Challenges of K62 nonEnglish majored students in learning English speaking skills at Nha Trang University

The challenges faced by K62 nonEnglish majored students in learning English speaking skills at Nha Trang University are numerous and varied. Firstly, there is the issue of inadequate exposure to the language, which makes it difficult for students to develop their speaking skills. Many students come from backgrounds where English is not commonly spoken, and they may lack opportunities to practice speaking the language in reallife situations.Another challenge is the lack of confidence in speaking English. Many students feel selfconscious and anxious when trying to speak in front of others, which can impede their progress in developing their speaking skills.Moreover, there is the problem of inadequate teaching methods and materials. Some students may find the teaching methods used in their English classes to be ineffective in helping them improve their speaking skills. Additionally, the lack of suitable materials can make it challenging for students to practice and develop their speaking skills outside of the classroom.Finally, there is the issue of language barriers. Students who are not fluent in English may find it difficult to understand their teachers or classmates, which can make it harder for them to participate in class and practice their speaking skills.Overall, the challenges faced by K62 nonEnglish majored students in learning English speaking skills at Nha Trang University require a multifaceted approach to address. This may include improving teaching methods, providing more opportunities for practice and exposure to the language, and offering suitable materials and resources for students to use.

NHA TRANG UNIVERSITY FACULTY OF FOREIGN LANGUAGES DEPARTMENT OF TRANSLATION - INTERPRETATION

GRADUATION COURSEWORK

Nha Trang,2023

Challenges of K62 non-English majored students in learning English speaking skills at Nha Trang University

Student’s Number : 61130338

Speaking is one of the important skills when learning English This study aims to examinethe challenges faced by non-English major students K62 in speaking English at NhaTrang University The aim of this study was to identify the constraints encountered andprovide insights into potential strategies to address these challenges

The data collection consisted of an online google form survey of 40 students of K62 fromdifferent disciplines The research findings highlight the importance of understanding theunique obstacles that non-English majors face in order to come up with solutions toimprove them By addressing these challenges, this research can more effectively supportK62 students in their English language acquisition journey

The insights gained from this research can inform English language instructors,curriculum designers, and university administrators in developing targeted interventions

to support the English speaking development of K62 non-English majored students.Additionally, the findings can serve as a reference for other institutions facing similarchallenges in English language education

I would like to express my sincere gratitude and appreciation to everyone who contributed

to the completion of this thesis

First and foremost, I want to thank my supervisor, [Supervisor's Name], for their valuableguidance, expertise, and unwavering support throughout the entire process Their helpfulfeedback, constructive criticism, and encouragement played a significant role in shapingthe direction and quality of this research

I also want to express my heartfelt appreciation to the K62 non-English majored students

at Nha Trang University who took part in this study Their willingness to share theirexperiences, insights, and challenges greatly enriched the data and findings of thisresearch Their active involvement was highly valued and contributed to the overallsuccess of this study

Furthermore, I would like to acknowledge the assistance and support I received from myfriends and classmates Their encouragement, discussions, and constructive feedbackwere invaluable in shaping my ideas and improving the quality of this thesis

Lastly, I am deeply grateful to my family for their unconditional love, understanding, andconstant encouragement throughout my academic journey The consistent encouragementand confidence they have shown in my skills have continuously fueled my inspiration anddrive I want to thank each and every one of you for being part of this academic endeavorand for making this thesis possible

Sincerely thank!

LIST OF FIGURES

Figure 1 Linguistic related factors 19

Figure 2.Psychology related factors 20

Figure 3.The learning environment related factors 22

Figure 4.The learning environment related factors( teachers) 23

Figure 5.Solutions to improve speaking English 24

TABLE OF CONTENTS

ABSTRACT 2

ACKNOWLEDGEMENT 3

LIST OF FIGURES 4

TABLE OF CONTENTS 5

CHAPTER I: INTRODUCTION 5

1 Rationale of the study 5

2 The aim of the study 6

3 Subjects and the scope of the study 6

4 Methodology 6

5 Significance of the study 6

6 Organization of the study 7

CHAPTER II: LITERATURE REVIEW 7

1.The overview of speaking 7

a Definitions of speaking 7

b The important of speaking 8

2.Speaking Problems 8

a Linguistic related factors 8

- Pronunciation 8

- Grammar 9

- Vocabulary 9

- Mother-tongue Use 10

b Psychology related factors 11

- Shyness 11

- Fear of Mistake 11

- Anxiety 12

c The learning environment related factors 12

3.Some solutions to overcome 13

- Solutions to overcome lack of vocabulary 13

- Solutions to overcome grammar problems 14

- Solutions to overcome pronunciation problems 14

- Solutions to overcome fearing the mistake 15

- Solutions to overcome shyness 15

- Solutions to overcome anxiety and shyness 16

CHAPTER III: FINDINGS AND DISCUSSION 17

1.Findings 17

1.1 Linguistic related factors 17

1.2 Psychology related factors 19

1.3 The learning environment related factors 20

1.4 Solutions to improve speaking English 22

2 Discussion 22

CHAPTER IV: SUGGESTIONS AND CONCLUSION 23

1 Suggestions 23

1.1 For teachers 23

1.2 For students 24

2 Conclusion 24

REFERENCES 25

CHAPTER I: INTRODUCTION

1 Rationale of the study

English has become a globally recognized language for international communication.Understanding and using English helps to bring people together Thanks to fluency inEnglish opens up many opportunities in life Therefore, being able to communicate inEnglish becomes very important for each of us English speaking proficiency is crucial foracademic success, future career prospects, and personal development

By identifying and addressing the challenges faced by non-English majored students, thestudy aims to provide valuable insights that can assist in enhancing the overall learningexperience and success of these students at Nha Trang University The K62 non-Englishmajored students represent a unique subgroup with distinct characteristics and learningneeds Their limited exposure to English language instruction and lack of immersion in anEnglish-speaking environment may pose specific challenges to their speaking skillsdevelopment Investigating these challenges can provide valuable insights into theirexperiences and inform tailored instructional approaches

Understanding these challenges is crucial for developing effective strategies andinterventions to improve the speaking proficiency of these students By identifying thespecific difficulties they encounter, such as vocabulary limitations, grammar problems,pronunciation issues, fear of making mistakes, shyness, or anxiety, the study aims toprovide insights into the factors that hinder their progress in English speaking Thefindings of this research can inform curriculum development, teaching methodologies,and support services tailored to the needs of non-English majored students, ultimatelyenhancing their language learning experience and promoting their speaking abilities

2 The aim of the study

The main aim of this study is to investigate and gain insights into the particulardifficulties encountered by K62 non-English majored students as they strive to enhancetheir English speaking abilities By identifying and understanding these challenges, thestudy aims to offer valuable insights and practical recommendations for effectivelyaddressing and overcoming these obstacles

3 Subjects and the scope of the study

The object of the study is the difficulty of speaking K62 non-English major at Nha TrangUniversity

This study is based on the scope of K62 non-English majors at Nha Trang University with

a survey population of 40 people

4 Methodology

This research study utilizes a qualitative research approach to examine the primarychallenges encountered when learning to speak English and suggests potential remedies toovercome them.

For this study, an online survey questionnaire was utilized to gather data on commonobstacles faced and strategies for improvement in spoken English The identifieddifficulties were grouped into three main categories: linguistic, psychological, andlearning environment, comprising a total of 17 distinct statements These statements wereranked on a four-level scale: 1 = strongly agree, 2 = agree, 3 = disagree, 4 = stronglydisagree In terms of solutions, the study presents nine options for researchers to assessand determine suitable methods for enhancing English speaking skills

To ensure accuracy and relevance of the research content, the collected survey data wasprocessed and analyzed using Excel, thereby guaranteeing precise and valuable findings

5 Significance of the study

For teacher: By gaining insight into the specific obstacles that K62 non-English majoredstudents face in learning to speak English, teachers can adapt their teaching methods,materials, and approaches to cater to the students' needs effectively This study can serve

as a guide for instructors in devising appropriate strategies and interventions to encouragethese students to overcome their difficulties and improve their English speaking skills.For other researchers: This study serves as a reference document related to Englishspeaking By building upon the findings of this research, scholars can deepen theirunderstanding of the subject matter and contribute to the existing body of knowledge inthis field

6 Organization of the study

The organization of this study includes:

Chapter I: Preface In this chapter, the researcher focuses on presenting the reason forchoosing the topic, the purpose of the research, the object and scope of the research, themethodology, the meaning and the organization of the research

Chapter II: Literature review This chapter gives the definition of speaking, its importanceand its problems

Chapter III: Findings and discussion Researcher analyzing data

Chapter IV Suggestions and conclusion Based on the analysis results, the researcher willmake some solutions and suggestions

CHAPTER II: LITERATURE REVIEW

1.The overview of speaking

a Definitions of speaking

Speaking is a form of linguistic communication through the use of voice to convey ideas,information, feelings, and meanings from one person to another Speaking is one of thebasic forms of human communication and is used every day to convey information,exchange ideas, and build social relationships When speaking, speakers use sounds,words, intonation, gestures, and facial expressions to convey meaning and interact withlisteners.There are a lot of definitions of the word “speaking” that have been suggested bythe researchers in language learning Chaney (1998) states that speaking encompasses theact of creating and sharing meaning by using both verbal and non-verbal symbols in avariety of contexts Similarly, Brown (1994) and Burns and Joyce (1997) describespeaking as an interactive process of creating meaning that encompasses the production,reception, and comprehension of information Speaking can take place in many differentcontexts and purposes, including everyday communication, teaching, givingpresentations, negotiating, public speaking, and many other social activities Speaking canalso manifest personal expression, social interaction and personal expression of eachperson In the process of speaking, the speaker needs language skills, flexibility in the use

of words and understanding context for effective communication In addition, the listener

is also important in the speaking process, because they must listen and understand themeaning that the speaker wants to convey While speaking is a natural and normal form ofcommunication, it can also be developed develop and improve through learning andpracticing communication skills

b The important of speaking

Speaking is an inherent ability in humans that emerges prior to the acquisition of readingand writing skills It is a fundamental aspect of human communication, with individualsdedicating a significant amount of time engaging in oral interactions compared to writtenlanguage usage The skill of speaking holds utmost importance as it enables individuals toactively participate in conversations and serves as a vital component of effectivecommunication Speaking English can be a challenging task as it requires individuals topossess a comprehensive understanding of various crucial elements such aspronunciation, grammar, vocabulary, fluency, and comprehension Brown (1994)emphasized that listening and speaking serve as essential language tools for learners.Furthermore, Efrizal (2012) and Pourhosein Gilakjani (2016) both emphasized thesignificant role of speaking in facilitating interpersonal interactions, highlighting itspervasive nature in everyday communication

2.Speaking Problems

a Linguistic related factors

- Pronunciation

Mispronunciation is a common challenge faced by language learners and can significantlyimpact communication effectiveness and language acquisition This shows that focusing

on this language feature is equally crucial since learners' poor pronunciation skills might

be a barrier to their ability to talk (Varasarin (2007)) The effects of poor pronunciationcan be significant Mispronouncing words or using incorrect stress and intonation patternscan lead to misunderstandings, confusion, and even embarrassment Additionally, poorpronunciation can make it difficult for listeners to understand a speaker's meaning,leading to frustration and disengagement

Furthermore, mispronunciation can impede the overall clarity of speech Inaccuratepronunciation can distort or misalign the sounds and phonetic elements of words, making

it challenging for others to comprehend the speaker's intended meaning This can lead to aloss of coherence and hinder the speaker's ability to effectively express their thoughts andideas

In addition to the immediate communication challenges, mispronunciation can also erodethe speaker's confidence Being aware of their mispronunciations, individuals may feelself-conscious and hesitant to actively participate in conversations This lack ofconfidence can further impede their language development and overall speakingproficiency

Mispronunciation also has the potential to shape others' perceptions of the speaker'slanguage abilities and credibility It may create an impression of limited languageproficiency, resulting in possible misunderstandings or underestimations of the speaker'sskills In academic and professional contexts, where effective communication is crucial,this can have adverse implications for success

- Grammar

According to Ramli (2003), Warriner asserts that smooth communication in speakingrelies on comprehensible grammar Mistakes in grammar usage can have an impact on theclarity and precision of spoken language Insufficient understanding of grammaticalstructures can lead to errors and disrupt the overall coherence and fluency of speech AsSavage (2010) points out, it is widely recognized that the lack of proficiency in grammarcan result in the occurrence of grammatical errors while speaking Mistakes in wordorder, tense usage, verb agreement, and sentence structure can cause confusion andmisunderstandings Listeners may face difficulties in interpreting the intended meaning ofthe speaker's message, which can have a negative impact on the overall clarity andcomprehension of the conversation

Additionally, the presence of poor grammar in spoken language can affect the fluency andsmoothness of speech Individuals may encounter pauses, hesitations, or disruptions asthey navigate through grammatical challenges This can disrupt the natural rhythm andflow of communication, making it more challenging for listeners to follow and actively

engage in the conversationnized that proper grammar is essential for effectivecommunication.

- Vocabulary

Having a strong vocabulary is crucial for speaking English fluently and effectively, asemphasized by Nation (2001) who states that vocabulary is the backbone ofcommunication However, many language learners face challenges in building and using arobust vocabulary Milton (2009) highlights that a lack of vocabulary knowledge canhinder fluency and the accurate conveyance of intended meanings in spoken language.When individuals have a limited vocabulary, they may struggle to find the appropriatewords to express themselves This can lead to the use of generic or imprecise language,resulting in misunderstandings and difficulties in conveying specific details or nuances

As a consequence, the overall clarity and accuracy of communication are compromised,making it harder for listeners to fully grasp the intended message

Furthermore, a deficient vocabulary can negatively affect a speaker's confidence and assurance When individuals find it challenging to find the right words or feel restricted intheir expressive abilities, they may become hesitant or reluctant to engage inconversations This can lead to reduced participation and missed opportunities formeaningful interactions and language development

self-In addition, a limited vocabulary can disrupt the natural rhythm and flow of conversation.Speakers may experience pauses, hesitations, or disruptions as they struggle to recallwords or resort to less precise alternatives This can impede the overall pace of theconversation, making it more difficult for listeners to follow and actively engage

It is crucial for language learners to address their vocabulary limitations in order toenhance their speaking proficiency Engaging in activities such as extensive reading, wordlearning exercises, and utilizing vocabulary learning strategies can contribute tovocabulary expansion By actively working on improving vocabulary, individuals canboost their confidence, accuracy, and fluency in spoken English, thereby facilitatingeffective communication

Zimmerman (2011) emphasizes the importance of vocabulary development in speaking,highlighting the need for a balanced focus on both breadth and depth of vocabularyknowledge Broad vocabulary development refers to the acquisition of a wide range ofwords across various topics and domains It involves building a large repertoire of words

to enhance overall communicative competence

Having a broad vocabulary enables speakers to express themselves in diverse contextsand engage in a variety of conversations It allows individuals to effectively convey theirthoughts, feelings, and ideas with precision and accuracy By possessing a broad range ofwords, speakers can adapt their language to different situations and cater to the needs ofvarious interlocutors

- Mother-tongue Use

"Overreliance on the mother tongue in speaking can hinder learners' target languagedevelopment and limit their opportunities for practicing and improving their languageskills." (Swan, 2000) There are potential drawbacks to excessive reliance on the mothertongue in speaking Overuse of the mother tongue can create a dependency that hinderslearners from fully immersing themselves in the target language It may limit theiropportunities for practice and engagement with the target language, hindering theiroverall language proficiency and fluency

Moreover, heavy reliance on the mother tongue can impede learners' ability to think andcommunicate directly in the target language It can lead to a delay in their languageproduction and hinder the development of their spontaneous speaking skills

The statement by Larsen-Freeman(Larsen-Freeman, 2008)emphasizes the potentialnegative consequences of relying heavily on the mother tongue in language learning,particularly in the context of translation

Many languages have different grammar rules than English, such as different sentencestructures or verb forms When speaking English, learners may inadvertently use theirmother tongue's grammar or syntax, leading to errors or confusion.Another problem is thereliance on direct translation from the mother tongue to English While some words orphrases may have direct equivalents in both languages, many do not Attempting totranslate directly can result in awkward or incorrect phrasing, making it difficult forlisteners to understand Additionally, some learners may feel more comfortable using theirmother tongue in conversation, particularly in group settings where others are alsospeaking their first language This can limit their exposure to English and prevent themfrom developing their fluency and confidence in speaking it.The effects of mother tongueuse can be significant

b Psychology related factors

- Shyness

As Harmer (2001) suggests, learners often exhibit reluctance in speaking due to theirshyness and discomfort in publicly expressing themselves, especially when asked to sharepersonal information or thoughts Shyness can be a significant barrier for learners,particularly in the context of speaking activities It is common for individuals to feel self-conscious and anxious about speaking in front of others, especially when it involvessharing personal information or expressing their thoughts and opinions This reluctancestems from a fear of being judged, making mistakes, or facing embarrassment

When learners are hesitant to speak, it can hinder their progress in language acquisition.Speaking is a vital aspect of language learning as it enables learners to practice and applythe language in real-life situations It promotes fluency, accuracy, and the development ofcommunication skills However, shyness can limit learners' participation and engagement

in speaking activities, hindering their ability to gain practical experience and improvetheir speaking proficiency

The statement by MacIntyre and Gardner (1989) emphasizes the impact of shyness onlearners' speaking performance and its implications for language development andproficiency.

Shyness can have a profound effect on learners' ability to engage in speaking activities.One noticeable effect is hesitation Shy learners may experience pauses or delays beforespeaking, as they are more cautious and self-conscious about their language use Thishesitation can disrupt the flow of conversation and impede their ability to express theirthoughts and ideas effectively

Another consequence of shyness is reduced fluency Shy learners often struggle tomaintain a smooth and natural rhythm in their speech They may experience disruptions,interruptions, or difficulty finding the right words, which can result in choppy ordisjointed communication This reduced fluency can affect the overall coherence andunderstandability of their spoken language

- Fear of Mistake

The fear of making mistakes when speaking English is a common experience for manylanguage learners Whether in a classroom setting, at work, or in everyday conversation,the fear of errors can be a significant barrier to effective communication As Kormos andKontra (2008) suggest, the fear of making mistakes can hinder learners' willingness totake risks and engage in spontaneous conversation

They may choose to avoid speaking opportunities or hesitate to engage in conversationsdue to the fear of being corrected or ridiculed This reluctance inhibits their languagedevelopment as speaking is a crucial aspect of language learning, impeding their ability topractice and apply the language in real-life situations that are essential for improvingfluency and communicative competence

Moreover, the fear of making mistakes adversely affects learners' confidence Constantworry about making errors results in a decline in self-esteem and self-assurance This lack

of confidence further hinders their capacity to express themselves effectively and restrictstheir overall language proficiency

Additionally, the fear of making mistakes leads to a cautious approach in language use,discouraging learners from taking risks They may choose safer and simpler languageexpressions, avoiding more complex or challenging language structures and vocabulary.This cautious behavior limits their linguistic growth and restricts their ability to fullyconvey their thoughts and ideas People who are afraid of making mistakes may behesitant to speak up in group settings, leading to missed opportunities for collaborationand learning Additionally, they may avoid situations in which they are required to speakEnglish, such as social events or job interviews, which can limit their personal andprofessional growth

- Anxiety

Anxiety, as defined by Horwitz, Michael, and Cope (1986), refers to the feeling of stress,fear, and unease that accompanies the process of learning a foreign language.Whenindividuals feel anxious about speaking in a foreign language, it can create a barrier thathinders their ability to effectively communicate and express themselves One of the maineffects of anxiety in speaking is the inhibition of fluency and spontaneity The fear anduneasiness associated with speaking in a foreign language can lead to hesitations, pauses,and disruptions in speech This can result in a disjointed and less natural flow ofconversation, making it challenging for listeners to understand and engage with thespeaker

Moreover, anxiety can affect learners' accuracy and precision in speaking Whenindividuals are anxious, they may experience difficulties in retrieving and using thecorrect vocabulary, grammar structures, and pronunciation This can lead to errors andinaccuracies in their spoken language, which may further contribute to feelings offrustration and self-doubt

c The learning environment related factors

Nunan (2003) emphasizes the significance of the learning environment in fostering thegrowth of English speaking skills A supportive and encouraging environment plays acrucial role in enabling students to practice and enhance their speaking abilities withconfidence and effectiveness The learning environment plays a crucial role in thedevelopment of speaking skills, and various factors can affect it One of the primaryfactors is the lack of opportunities to speak In many classrooms, students are not givenenough time to practice speaking, and this can hinder their progress Another factor thatcan affect the learning environment is the teacher's approach to teaching speaking skills.Some teachers may focus too much on grammar and vocabulary, neglecting theimportance of speaking fluently.Additionally, the classroom atmosphere can also impactthe learning environment Students who feel uncomfortable or anxious may struggle tospeak in front of their peers or the teacher This can lead to a lack of confidence and a fear

of making mistakes

3.Some solutions to overcome

- Solutions to overcome lack of vocabulary

Several researchers have come up with several suggestions to solve the problem of lack ofvocabulary.The claim of Pimsleur (1967) suggests that implementing spaced repetitionsystems can optimize vocabulary learning and memorization When it comes to learningvocabulary, spaced repetition systems offer several advantages They help learnersallocate their study sessions over time, which can prevent cramming and promotevocabulary synthesis Instead of reviewing all the words at once, learners will reviewthem at specific intervals based on their individual performance and the difficulty level ofthe words

By arranging review sections, learners have the opportunity to consolidate their memory

of the vocabulary words at different times when forgetting may occur This targetedrepetition strengthens connections, making memorization easier As a result, learners canimprove their vocabulary retention and recall over the long term

The statement by Nation (2013) emphasizes the importance of regularly encounteringvocabulary in real-life situations to help learn and use words effectively Authenticcontexts are situations where language is naturally used and experienced

When learners come across vocabulary in authentic contexts, they can observe how wordsare used in meaningful and relevant ways This exposure aids in understanding wordusage intricacies, such as collocations, idiomatic expressions, and practical conventions

By being exposed to various types of texts like books, articles, conversations, and media,learners encounter vocabulary in different forms, styles, and genres This exposurecontributes to the development of a broader and more diverse vocabulary, allowingeffective and accurate communication in various scenarios

Moreover, frequent exposure to vocabulary in authentic contexts supports the acquisition

of new words through repeated encounters in meaningful situations Research suggeststhat encountering words multiple times in different contexts improves word learning andreinforces memory connections The more often learners come across words in authenticcontexts, the more opportunities they have to strengthen their understanding and retention

of those words

The statement by Rinvolucri (2005) highlights the positive impact of incorporatingvocabulary games and activities in the classroom on fostering active participation andenjoyment in learning

When vocabulary games and activities are integrated into the classroom environment,they create an engaging and interactive learning experience for students This activeparticipation helps students actively engage with the language and deepen theirunderstanding of the vocabulary

By incorporating games and activities, the learning process becomes more enjoyable andmotivating for students Games add an element of fun and excitement to the classroom,making the learning experience more dynamic and memorable This can contribute toincreased student interest and enthusiasm, leading to enhanced motivation and willingness

to participate actively in vocabulary-related tasks

- Solutions to overcome grammar problems

The quote by Lightbown and Spada (2006) emphasizes the role of error correction andfocused feedback on grammar errors in supporting learners to identify and rectify theirlinguistic weaknesses

When teachers provide error correction and focused feedback, learners have theopportunity to see their grammar mistakes and become aware of areas that needimprovement This feedback helps learners understand the specific grammatical errors

they are making and provides guidance on how to correct them It enables learners todevelop a better understanding of grammar rules and structures.

Effective error correction involves providing clear explanations, examples, or models tohelp learners grasp the reasons behind their errors and learn how to correct them It isimportant for teachers to create a supportive and constructive learning environment,where learners feel comfortable making mistakes and receiving feedback

Focused feedback on grammar errors not only helps learners rectify their mistakes butalso enhances their overall language proficiency By addressing specific grammarweaknesses, learners can gradually improve their accuracy and fluency in using thelanguage It allows them to develop a more solid foundation in grammar, which is crucialfor effective communication

In addition, reading extensively is also beneficial for improving grammar Exposure towell-written texts allows learners to observe grammar usage in context, such as sentencestructures, verb tenses, and sentence connectors Reading helps learners internalizegrammatical patterns and develop a sense of what sounds correct

- Solutions to overcome pronunciation problems

Overcoming pronunciation problems requires focused effort and practice One effectivesolution is to engage in targeted pronunciation exercises and activities These can includepracticing specific sounds, intonation patterns, and word stress By dedicating time tothese exercises, learners can improve their ability to produce sounds accurately anddevelop clearer pronunciation

Another solution is to listen to and imitate native speakers According to Pennington andRichards (2016), learners can enhance their pronunciation by actively listening to andimitating audio materials that showcase native speakers This practice enables learners todevelop a pronunciation that is both authentic and natural By actively listening toauthentic audio materials, such as podcasts, songs, or speeches, learners can exposethemselves to natural pronunciation patterns and mimic the way native speakerspronounce words and phrases Regular exposure to native pronunciation helps learnersdevelop an ear for the language and improve their own pronunciation skills

- Solutions to overcome fearing the mistake

Dörnyei (2009) emphasizes the significance of creating a supportive learning environmentthat fosters a positive attitude towards making mistakes This approach encourageslearners to take risks and view errors as valuable learning opportunities rather thansources of embarrassment or failure

In a supportive learning environment, learners feel comfortable expressing themselveswithout the fear of being judged or criticized for their mistakes This creates a sense ofpsychological safety where learners are more willing to take risks and venture outsidetheir comfort zones They understand that making mistakes is a natural part of thelearning process and that errors provide valuable feedback for improvement

In addition, Larsen-Freeman and Anderson (2013) emphasize the significance of trial anderror in language learning and highlight the role of mistakes as valuable stepping stonestowards improvement According to their perspective, embracing a trial-and-errorapproach can assist learners in overcoming the fear of making errors and promote theirlanguage development.

By emphasizing the importance of trial and error, learners are encouraged to take risksand explore the language through experimentation They understand that making mistakes

is a natural part of the learning process and that errors provide valuable feedback forimprovement Instead of being afraid of errors, learners see them as opportunities to learnand refine their language skills

- Solutions to overcome shyness

The statement by Riggio (2008) highlights the potential of encouraging students toparticipate in group activities and collaborative projects as a means to gradually overcomeshyness and develop social skills

Shyness can often hinder students from actively engaging in classroom discussions andinteracting with their peers However, by creating opportunities for group work andcollaboration, teacher can provide a supportive environment that encourages shy students

to step out of their comfort zones and interact with others Participating in group activitiesallows shy students to gradually build their confidence and develop interpersonal skills

By working together with their peers towards a common goal, they can experience a sense

of belonging and develop a better understanding of the benefits of collaboration As theycontribute to group discussions and share their ideas, they become more comfortableexpressing themselves and engaging in social interactions

Similarly, Forsyth (2010) emphasizes the importance of implementing ice-breakingactivities and team-building exercises at the beginning of the course These activities aim

to create a positive and inclusive classroom environment, fostering a sense of communityamong students By providing opportunities for students to get to know one another in arelaxed and supportive atmosphere, shy students can feel more at ease and connected totheir peers

- Solutions to overcome anxiety and shyness

To assist students in overcoming anxiety, the researchers provided recommendations.According to Horwitz (2001), incorporating relaxation techniques, such as practicing deepbreathing exercises and engaging in mindfulness activities, can aid learners in effectivelymanaging anxiety and fostering a tranquil learning environment Deep breathing exercisesinvolve taking slow, deep breaths, which can activate the body's relaxation response andhelp reduce feelings of stress and tension This technique encourages learners to focus ontheir breath, redirecting their attention away from anxious thoughts and promoting a sense

of relaxation

The statement by Pekrun, Goetz, and Perry (2005) emphasizes the significance of creating

a supportive and non-threatening classroom environment as a means to alleviate anxiety