THUONGMAI UNIVERSITY ENGLISH FACULTY ------ GRADUATION PAPER TOPIC: A STUDY ON DIFFICULTIES IN SPEAKING ENGLISH OF THIRD-YEAR STUDENTS IN ENGLISH FACULTY AT THUONGMAI UNIVERSITY A
OVERVIEW OF THE STUDY
Rationale
English serves as the official language in over 53 countries and territories, is the second language in nearly 100 countries, and is spoken by more than 400 million people globally In the context of Industry 4.0, English is essential across various professions, including commerce, healthcare, media, and tourism It acts as a vital bridge in meetings, forums, and exchanges of knowledge and experiences worldwide.
English serves as a vital passport to the modern world, facilitating connections with diverse individuals and proving essential for those aiming to thrive in today's globalized society Proficiency in English, coupled with strong communication skills, enables individuals to seamlessly adapt to multicultural environments and pursue various roles aligned with their interests and strengths.
Many young people aspire to work in international companies due to the attractive salaries, high professionalism, and numerous advancement opportunities they offer However, securing a position in such environments can be challenging, as foreign businesses often have stringent requirements In addition to professional qualifications, fluency in foreign languages, particularly English, is essential.
Speaking is a crucial skill in learning foreign languages, especially English, yet many learners underestimate its significance and fail to practice it actively This skill involves the ability to express oneself verbally and differs from reading, writing, and listening as it encompasses various factors that contribute to effective speech Unlike other skills, speaking is not inherited or innate; it is cultivated through communication, where learners develop and refine their communication behaviors.
To meet the strict demands of employers, students must enhance their communication skills, making the learning of foreign languages, particularly English, essential for Vietnamese students in the context of global integration English speaking skills are a crucial component of university curricula; however, many students find speaking to be the most challenging of the four essential skills: listening, speaking, reading, and writing Despite years of English education, many Vietnamese students struggle with pronunciation and lack the confidence to communicate effectively in English.
Despite being third-year students in the English Department at Thuongmai University and regularly using English for communication and presentations, they encounter numerous challenges This prompted me to conduct a study titled “A Study on Difficulties in Speaking English of Third-Year Students in the English Faculty at Thuongmai University and Suggested Solutions.”
Previous studies
This section reviews a selection of relevant studies that align with the researcher's interests, aiming to provide deeper insights into the critical aspects of the topic The researcher has examined both local and international studies to gain a comprehensive understanding of the issues related to the research topic.
1.2.1 Previous studies in the world
In her 2015 study, "Speaking Difficulties Encountered by Young EFL Learners," Samira Al Hosni investigates the speaking challenges faced by grade 5 students through lesson observations, interviews, and curriculum analysis The research reveals that issues related to teaching strategies, the curriculum, and extracurricular activities significantly impact students' ability to speak English A lack of essential vocabulary and grammar structures, along with inadequate sentence formation skills, often leads students to revert to their mother tongue Additionally, the fear of making mistakes in front of peers creates embarrassment, causing many students to avoid speaking altogether.
Eissa, Misbah, and Najat (1988) investigated the challenges of using English as a medium for teaching and communication Their research highlighted that learners faced considerable difficulties in utilizing English for instruction, with many participants noting that their students possessed a limited proficiency in the language The study also found that numerous learners struggled to comprehend lecture content without resorting to reading or employing their first language (L1) for clarification.
A study conducted by Ihmeideh, Ahmad Dababneh, and Cleland in 2010 at the University Kebangsaan Malaysia revealed that a positive communication environment significantly enhances students' speaking skills This improvement in communication abilities equips students with better opportunities for their future careers post-graduation Through class discussions and presentations, students not only refine their communication skills but also gain exposure to real-world communication scenarios.
Numerous studies have been conducted on English speaking abilities globally, including research focused on Vietnam Notably, Nguyen Thi Le Nguyen (2001) emphasized the significance of English learning for non-English majors in her study, "How to motivate non-English majored students in Vietnamese University of Education to learn English." She highlighted that mastering English is crucial not only for academic success but also for career advancement However, while the study identifies ways to inspire students' enthusiasm for learning English, it lacks solutions for enhancing English speaking skills.
In the study “Factors predicting the English proficiency development of learners” have been reported in a few empirical studies The current study of
Phuong Hoang Yen, Vo Phuong Quyen, and Tran Mai Hien conducted a study on 75 English students enrolled in a 120-credit teacher education program at Can Tho University to identify factors predicting English proficiency Utilizing an IELTS test to assess proficiency after two years of training and a questionnaire on predictive factors, the findings revealed that management of part-time jobs and self-study were more effective predictors of English proficiency than other factors The students' initial proficiency levels, assessed through a TOEIC test at the start of their training, ranked second in predictability Overall, learning strategies were not strong predictors, with only self-regulated learning showing a slight correlation with proficiency levels.
A study of methods to improve English speaking skills in Son La College's K46 English pedagogy class was conducted by Ha Van Thuy and Luong Van Van
A 2012 study highlighted the advantages of group learning for English language acquisition, particularly in class K46 It emphasized the importance of developing habits such as thinking in English and using the language in various settings Additionally, it recommended enhancing speaking skills through participation in English centers, clubs, and extracurricular activities.
In conclusion, speaking is crucial for students' personal and professional development The topic "A study on difficulties in speaking English of third-year students in the English Faculty at Thuongmai University and suggested solutions" remains relevant and of great interest While many renowned researchers in Vietnam have explored this subject, it has not been widely addressed at Thuongmai University Previous studies often lack comprehensive research scope, diverse subjects, or effective methods for enhancing speaking skills This study aims to bridge these gaps and introduce innovative approaches tailored to third-year students.
- this is a new audience with the research scope being Thuongmai University.
Aims of the study
The main purpose of the study
The main purpose of the study is to find out the difficulties of third-year English Faculty students at Thuongmai University in improving their English speaking
The study is carried out with the following objectives:
Understanding the difficulties that third-year English Faculty students often encounter when speaking English
Understanding the factors affecting in speaking English of third-year English Faculty students
Providing solutions to improve students' speaking skills
What is common difficulty third-year students often face?
What factors affect the speaking skills of third-year English Faculty students?
What are effective solutions for students to enhance their English-speaking ability?
Research subjects
The study examines the challenges faced by third-year English majors at Thuongmai University in speaking English, focusing on three specific classes: K55N1, K55N2, and K55N3.
Scope of the study
This study aims to identify the challenges faced by third-year English majors at Thuongmai University in speaking English and to propose potential solutions The focus on this specific group is due to their relevant experience and the need for targeted research in this area.
Students majoring in English at Thuongmai University have nearly completed all required subjects, demonstrating their acquisition of essential knowledge and skills pertinent to language studies.
After three years of study, individuals can evaluate their English proficiency As third-year students approach graduation, it is crucial for them to possess strong speaking skills to secure employment with foreign companies and communicate effectively in an international work environment This study is designed to enhance the speaking abilities of third-year students, providing them with a solid foundation for their future careers.
Research methodology
This research employed a combination of quantitative and qualitative data collection methods to meet its objectives, utilizing surveys and interviews as the primary tools for data gathering.
Survey questionnaires are highly effective tools for data collection, offering advantages such as reduced pressure on respondents, enhanced validity, and reliability This method enables researchers to reach a broad audience at a minimal cost, making it particularly useful in language studies where quick information gathering is essential Additionally, the results from questionnaires are typically straightforward to analyze In this study, students are provided with a questionnaire created on Google Forms, allowing them to easily respond to the questions This questionnaire is instrumental in gathering the necessary data and information for the research.
Face-to-face interviews provide an opportunity to gain in-depth insights into respondents' knowledge and attitudes, allowing researchers to address the problem directly and objectively The advantages of this method include the ability to collect detailed information relevant to research questions, leading to more straightforward data analysis as researchers can easily compare and contrast various responses to the same questions This approach is particularly valuable in the context of the complex situation posed by Covid-19.
19 epidemic, the interview process will be conducted online via Zoom software to ensure the safest
Data collection involves gathering and measuring information within a structured framework, enabling individuals to address pertinent questions and assess outcomes Researchers collect data to test their hypotheses based on the gathered information The primary objective of data collection is to obtain high-quality evidence that facilitates analysis, ultimately providing credible and persuasive answers to the inquiries made.
- Step 1: The researcher designed a questionnaire on Google Form, including 8 questions were sent to third-year English majored students at
Thuongmai University to collect data for analysis The questionnaires include four parts:
- Students' English background information about speaking English
- Factors affecting students’ difficulties in speaking English
- Solutions to improve student’s English speaking
This questionnaire allows students to select the option that best reflects their opinions, with the flexibility to choose multiple answers, resulting in a total percentage that may exceed 100% Participants are assured of their anonymity, encouraging more genuine responses, while also having the opportunity to express their thoughts in writing The primary aim of the questions is to assist students in identifying the challenges they face, ensuring an objective and comprehensive outcome The survey specifically targeted third-year language majors, with the questionnaire presented in English.
To ensure student safety during the Covid-19 pandemic, researchers opted for a digital approach to data collection by designing a questionnaire on Google Forms They shared the link with class monitors from K55N1, K55N2, and K55N3, each comprising 52 students, who assisted in distributing the questionnaire to their classmates for completion.
After five days, the researcher collected 125 survey responses, noting that health issues, particularly related to Covid-19, prevented some students from participating Once the survey was completed, the researcher proceeded to gather and analyze the data.
- Step 1: The researcher designed 2 interview questions:
What are difficulties you often encounter when you speak English?
What solutions do you apply to enhance your English speaking?
The researcher selected these two questions to explore the challenges students encounter in enhancing their English speaking skills and the strategies they employ to overcome these obstacles Additionally, the study aims to gain insights into the participants' knowledge and attitudes regarding English language learning.
After gathering responses from the questionnaires, the researcher randomly selected three students from classes K55N1, K55N2, and K55N3 for interviews to gain deeper insights Four third-year English majors were interviewed via Zoom, allowing for quick and convenient data collection while ensuring safety amid rising epidemic concerns The interview questions focused on students' personal experiences with challenges in speaking English and their suggested strategies for improving speaking skills.
After conducting the interview, the researcher meticulously documented the responses of three students, ensuring to eliminate any inappropriate answers before proceeding with data analysis.
Data analysis involves examining, cleaning, and modeling data to reveal important insights, draw conclusions, and support decision-making Once data collection is finished, the analysis process can commence.
- Step 1: After collecting data from a Google Forms survey, the researcher began to review all the participants' responses to get an overview of the survey's results
- Step 2: Researcher encodes the data and group answers with the same opinion in each group to aim at answering the question, reaching a common conclusion
In Step 3, researchers employ descriptive statistics, utilizing percentages illustrated through pie charts or tables to effectively summarize the data Subsequently, inferential statistics are applied to compare the survey data collected, providing deeper insights into the findings.
- Step 1: After finishing the interview via Zoom software, the researcher spent two hours listening and recording in writing the specific and accurate answers of the interviewees
In Step 2, the researcher filters similar opinions to provide the most accurate and comprehensive answer By combining interviews with survey questionnaires, the researcher aims to clearly analyze the challenges faced by third-year students and propose effective solutions.
Organization of the study
This study is divided into 4 chapters as follows:
Chapter 1: Overview of the study provides an introduction to the study which includes the reason for choosing the study rationale, previous studies, aims of the study, research subjects, scope of the study, research methodology, and organization of the study It shows some general information about the study so that readers could have an overview of the entire study
Chapter 2: Literature review presents the review of the content of the study and other related sides This chapter includes some main pieces of information as follows: Overview of speaking, types of speaking, difficulties in speaking English, factors affecting students’ difficulties in speaking English and solutions to improve their speaking English
Chapter 3: Research findings is the main part of this study, it is the results of research and investigation in fact according to questionnaires survey and interview These data and information will be analyzed in this chapter
Chapter 4: Recommendations and suggestions includes limitations, recommendations for further research, and some recommendations to help the student improve their speaking English.
LITERATURE REVIEW
Overview of speaking
Speaking is a crucial aspect of daily life and an essential means of human communication Among the four primary skills of English communication—listening, speaking, reading, and writing—speaking is considered one of the most vital Researchers in language learning have provided various definitions of the term "speaking."
Bygate (1987) defined "Speaking" as the process of using auditory cues to elicit various verbal responses from listeners, achieved by combining related sounds into meaningful sentences He emphasized that speaking is a skill that warrants equal focus as literacy in both first and second languages Ultimately, speaking serves as a vital means of communication, allowing individuals to share ideas, emotions, and attitudes through oral transmission.
Effective communication establishes a relationship between the speaker and listener, as highlighted by Wilson (1983), who emphasizes that speaking is essential for developing this connection The primary goal of speaking is to convey messages clearly, which requires the speaker to focus on the topic at hand and understand their intended message Burns & Joyce (1997) further elaborate that speaking is an interactive process that involves creating meaning through the production, reception, and processing of information The effectiveness of speech is influenced by the context, participants, and the speaker's objectives, making speaking skills crucial for conveying complete and meaningful communication.
In summary, among the three definitions of "Speaking" presented by various authors, the researcher finds Wilson's (1983: 5) definition to be the most comprehensible due to its clarity, philosophical depth, and modern relevance This insight highlights the crucial role of "Speaking" in fostering relationships and enhancing communication effectiveness.
Parupalli Srinivas Rao (2019) emphasized that speaking is the most crucial skill in learning a foreign or second language, as it plays a vital role in effective communication The author notes that speaking skills are highly interactive, facilitating the simultaneous exchange of information, which enhances the overall learning of other language skills Additionally, strong speaking abilities offer numerous benefits, contributing not only to career advancement but also to the enrichment of an individual's personal and spiritual life.
Speaking is a productive skill essential for effective communication, as highlighted by Spratt, Pulverness, and Williams (2005) It enables individuals to express meanings, exchange information, and facilitate transactions In today's world, the demand for proficient verbal communication is on the rise, with various speaking purposes requiring distinct skills Each context or situation in which spoken language is used necessitates an understanding of the principles that govern effective communication.
In conclusion, speaking is essential for English learners as it enables practical application of the language Effective communication has always been crucial for human development Proficiency in spoken English expands career opportunities and facilitates connections with people globally.
Types of speaking
Brown (2004, p.141-142) describes five categories of speaking area, they are as below:
At this stage, students aim to replicate what they have heard, focusing on clarity and pronunciation as guided by the teacher This imitative practice is not intended for meaningful communication but rather to emphasize specific aspects of language form Understanding the content or engaging in conversation is not the priority; the primary objective is to reproduce the spoken material accurately A typical example of this approach is
“repeat after me” experience in the classroom
Intensive speaking focuses on generating a limited amount of language within a controlled environment, aiming to enhance phonological and grammatical skills This approach broadens the concept of imitative speaking, requiring the speaker to recognize semantic qualities, even with minimal interaction with others Proficiency at this level is demonstrated by achieving specific grammatical and lexical mastery.
Responsive communication is more complex than intensive communication, though the distinction can be unclear At this stage, dialogues typically involve a primary question followed by one or two follow-up questions While conversations occur, they remain straightforward in content, allowing participants to understand each other easily However, the level of interaction is limited, making it challenging to extend discussions due to a lack of diverse topics to explore.
Responsive speaking differs from interactive speaking in terms of interaction length and complexity, often involving multiple participants A key challenge in interpersonal speaking lies in understanding context and pragmatics, as speakers must navigate the use of slang, humor, and ellipsis This complexity goes beyond simply responding with a yes or no in a second language.
Extensive communication often resembles a monologue, as seen in speech and storytelling This type of communication requires significant preparation and is generally not spontaneous The language used tends to be more formal and deliberate, although informal monologues, such as casual speeches, can also occur.
In this model, Brown identifies five categories of speaking areas, providing specific content to clarify the role and level of each speaking skill The research focuses on a third-year student, categorizing the research paper as belonging to the "Intensive" type of speaking.
Difficulties in speaking English
2.3.1 Difficulty in pronouncing English words
The first finding was difficulty in pronouncing English words Emma Pathare
(1995) claimed that “Do not know how to stress a word makes it difficult to pronounce English words” Word stress is your magic key to understanding spoken
Native English speakers naturally use word stress, but non-native speakers often struggle with it, leading to misunderstandings Incorrectly stressing syllables can make words hard to hear and comprehend Thus, mastering word stress is crucial for learners to pronounce English words accurately.
Students often struggle with speaking English due to challenges in liaison and elision, as noted by Hetrakul (1995) Many learners find it difficult to comprehend spoken English because these phenomena frequently occur in native speakers' sentences To fully grasp the meaning conveyed by others, understanding the rules of liaison and elision is essential When listening, speakers often blend sounds together, making it hard for those unfamiliar with phonics to communicate effectively Additionally, pronunciation difficulties arise from a lack of knowledge about elision, where syllables are omitted in conversation For instance, in the phrase "I love him," the "h" sound may be dropped, resulting in "I love im."
Ending sounds are crucial for clear communication, as mispronouncing or omitting them can lead to misunderstandings and distort the speaker's intended message Many learners struggle with the correct pronunciation of these final syllables Rachael-Anne Knight (2003, University of Surrey-Roehampton) highlights that students frequently encounter difficulties when they ignore or mispronounce ending sounds in English words.
Learners often struggle with the correct pronunciation of final consonants in words, particularly with ending sounds like "s/es" and "ed." In English, altering the last sound can significantly change a word's meaning, as demonstrated by the examples "life," "light," and "like."
Live/ Lime/ Line… Therefore, the main thing isn't “Ignore or mispronounce ending sounds” when learning pronunciation
Communicative competence encompasses four key components: grammatical, discourse, sociolinguistic, and strategic competence Among these, grammatical competence is essential for developing effective speaking skills Despite its importance, many learners struggle with grammar usage and often lack the knowledge to apply it correctly and effectively.
It was in line with Shatz and Wilkinson (2010) who stated that there are some of the common grammar problems faced by English language learners such as the
The correct use of English prepositions is challenging due to their complexity and significance, as they appear in nearly every sentence Prepositions typically follow adjectives (e.g., "aware of," "suitable for"), nouns (e.g., "access to," "comments on"), and verbs (e.g., "focus on," "listen to"), linking the elements before and after them Their presence is often dictated by the choice of other words, which is why they are termed "dependent."
Many learners struggle with the correct use of articles, particularly the definite article "the" and the indefinite articles "a" and "an." This confusion can hinder effective communication Additionally, common challenges include the incorrect use of past tense and third person singular forms Many learners often rely on their subjective understanding of "tense" and "third person," leading to frequent errors in their communication.
Understanding the structure of the English language is essential for students to achieve fluency, as noted by Scacella and Oxford (1992) Grammatical competence encompasses a growing mastery of grammar, including morphology and syntax The predominant word order in English is Subject-Verb-Object (SVO), and altering this order can lead to ungrammatical sentences, highlighting the importance of adhering to established grammatical rules.
(1) I saw the white house (Grammatically correct)
(2) I saw the house white (Grammatically incorrect)
Vocabulary is an essential part of speaking Based on Rohmatillah (2014):
Students often struggle to express themselves effectively due to a limited vocabulary This lack of vocabulary knowledge hinders their ability to speak English fluently, as they cannot find the words to convey their thoughts Many learners tend to focus only on familiar topics encountered in school, which restricts their overall vocabulary development Consequently, when confronted with new subjects, they find it challenging to communicate English boasts one of the largest vocabularies among languages, making it particularly difficult for non-native speakers to master Additionally, using vocabulary incorrectly is easily noticeable to fluent English speakers, highlighting the importance of comprehensive vocabulary acquisition.
Mastering vocabulary is challenging due to the complexity of words with multiple meanings Ideally, a language would have a one-to-one correspondence between forms and meanings However, many words can represent various meanings, and a single meaning can be expressed through different words Understanding these nuances is crucial for learners, as it enhances their speaking skills For instance, the noun "season" refers to a specific time of year characterized by distinct weather patterns, while the verb "season" means to add spices to food, with the resulting flavorings known as seasonings This knowledge allows for more effective communication and expression.
Elgort et al (2018) highlight that many learners struggle with vocabulary mastery and often fail to use words in their contextual meanings The communication context, defined as the environment or human ecosystem where communication occurs, plays a crucial role in this process To enhance communication efficiency, it is essential for communicators to select their words based on the specific environment and circumstances surrounding the interaction.
2.3.4 Anxiety and lack of confidence
Students often experience anxiety and a lack of confidence, which can hinder their communication abilities According to Syed Qaiser Hussain, Dr Muhammad Fareed, and Dr Naeem Akhtar (2020), many students fear that their communication partners do not understand them This persistent anxiety prevents them from expressing themselves in social situations, leading to increased stress and limiting their participation in speaking activities Such fears represent a significant barrier to language acquisition, as students struggle to overcome their psychological obstacles and doubt their communication skills.
According to Baker and Westrup (2003), “Anxiety and lack of confidence often occur when students are always fear of making mistakes” The majority of
Fear of making mistakes significantly hinders English speakers' fluency Many students dwell on past errors, leading to feelings of insecurity and embarrassment about their spoken English As they encounter similar situations, their awareness increases, and this fear can escalate into speech anxiety Consequently, they may begin to avoid interactions with English speakers to escape potential embarrassment.
Anxiety and lack of confidence can hinder students from participating in speaking activities in class, as noted by Foster (1976) Many learners opt to remain silent, believing that listening is a safer choice However, active participation is crucial for developing communication skills and grasping class material Students often fear judgment from peers due to their perceived inadequacies in English, leading them to undervalue their contributions This insecurity and anxiety can result in a reluctance to share their perspectives, as they feel that their opinions are less significant than those of their classmates.
Factors affecting students’ difficulties in speaking English
Listening is crucial for developing speaking abilities, as effective communication relies on one person speaking and the other actively listening Without comprehension of what is being said, a person cannot respond appropriately, highlighting the strong connection between speaking and listening skills.
Bozorgian (2012) asserts that poor listening skills stem from learners' lack of attention during listening activities Diligently focusing on tasks and integrating information from various sources, including visual and auditory inputs, is crucial Attention and effective listening skills serve as the foundation for language acquisition and overall learning Consequently, a failure to pay attention while listening results in diminished listening abilities among learners.
DeGelder and Morais caution against the common tendency among English learners to attempt to understand every word in a sentence This approach can lead to missing key information, as listeners often focus on irrelevant details instead of the main message By omitting unnecessary information, listeners can better concentrate on the essential content being communicated, fostering a more enjoyable and engaging listening experience It is crucial for listeners to effectively capture key information to avoid confusion and enhance comprehension.
Motivation is essential for mastering a foreign language, particularly English, which is vital for global communication and information exchange As noted by Nasser Oroujlou and Dr Majid Vahedi (2011), many learners struggle with motivation and goal orientation in English communication due to a lack of understanding of the significance of speaking skills For individuals navigating opportunities and challenges in a globalized world, enhancing English proficiency is crucial for future success Unfortunately, many learners fail to recognize the purpose of developing their speaking skills, leading to confusion and a lack of motivation in their language learning journey.
A lack of fundamental English knowledge significantly diminishes students' motivation to study, as highlighted by Shahzadi (2014) This deficiency in essential skills, including grammar, tenses, vocabulary, and listening, leads to feelings of boredom and frustration among learners Without mastering these basics, students may develop a negative self-image and a dislike for learning The continuous pressure to absorb new information without understanding can result in increased stress and fatigue, ultimately eroding their self-motivation over time.
The mother tongue is the first language acquired during infancy, distinct from languages learned later in life It significantly impacts students' ability to speak English, as the reliance on their native language poses a major challenge Learners often resort to their mother tongue in speaking classes due to instinctive habits, as noted by Harmer (1991) Without encouragement from teachers to communicate in English, students tend to default to their first language, particularly when they lack the vocabulary to discuss specific topics.
Learners often struggle with English due to literal translations from their mother tongue, as highlighted by Baker and Westrup (2000), who note that this habit results in difficulties in speaking and leads to inaccurate communication A study at a Vietnamese university revealed that many students think in Vietnamese while speaking English, which hinders their language acquisition This reliance on their native language for constructing sentences negatively impacts their ability to learn English correctly and increases the likelihood of spoken errors To overcome these challenges, it is essential for students to practice speaking English in diverse contexts.
In conclusion, producing spoken words in a student's native language before translating them into English hinders their ability to effectively learn the target language The influence of the mother tongue can lead to incorrect English usage and increases the likelihood of spoken errors To mitigate these issues, it is essential for students to practice speaking English in diverse contexts.
Solutions to improve speaking English
There were solutions to improve speaking English which were discussed by Oxford (1990), as follows:
Learners can enhance their communication skills in a target language by employing effective memory strategies to quickly retrieve vocabulary Vocabulary is a crucial yet challenging aspect of language learning, as no acquisition can occur without mastering lexis The vast number of meanings and contextual shifts in major languages can overwhelm learners, leading to difficulties in remembering new words To improve their receptive and productive vocabulary mastery, learners must ensure that words are effectively committed to memory for easy retrieval.
Oxford highlights the significance of associations in memory strategies for vocabulary, as these strategies strengthen the link between word form and meaning The specific memory strategies outlined by Oxford are essential for effective vocabulary retention.
(1) grouping language material into meaningful units
(2) associating new language information to concept already in memory
(3) placing new words into a context, such as a meaningful sentence, conversation
2.5.2 Repeat pronunciation of English words
Repetition in learning is a powerful tool for enhancing English speaking skills, as it reinforces pronunciation, vocabulary, idioms, intonations, gestures, and styles By listening attentively to native speakers and imitating their sounds and speech patterns, learners can effectively improve their communication abilities Many have found success through this method, utilizing resources like BBC and CNN broadcasts or movies, which feature clear and standard voices Engaging with these materials and repeating dialogues can significantly aid in mastering pronunciation and applying it in everyday conversations.
(1) Close your eyes and listen
To effectively learn a new word, focus on its sound rather than visualizing the spelling Close your eyes and listen attentively to the speaker, then attempt to replicate the sounds you hear Begin with one or two words, gradually progressing to longer phrases and eventually full sentences.
Shadowing involves immediately repeating the sounds you hear from a speaker, allowing you to compare your pronunciation with theirs This technique not only helps you hear yourself but also aids in mastering the correct sounds For effective shadowing, it's beneficial to read the words while listening, ensuring you articulate the sounds you hear.
2.5.3 Plan to learn to speak English
To effectively improve your English-speaking skills, it is essential to understand the general nature and specific requirements of learning the language, as well as to assess the resources available to you and identify any additional aids needed By strategically planning your goals and study schedule in detail, and adhering strictly to this plan, you can achieve the best results in enhancing your English-speaking abilities.
Pronunciation refers to the way words are articulated, making sounds that English speakers recognize as coherent speech Good pronunciation is crucial for effective communication and comprehension in spoken English, which combines vocabulary, grammar, and sound To enhance your English speaking skills, it's important to cultivate a positive mindset and be prepared to practice consistently A relaxed mind can significantly improve learning efficiency and quality Unlike subjects like history or science, speaking English is a performance skill that requires purposeful practice By repeatedly practicing English sounds until they feel as natural as those in your native language, you will gradually see improvements in your pronunciation.
To effectively assess your progress in speaking, it's essential to evaluate your pronunciation by recording yourself and comparing it to sample pronunciations from an electronic dictionary This practice helps identify your weaknesses and mistakes, allowing for self-correction However, seeking guidance from experienced individuals, such as teachers or native speakers, can significantly enhance your learning An advanced English speaker can provide valuable feedback on your errors and offer precise corrections.
Correcting pronunciation is more effective than simply reading a sample aloud Individuals should reflect on their progress by considering whether their speaking skills have improved compared to last month or last year, as noted in Oxford (1990, pp 162).
163) Therefore, self-assessment is an important strategy that helps learners check their progress and the effectiveness of the strategies they apply to improve their speaking skills.
RESEARCH FINDINGS
Results from the survey questionnaire
3.1.1 Students' English learning background information
3.1.1.1 Students’ opinions about the process of speaking English
The initial question in the questionnaire focuses on learners' perceptions of the importance of speaking skills in English language acquisition Understanding the significance of speaking is crucial for every student in their journey to learn English effectively.
Table 3.1 demonstrates that a significant majority of students, specifically 60.8%, acknowledge the crucial role of speaking in learning English, while only 4.8% underestimate its importance The remaining students also recognize the value of speaking skills in their English language acquisition.
Table 3.1 Student’s awareness of the importance of speaking English
Chart 3.1 indicates that a significant majority of students, 90.2%, have learned English for over two years, while only 9.2% have studied the language for 9-12 years Notably, there are no students who have learned English for 3-6 years or 6-9 years This data suggests that most students possess a basic understanding of English.
Figure 3.1 Year of students’ learning English
Figure 3.2 Students' opinions about speaking English
According to figure 3.2, a significant majority of students perceive speaking English as challenging, with 46.1% finding it difficult and 42.6% considering it very difficult In contrast, only 5.2% of students, or just 6 individuals, reported that they do not find speaking English difficult.
English is normal, neither difficult nor easy However, despite being a third-year
English language student, equipped with a lot of knowledge and understanding of
English, only 7 students said that speaking English is easy (making up around
A significant 6.1% of students do not believe they speak English with ease This finding highlights the importance of addressing the challenges learners face and encourages them to seek effective solutions.
Figure 3.3 Students' feeling in speaking English
The data from chart 3.2 reveals that while a majority of students acknowledge the significance of English, only 7.8% express confidence in their speaking abilities, with none reporting very high confidence Additionally, 45.2% of students feel somewhat less confident, and 43.5% do not feel confident at all when speaking English Notably, only about 3.5% of students consider their confidence level to be normal.
Despite studying English for over 12 years, most students experience a lack of confidence and feel embarrassed when speaking the language This widespread issue highlights the challenges many face, as effective communication in English requires consistent practice and reinforcement Without daily engagement, improving speaking skills becomes a significant hurdle for learners.
3.1.1.2 The amount of time per week students learning English-speaking
Practicing speaking skills is crucial for learners' success, with Bailey (2005) emphasizing the need for over 3 hours of daily practice to enhance proficiency Despite this, many learners do not dedicate sufficient time to practicing English speaking, which is closely linked to their overall study habits.
Figure 3.4 The amount of time per day students practice speaking English
According to the data presented in Figure 3.3, English practice time is categorized into four groups: less than 1 hour, 1-2 hours, 2-3 hours, and more than 3 hours The majority of students, 45.7% (57 out of 125 participants), reported practicing speaking English for less than 1 hour The second most common response was 1-2 hours, chosen by approximately 34.8% of participants The "2 to 3 hours" category accounted for 13%, while very few students, a minimal percentage, indicated they practice for more than 3 hours.
Despite being third-year students with a basic understanding of English and recognizing its importance, the time dedicated to studying remains limited The data collected reveals that the time students invest in learning is influenced by various factors, including their perceptions and attitudes towards education.
3.1.1.3 Students’ participant in speaking class
Figure 3.5 Students' participant in speaking class
The chart illustrates the varying levels of student participation in English speaking activities in class Notably, 4.3% of students usually participated, while 5.2% participated sometimes Many students express a keen interest in English speaking lessons, leading to active engagement with the teacher and relatively fluent speech Conversely, a significant 54.8% of students rarely participated, and over 34.8% never engaged in speaking activities This lack of participation is attributed to disinterest in the topics discussed, limited knowledge, insufficient vocabulary, and overall challenges in English proficiency Consequently, these students often resort to their mother tongue for communication, hindering their ability to express ideas in English.
3.1.2.1 Difficulty in pronouncing English words
In Vietnam, English learning programs at both primary and secondary levels emphasize grammar and vocabulary, often neglecting the crucial aspect of pronunciation This oversight leads many students to disregard pronunciation practice, which adversely impacts their English speaking abilities Effective pronunciation is a key factor that determines students' speaking skills, as highlighted by the high rates recorded in the accompanying data.
Do not know how to stress word stress
Ignore or mispronounce ending sounds
Table 3.2 Difficulty in pronouncing English words
More the matter about “Do not know how to word stress” than those about
Participants overwhelmingly recognized the impact of word stress on pronunciation, with 93.6% acknowledging its importance; 43.2% agreed and 50.4% completely agreed, while only 3.2% disagreed A common issue for Vietnamese speakers of English is the lack of attention to word and sentence stress, as well as intonation Vietnamese, being a tonal language, uses accents to differentiate meanings, whereas English relies on rhythm and intonation to convey emotions and attitudes Misusing or omitting these elements can lead to misunderstandings and hinder comprehension For instance, the word "present" can mean different things depending on stress placement: /'prezәnt/ refers to an adjective or noun, while /pri'zent/ indicates a verb.
A significant portion of respondents, 33.6%, agreed while 48% disagreed regarding the concepts of liaison and elision Consequently, when British and American speakers converse rapidly, their words often blend together Native speakers tend to link sounds, particularly when a word ending in a consonant is followed by a vowel.
Many students struggle with pronunciation, particularly with the blending of sounds, as seen in the example of "library" pronounced rapidly as /laibri/ A significant 16.8% of students reported difficulties in ignoring or mispronouncing ending sounds, while 19.2% remained undecided on the issue Mispronunciation can lead to misunderstandings for listeners, highlighting the importance of honing pronunciation skills to enhance English speaking abilities.