Vietnamese due to their poor English skills and lack of desire They are unable to communicate effectively with one another due to their inadequate English vocabulary and sentence structure. Vietnamese is frequently used for communication instead of English Vietnamese was easier for them to communicate in than English Even though many pupils can communicate in English, speaking Vietnamese has gradually become ingrained in their speech patterns.
This presents a significant barrier to their propensity for using English When working in groups and pairs, the students prefer to speak Vietnamese due to their poor English skills and lack of desire They are unable to communicate effectively with one another due to their inadequate English vocabulary and sentence structure. Vietnamese is frequently used for communication instead of English Vietnamese was easier for them to communicate in than English Even though many pupils can communicate in English, speaking Vietnamese has gradually become ingrained in their speech patterns Because of this, many of them do not speak English regularly. Additionally, there are also other factors that affect how well first-year English faculty majors at Thuongmai University can learn English skills, such as the size of their skill classes Large classrooms are undoubtedly beneficial because they offer rich human resources and other benefits, but they also present significant challenges for teachers Students may have fewer opportunities to practice their English in these classes, which could cause them to become disinterested in speaking exercises in particular and in studying English in general Additionally, managing the class and planning activities can be very difficult for teachers In addition, not all kids are attracted to the teachers' voices, which are not usually loud enough They don't seem to be able to express their thoughts clearly enough to everybody They seem to have trouble making their points understood by everyone Additionally, only outstanding and vocal students take advantage of the opportunity to speak up in these classes At the same time, shy students require a variety of forms of support,encouragement, and care The levels of the pupils in these classes also vary substantially This presents a significant challenge for teachers who must keep all of their students motivated.
RECOMMENDATIONS AND SUGGESTIONS
Summary of the study
This study aims at finding out the difficulties in learning speaking skills faced by freshmen of the English Faculty at Thuongmai University and suggests solutions for them to overcome these problems t may be inferred from the data gathered from the survey questionnaires and the interview with freshmen in the English faculty that there are some issues with English speaking ability.
First-year students often struggle to learn English due to their fear of mispronunciation and lack of confidence Additionally, they tend to rely on their mother tongue during practice, which hinders their speaking development Large class sizes also pose a significant challenge, limiting individual attention and practice opportunities.
The survey indicates that students struggle to speak English due to fear of making mistakes, shyness, and a lack of confidence when speaking in front of others Many feel anxious about communicating in English, particularly with foreign teachers, which hampers their speaking abilities Additionally, students often feel demotivated when they see classmates perform better, further impacting their confidence A significant challenge is the limited opportunities outside the classroom to practice and improve their English speaking skills.
Students often struggle with poor intonation, emphasis, and pronunciation, which cause their speech to sound unnatural Incorrect pronunciation hampers effective communication, leading to misunderstandings As a result, students become reluctant to speak, affecting their confidence and language development.
Students often face challenges when presenting topics in groups or pairs, which leads to decreased use of English during these tasks Limited English proficiency and lack of motivation cause students to prefer speaking Vietnamese in collaborative settings Their restricted vocabulary and sentence structures hinder effective communication in English, making it difficult for them to express ideas clearly within group or pair work.
Students often struggle to communicate effectively in English during group and pair activities due to limited vocabulary, poor sentence structures, and lack of motivation As a result, they tend to prefer speaking Vietnamese, which feels easier and more natural for them Despite some students being capable of speaking English, their speech patterns often revert to Vietnamese, leading to infrequent use of English in collaborative settings This reliance on Vietnamese hampers their ability to practice and improve their English communication skills.
Learning in large, multi-level classes poses significant challenges for students, making it harder for them to engage effectively with the material Additionally, this environment complicates teachers' efforts to design inclusive, engaging activities that cater to diverse student needs Addressing these issues is essential for creating a more effective and motivating learning experience in multi-level classrooms.
Suggested solutions
For first-year English major students at Thuongmai University, some suggested solutions to the many issues and obstacles listed above will be provided as follows to improve speaking abilities:
4.2.1.Giving students more attractive topics to boost involvement in Speaking lessons
Engaging and relevant subjects are essential for teachers to inspire students to participate actively in English-speaking courses Incorporating topics from the textbook or related themes helps create a cohesive learning experience Connecting lesson themes to students' interests builds confidence and demonstrates that their learning is integrated within the classroom, enhancing overall engagement and language development.
Teachers can enhance student engagement by customizing textbook themes to make them more relevant and interesting Allowing students to select topics they are passionate about encourages active participation and deepens their understanding Personalizing lesson content fosters a more engaging and motivating learning environment.
Enhancing the appeal of speaking lessons begins with careful research and creation of classroom exercises, making activities more engaging for students Utilizing diverse resources such as linguistic journals, periodicals, and online platforms can enrich activities and boost student interest Tailoring activities and topics to match students' proficiency levels and individual traits ensures that course materials become valuable and captivating tools for speaking practice Additionally, strategic grouping of students for pair and group work is essential to maximize the effectiveness of classroom activities and promote active participation.
Group work and pair work have become the primary classroom activities, enhancing student collaboration and motivation Incorporating diverse activities like role-playing, singing, and theater can transform the learning environment, making lessons more engaging These activities provide real-world opportunities for students to practice speaking English, fostering the development of their language skills and creativity Educators should embrace a variety of interactive methods to improve student participation and language acquisition.
4.2.3 Applying appropriate error-correction methods in English-speaking classes
The main purposes of language are interaction and communication; therefore, they go beyond just its grammatical and structural elements.
Teachers should avoid interrupting students during communicative activities to correct grammar, vocabulary, or pronunciation errors, allowing for natural language development Mistakes should be addressed delicately to maintain students' confidence When students are unsure about their responses, teachers should either pause to clarify major errors or gently guide them toward correct usage A more effective approach is to write down common mistakes and review them as a class after the activity, promoting peer learning and creating a supportive classroom environment Encouraging students to help each other correct errors fosters collaboration and a positive atmosphere for language acquisition.
Teachers don't always need to correct students directly; instead, promoting self-correction can be an effective alternative By providing signals or cues that both teachers and students understand, educators can help learners identify and address their mistakes independently This approach encourages autonomous learning and improves overall language proficiency.
It is critical that students understand that making mistakes is unavoidable so that they can speak freely and confidently
4.2.4 Helping students to be more confident
The study reveals that students' lack of confidence often leads to hesitation in speaking, posing significant challenges for speaking skills instruction To address this, teachers should provide ample practice opportunities, as increased practice helps students feel more prepared and boosts their confidence in speaking.
Encouraging students to become more effective and confident speakers is essential for their communication skills development Professors should actively highlight and praise children's ability to speak, fostering their self-esteem Providing instant support and appreciation from educators helps motivate students to improve their speaking skills and builds their confidence in public speaking.
Teachers play a crucial role in helping students build confidence, which is essential for effective teaching and learning Developing self-confidence in students enhances their engagement and communication skills, leading to improved speaking abilities Supporting students to boost their confidence ultimately elevates the quality of speaking skills instruction and fosters a more successful educational experience.
4.2.5 Increasing the number of opportunities for English language practice
Offering extracurricular activities such as English-speaking clubs, seminars, and film-making competitions provides students with valuable opportunities to engage with native speakers and practice their language skills beyond the classroom These activities help students develop a habit of speaking English regularly and enhance their understanding of the language's importance, especially since classroom time often limits speaking practice to just 50-minute periods By participating in these engaging events, students gain more real-world experience with English, fostering a love for learning and increasing their motivation to improve their language proficiency Ultimately, integrating extracurricular opportunities enriches the educational experience and promotes sustained enthusiasm for mastering English.
The success of the study
This study investigates the difficulties faced by first-year students at Thuongmai University's Faculty of English in developing speaking skills The research reveals that students experience slow communication, lack confidence, and possess limited vocabulary, which hinder their language learning progress A key finding is that students often lack motivation and do not dedicate sufficient time to independent practice at home, negatively impacting their speaking ability Consequently, the study emphasizes the importance of enhancing English proficiency, especially in listening and communication, to address these challenges effectively.
Additionally, through its analysis and research, the study offered some practical suggestions for both teachers and students to help them overcome learning challenges and develop their speaking skills.
This study aims to identify the key challenges students encounter while developing their English-speaking skills It also provides practical recommendations to help learners enhance their English communication abilities By addressing these obstacles and following expert suggestions, students can achieve greater success in mastering the English language and improving their overall language proficiency.
Additionally, through its analysis and research, the study offered some practical suggestions for teachers and students to help them overcome learning challenges and develop their speaking skills.
This study highlights the key challenges participants encounter while developing their English-speaking skills It also offers valuable recommendations for students to enhance their English proficiency and achieve language mastery The research emphasizes the importance of overcoming these obstacles to succeed in learning English and improving overall language competence.
The limitation of the study
The study's limited sample size of 150 students restricts the generalizability of its findings To enhance the applicability of the results to larger populations, further research with bigger, more diverse samples is necessary Expanding the study scope will provide more reliable insights applicable to broader groups.
Students often respond objectively to surveys, which may not accurately reflect their true opinions, leading to data that lacks authenticity This tendency can compromise the reliability of survey results, affecting the overall validity of research findings Consequently, the accuracy of the study's conclusions may be limited due to the nature of the collected data.
This study focuses exclusively on freshmen of the English Faculty at Thuongmai University, limiting its scope to their current learning environment and excluding other student groups Due to these constraints, the research cannot encompass all challenges faced by students in the English course Additionally, the investigation does not address external factors influencing students' language learning, as it is restricted by limited data, experience, and available time.
Recommendations
To enhance student engagement and practical language skills, teachers should organize outdoor activities alongside classroom lessons Collaborating with tour companies to involve students as tour guides provides valuable opportunities for students to practice speaking English in real-world settings Additionally, sending students to hotels or popular tourist destinations increases their exposure to authentic English use and improves their language proficiency Taking students to well-known local landmarks allows them to practice giving directions in English, strengthening their conversational skills in practical scenarios.
To enhance the effectiveness of English learning and speaking skills, it is essential to reduce class sizes for better student engagement Administrators should update course materials annually, incorporating more engaging themes, visually appealing images, and diverse exercises that range from challenging to practical Increasing vocabulary activities can help broaden students' language knowledge, ensuring the curriculum remains current and relevant.
Effective teachers play a crucial role in fostering long-term motivation by actively supporting student learning Providing clear, concise, and unambiguous instructions helps reduce misunderstandings and increases student engagement with the material Additionally, a teacher’s enthusiasm and sense of humor significantly influence students' eagerness to participate and speak English, making the learning experience more enjoyable and effective.
Students exhibit two primary motivational tendencies: integrative and instrumental To effectively foster these motivations, teachers should focus on enhancing language skills while also providing students with knowledge about the histories and cultures of other countries, particularly English-speaking nations This comprehensive approach helps motivate students and enriches their understanding of the language within a broader cultural context.
Further suggestions for the study
This study provides a foundational framework that can be adapted for similar procedures across various subjects in future research The author believes that these findings will serve as a valuable basis for ongoing investigations, supporting the advancement of knowledge in the field Additionally, this approach has the potential to facilitate the completion of existing studies, promoting consistency and methodological refinement in future research efforts.
1.1 The study of Thuongmai University's English Department students' motivation for studying speaking subjects.
1.2 The investigation into how Thuongmai University students majoring inEnglish can sharpen their English outside of the classroom.
1 Nguyen Thi Dieu Huyen (2009), “A study on how to improve English speaking skill through extra - Activities for the first year English non - Major students in Hai Phong private University”, Nguyen Thi Dieu Huyen (2009), student at Hai Phong university.
2 Oxford Advanced Dictionary, Definition of the word “Speaking”.
3.Problems and Difficulties of Speaking That Encounter English Language Students at Al Quds Open University” (2016) by Dr Ahmed Maher Mahmoud Al Nakhalah
4 Cameron, L (2001) Teaching Languages to Young Learners Cambridge: Cambridge University Press.
5 Hoang Van Lan, "Difficulties in studying English", an overseas Vietnamese living in theUS.
Topic: “An investigation into difficulties in speaking skill faced by freshmen of
English Faculty at Thuongmai University”.
Thank you for participating in our survey; your responses will be used solely for research purposes and remain confidential Rest assured that all the information you provide will be anonymized and not linked to your identity in any data analysis We sincerely appreciate your cooperation and contribution to our study.
(Questions marked with a red asterisk (*) are mandatory answers).
Question 1: In your opinion, what do you think about the role of Speaking skill in English? *
Question 2: What is your English speaking skill level now? *
Question 3: How many hours a day do you spend speaking English? *
Question 5: How do you learn and practice English speaking skill? *
Read along with Ted Talks
Participate in public speaking events
Use apps to practice speaking English
Learn from the dialogues in the movies or films
Question 7: What difficulties do you usually meet when learning and practicing English speaking skill?*
Failure to identify the correct learning method
Question 8: In your opinion, what factors affect English speaking skill? *
Question 9: What techniques do you use to improve your English-speaking ability? *
Improve your command of the English language