MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY DUONG TIEU LINH FACTORS AFFECTING GIA LAI HIGH SCHOOL STUDENTS’ ENGLISH SPEAKING FLUENCY Field: Theory and Methodology of English
INTRODUCTION
Rationale
In today's globalized society, proficiency in English is essential for connecting individuals across diverse regions, cultures, and nations Effective communication in English has become a crucial expectation for many Therefore, the main goal of English language education should be to equip learners with the skills necessary for fluent and effective communication (Davies & Pearse, 1998).
In the process of teaching English, it becomes evident that speaking is the skill most learners aim to master quickly, as highlighted by Ur (1996), who considers it essential for becoming proficient English speakers Speaking serves as a vital means of thinking and academic learning (Goh, 2007) and is a key component of effective communication (Shumin, 2002) Furthermore, Anggryadi (2014) notes that many learners view achieving success in speaking as the primary objective of learning English as a foreign language.
Vietnamese high school students recognize the importance of speaking skills in English; however, they often struggle to express themselves verbally Many experience significant challenges, particularly with speaking fluency, leading to frustration and even tears during speaking performances (Khong, 2019) Consequently, their proficiency in spoken English tends to lag behind their abilities in reading, listening, and writing (Khong, 2019) This issue is particularly pronounced among students in mountainous regions.
Numerous studies have been conducted globally, including in Vietnam, to identify the factors contributing to speaking difficulties For instance, MacIntyre et al (1998) examined how self-confidence impacts oral performance, while Park and Lee (2005) investigated the relationships between anxiety, self-confidence, and speaking performance among second language learners Additionally, Tanveer (2007) explored the causes of language anxiety in twenty learners and its effect on communication in the target language, corroborating the findings of Park and Lee.
In 2005, Bozorgian conducted a study examining the relationship between listening skills and various speaking abilities Additionally, Khong (2019) explored the internal and external factors influencing the development of fluency among secondary school students in Vietnam.
Research on factors influencing learners' oral fluency often focuses on individual elements or groups of factors in various contexts However, there is a lack of comprehensive studies addressing the factors affecting speaking fluency among high school students in Vietnam, especially in mountainous areas where English is a relatively new subject for learners To address this gap, I undertook a study on the topic "Factors Affecting Speaking Fluency."
The article focuses on enhancing English speaking fluency among high school students in Gia Lai, identifying key factors that significantly impact learners' speaking abilities It aims to discover effective teaching methods that can improve students' overall English speaking skills.
Aim and objectives of the study
This study explores the factors influencing English speaking fluency among high school students in Gia Lai province Additionally, it provides solutions to enhance students' English speaking skills and overall fluency.
To fulfill these aims, the specific objectives of the study include:
- Investigating what factors affecting Gia Lai high school students’ English speaking fluency
- Finding out to what extent these factors affect Gia Lai high school students’ English speaking fluency.
Research questions
In order to reach the above aims and specific objectives, the research is expected to answer the following questions:
1 What are factors affecting Gia Lai high school students’ English speaking fluency?
2 To what extent do these factors affect Gia Lai high school students’ English speaking fluency ?
Scope of the study
This study involved 150 eleventh-grade students from four high schools in Gia Lai province during the second semester of the 2021-2022 academic year The researcher concentrated on factors influencing speaking fluency rather than all aspects of speaking skills, utilizing a descriptive study approach with two primary instruments: a questionnaire and interviews.
Method of the study
This research employed a descriptive design utilizing both quantitative and qualitative methods to address the research questions To ensure safety during the Covid-19 pandemic, data was collected through an online survey questionnaire distributed to eleventh-grade students from four high schools in Gia Lai province via Google Forms Additionally, informal interviews were conducted with 8 out of 150 students to gather further insights and enhance the reliability of the findings The study culminated in a set of comments, recommendations, and conclusions based on the results obtained.
Significance of the study
This study aims to enhance high school students' overall speaking abilities, with a particular focus on improving their speaking fluency It serves as a valuable resource, raising awareness among students about the significance of fluent English speaking Additionally, the findings will help students identify effective methods for their speaking improvement, while enabling English teachers to tailor curricula that better support their students' fluency development Furthermore, the results may provide a foundation for future research on related topics.
Organization of the sudy
The study is divided into the chapters as follows:
Chapter 1 – Introduction – presents rationale, aim, objectives, the research questions, the scope, significance and organization of the study
Chapter 2 – Literature review – presents the concepts relevant to the speaking skills, speaking fluency, factors affecting English speaking skills and a review of previous studies related to the topic
Chapter 3 – Research methodology – presents research method, participants, instruments, data collection procedures and data analysis method
Chapter 4 – Findings and discussion –focuses on presenting, analyzing and discussing the results obtained from the survey questionnaire and interviews Besides, the chapter also presents some discussions and interpretations of the findings of the study
Chapter 5 – Conclusion and implications- is a review of the study, and points out implications for the improvement, its limitations and suggestions for future research.
LITERATURE REVIEW
Speaking fluency
Understanding "speaking fluency" is essential before exploring the factors that influence it Enhancing speaking fluency is a vital aspect of learning English for students Mastering speaking skills, particularly oral fluency, is a key goal for high school students, as it boosts their confidence in communication.
In fact, the definition of fluency has the Latin origin meaning as
“flow” It can be the same as other language define about fluency as flow or fluidity as stated by Kopponen and Riggenbach (2000, cited in Jamatlou,
Fluency in communication is crucial, as it allows students to speak without hesitation, even if they make grammatical errors (Harmer, 2007; Crowther et al., 2015) This ability to communicate smoothly enables quick comprehension by listeners Speaking fluency is characterized by the "automaticity and speed of speech production" (Brand & Gửtz, 2011) However, it's important to note that fluency does not always guarantee comprehensibility, which refers to how easily listeners can understand second language (L2) speech (Crowther et al., 2015).
Richards (2009, p.14) mentions brave definition about fluency,
Natural language use involves meaningful interaction where a speaker maintains clear communication, even with limitations in their communicative skills Today, the definition of fluency aligns more closely with a straightforward interpretation in applied linguistics, highlighting a shared characteristic.
Fillmore (cited in Richards, 1990, p 75) outlines four key abilities that define fluency: the capacity to engage in conversation, the skill to construct coherent and semantically rich sentences, the ability to respond appropriately across various contexts, and the creativity to use language imaginatively.
A recent study by Jamatlou (2011) highlights that fluency encompasses the rapid, smooth, accurate, lucid, and efficient translation of thoughts or communicative intentions into language, particularly under the constraints of on-line processing This understanding of fluency has gained acceptance among educators and researchers, emphasizing that fluency is distinct from other aspects of oral proficiency, such as vocabulary range and syntactic complexity, which are linked to linguistic accuracy.
Fluency, as defined by Riddel (2001), is the ability to speak freely without excessive pauses or hesitations A proficient English speaker should communicate effortlessly, as noted by Brown (1994), who emphasizes that fluent speakers can engage in conversations with native speakers effectively Students who prioritize communication over accuracy often express their thoughts using whatever words come to mind, resulting in frequent mistakes and a blend of English with their native language While these learners demonstrate high fluency, their accuracy may be low, as they either overlook or are unconcerned about their errors.
In language teaching, fluency is the ability to communicate orally with ease and accuracy It involves allowing students to express themselves freely without interruptions, which helps enhance their speaking skills To assess fluency, teachers should refrain from immediate corrections, as excessive feedback can disrupt the natural flow of conversation (Pollard, 2008, p 16).
In summary, this study defines English speaking fluency as the ability to communicate in English with minimal hesitation, repetition, or interruptions during conversations.
Factors affecting speaking fluency
One of the most important influences on language learning success or failure is probably the affective side of the learner (Oxford, 1990)
Affective factors, including moods, feelings, and attitudes, play a crucial role in language learning, particularly in speaking fluency (Meng & Wang, 2006) Krashen (1985) emphasizes that these affective variables can significantly hinder students' learning through the concept of an "affective filter," which creates a mental block that negatively impacts language acquisition When this filter is high, learning diminishes, highlighting the importance of emotional aspects in achieving success in language learning (Oxford, 1990; Dornyei and Ryan, 2015) Research has identified motivation, confidence, and anxiety as key affective factors linked to second language learning success (Krashen, 1982) This study focuses on anxiety, motivation, and the fear of making mistakes as the primary influences on high school students' speaking fluency.
Anxiety is a significant emotional barrier in learning a foreign language, as it creates feelings of tension and nervousness (Horwitz et al., cited in Nascente, 2001) Nascente emphasizes that anxiety is one of the primary factors hindering effective language acquisition This perspective is supported by researchers like Horwitz (1991), who notes that anxiety can negatively impact students' performance, particularly in oral language production, making them seem less fluent Furthermore, excessive anxiety can reduce students' willingness to communicate effectively (Wu & Lin, 2014).
Motivation is an essential factor to achieve proficiency in a second language (Gardner & Lambert, 1972) Ausubel’s (1968) cognitive theory of learning posited a circular relationship between learning and motivation:
Motivation plays a crucial role in language learning, as it can enhance learning and, in turn, foster further motivation (Hong & Ganapathy, 2017) According to Gardner and Lambert (1972), there are two primary types of motivation in this context: instrumental and integrative Instrumental motivation refers to the desire to learn a second language (L2) for tangible benefits, such as improved job prospects or higher income, while integrative motivation involves a genuine interest in engaging with the culture of the language's speakers (Mahadi & Jafari, 2012) Ultimately, both external and internal sources of motivation significantly impact students' speaking skills and fluency.
Many theorists, including Tsui (1999), Yi Htwe (2007), and Robby (2010), argue that the fear of making mistakes significantly contributes to students' reluctance to speak in English Aftat (2008) emphasizes that this fear is closely associated with concerns about correction and negative evaluation Consequently, students often fear being laughed at by peers or criticized by teachers, which serves as a major barrier in speaking classes, leading to decreased participation in speaking activities (Hieu).
2011) Therefore, it is important for teachers to convince their students that making mistakes is not a wrong or bad thing because students can learn from their mistakes
Students perform a speaking task under a variety of conditions Nation
& Newton (2009) believe that performance conditions can affect speaking performance Some types of performance conditions that Nation & Newton
(2009) suggest include planning time, time pressure, and the amount of support
Research indicates that allowing learners additional planning time before a task enhances their ability to produce fluent and complex language (Patanasorn, 2010) This extra time not only boosts grammatical complexity but also significantly improves fluency among students (Yuan & Ellis, 2003).
A laboratory study conducted by Wendel (1997) revealed that learners who watched two films and retold them performed better under a planning condition compared to no planning Specifically, the study found that the speech rate was significantly higher when learners had 10 minutes to plan their retelling, indicating that planning enhances fluency in speech.
In a study by Mehnert (1998), the impact of varying planning time on fluency was examined, yielding results that aligned with Wendel's findings Additionally, Sangarun (2005) investigated the influence of guided pre-task planning and reported a generally positive effect on fluency.
(2007) found that planned conditions resulted in greater fluency
Time pressure significantly affects a speaker's choice to favor fluency over correctness and complexity Research by Ellis and Yuan (2005) demonstrated that speakers under time constraints achieved fluency but exhibited reduced syntactic complexity and variety compared to those without such pressure This finding was echoed by Yuan and Ellis (2003) using the same data Additionally, Ahmadian and Tavakoli (2011) confirmed that while fluency increased under time pressure, syntactic complexity decreased Speakers utilized their time to create more complex sentence structures, incorporating more subordinate clauses and varied verb forms, without slowing their speech rate Overall, these studies indicate that time pressure adversely affects syntactic complexity.
Peer support plays a crucial role in enhancing language learning achievement among students When learners feel emotionally supported by their classmates, they are more likely to engage actively and improve their speaking performance (Goodenow, 1993; Wentzel, 1994) Given that students spend significant time together and face similar challenges in language acquisition, peer support becomes essential This support manifests not only through friendship but also through collaborative learning experiences Additionally, the reciprocal nature of peer interactions is beneficial, as students share equal status, fostering a more effective learning environment (Cauce et al., 1982; Hartup, 1989; Wentzel, 1994).
To sum up, the quantity of peer support makes things simpler because it is easier to convey a speaking topic with others than by themselves (Thornbury, 2005)
Language novices may struggle to focus and produce fluent speech without automation, as noted by Bohlke (2014) This notion is further supported by Nguyen, H T et al (2015), who emphasize that fluency is closely linked to the process of automation.
Exposure to English environments, such as constant interaction with English-speaking teachers, and access to English tapes, books, and newspapers, enables students to learn the language spontaneously and subconsciously A positive atmosphere and suitable surroundings further encourage active, correct, and fluent speech Regularly placing students under time constraints can significantly enhance their speaking fluency (Nguyen, 2015).
Focusing on both speaking fluency and accuracy simultaneously is impractical due to limited attentional capacity Consequently, during speaking activities, the emphasis should be on conveying meaning, while attention to linguistic form can be addressed afterward (Willis, 2005).
Maurice's (1983) 4/3/2 approach effectively enhances learners' speaking fluency by encouraging them to discuss a topic in three stages: first for 4 minutes, then for 3 minutes, and finally for 2 minutes This repetitive practice not only boosts familiarity with the subject matter but also reduces anxiety, leading to improved fluency in future speaking engagements.
The 4/3/2 approach, endorsed by Arevart and Nation (1991), enhances speaking fluency among learners, as evidenced by their ability to speak faster and with fewer hesitations in shorter time frames Zhou (2006) highlights that this method significantly benefits Chinese EFL learners by allowing them to discuss the same topic for varying durations of 4, 3, and 2 minutes, leading to steady improvements in fluency Additionally, the use of set phrases and expressions helps reduce cognitive stress (Lewis, 1993), increases attention capacity (Skehan, 1996), and accelerates speech processing (Goh, 2003), emphasizing the importance for EFL students to memorize a wide range of vocabulary for automatic retrieval during speaking.
Thus, automaticity can improve their speaking fluency (Wood, 2001; Wood, 2004; Zhou & Wang, 2007)
2.3.4 Teacher’s Corrections and Feedback during speaking activities
Students generally expect feedback from their teachers regarding their performance, but not all speaking production should be addressed uniformly According to Harmer (1991), teachers' responses to students' performance should vary based on the lesson stage, activity type, the nature of mistakes, and the individual student involved Over-correcting can disrupt conversational flow and undermine the purpose of speaking activities, leading to student demotivation and fear of speaking Therefore, it is essential for teachers to provide corrections in a positive and encouraging manner (Baker & Westrup, 2003).
Review of Previous Studies Related to the Topic
There were many different studies conducted significantly related to speaking skills and speaking fluency
MacIntyre et al (1998) explored how self-confidence affects oral performance, revealing that learners' willingness to speak is significantly influenced by their self-confidence levels.
A study by Park and Lee (2005) examined the relationship between anxiety, self-confidence, and speaking performance among 132 Korean college students in English conversation lessons, revealing a negative correlation between anxiety levels and oral performance Similarly, Tanveer (2007) explored the factors contributing to language anxiety in twenty learners and its impact on communication in the target language, finding consistent results Both studies indicate that heightened stress, anxiety, or nervousness can adversely affect language learning and performance, with the conclusion that increased anxiety leads to poorer performance.
Feyten (1991) explored the relationship between listening ability and various aspects of foreign language competence, including listening comprehension and oral proficiency, revealing a strong correlation among these skills Similarly, Bozorgian (2012) examined the connection between listening ability and other linguistic skills, finding that higher listening comprehension scores are associated with improved speaking scores.
Lukitasari (2008) conducted research on first-semester students at Muhammadiyah University in Malang, Indonesia, focusing on their strategies for overcoming speaking difficulties in class The study revealed that students faced several challenges, including hesitation, a lack of ideas, unequal participation, and reliance on their mother language Additionally, the findings indicated that the students' speaking abilities were inadequate due to their insufficient understanding of key aspects of speaking, namely vocabulary, grammar, and pronunciation.
Zhang et al (2004) investigated the factors affecting oral fluency in English among Chinese college students Their research revealed that the main influences on students' oral fluency are the opportunities to practice speaking English and the surrounding environment, while listening skills and knowledge of the target culture play a lesser role.
Yurong and Nan (2008) explored how affective variables influence oral English fluency in College English students The study's findings revealed that four affective variables influenced the development of oral English
Khong (2019) investigated the internal and external factors affecting students' fluency development in a secondary school The study identified several challenges in enhancing fluency, highlighting issues such as diverse learning styles, students' reliance on their mother tongue, low motivation, and inadequate English proficiency, which contributed to deficiencies in vocabulary, structure, and pronunciation.
Previous research has primarily focused on individual components or sets of factors affecting learners' oral fluency, either independently or in various contexts This highlights a significant gap in studies addressing oral fluency among high school students in Vietnam, particularly in mountainous regions where English has only recently gained attention This study aims to bridge these gaps by helping educators identify the most critical factors and their impact levels on students' speaking abilities, ultimately enhancing learners' English speaking skills.
This chapter has provided essential theoretical insights into the study topic, covering definitions of speaking skills and fluency, factors influencing speaking fluency, and a review of related previous studies The next chapter will outline the research methodology in detail.
RESEARCH METHODOLOGY
Research method
This study is done as a qualitative and quantitative study because it is appropriate for the research aim and objectives According to Bouma (1996,
Both qualitative and quantitative methodologies are essential in social science research, as highlighted by Creswell (2012), who asserts that their combination offers a deeper understanding of research problems compared to using either method alone Brewer & Hunter (1989) refer to this approach as “legitimate inquiry.” To achieve research objectives and enhance reliability and validity, the study employed two data collection instruments: questionnaires and interviews The quantitative data gathered from the questionnaires, analyzed using SPSS, complemented the qualitative insights from the interviews, thereby reinforcing the overall findings.
Participants
This research was conducted thanks to the cooperation of 150 students of grade 11 at 4 high schools in Gia Lai province According to Hair et al
(2010) and Leedy & Ormrod (2005), the sample size must be at least 4 or 5 times bigger than the number of variables or as large as possible Therefore,
150 students are surveyed for the appropriate sample size
The researcher, who teaches English at a local school, aims to gather diverse perspectives from students across multiple institutions to ensure the reliability of the study's data Consequently, the research was conducted in four high schools located in Gia Lai province.
Table 3.1 The information of the students participants for the survey
The study involved 150 grade 11 students, comprising 64.6% males and 35.4% females, selected randomly from various schools This group was chosen for three primary reasons: they had at least five years of English learning experience, including four years in lower-secondary school and over one year in high school; they faced minimal pressure from the General Certificate of Secondary Education, which primarily focuses on grammar and other skills rather than speaking; and the sample size was adequate to provide reliable data for the research.
Instruments
To investigate the factors influencing high school students' speaking fluency, the researcher utilized a combination of a questionnaire and interviews as primary research instruments This dual approach was chosen for its complementary advantages, enhancing the overall effectiveness of the study The questionnaire served as the main tool, allowing participants to express their factual perceptions regarding the factors impacting their speaking fluency Additionally, the interviews offered a platform for clarification and elaboration on the questionnaire results, ensuring the reliability of the students' responses.
According to McMillan and Schumacher (2014), questionnaires are the preferred method for gathering attitudes, motivations, and opinions Brown and Coombe (2015) further emphasized that questionnaires offer a cost-effective, quick, and efficient means of collecting extensive information from large samples The current study, conducted within a limited timeframe and involving a small group of participants, utilized a less structured questionnaire that was well-suited for the context Designed with a clear structure, the questionnaire allowed participants to express their responses authentically (Baron-Cohen et al., 2000) It focused on factors influencing high school students' speaking fluency and was adapted from the research by D.T.B Ngoc and T.T.D (2020), employing a five-point Likert scale to gauge responses ranging from "Strongly disagree" to "Strongly agree."
Disagree, Neutral, Agree, and Strongly agree and with values of 1 –5 ranged from “Strongly Disagree” to “Strongly Agree”: Strongly Disagree=1, Disagree=2, Neutral=3, Agree=4, Strongly Agree=5
Bourque and Clark (1994) listed three ways to design questions to determine data from samples These are: (1) Developing your own questions
In this research, while some questions related to factors influencing speaking fluency were identified in existing literature, no prior studies addressed these specific factors in the same manner Consequently, the author could not replicate or directly adopt from previous research As a result, adapting questions from other sources was deemed necessary to create a more valid and reliable questionnaire.
To prevent misunderstandings among respondents, a Vietnamese version of the questionnaire was utilized To ensure its reliability, the researchers piloted the questionnaire with twenty participants distinct from the actual study group (Van Teijlingen & Hundley, 2002) The Scale Test results from the pilot study indicated a high reliability (α = 890), confirming its suitability for the official study Following the administration of the questionnaires, the quantitative data collected were analyzed using the Statistics Package for Social Sciences (SPSS), version 20.
The online questionnaires were distributed to eleventh grade students across four classes in four high schools in Gia Lai, with the approval of the respective school principals Detailed information regarding the timing of the questionnaire distribution and collection is provided in section 3.4.
The questionnaire comprised two primary sections: the first focused on collecting general information about learners, including variables such as gender, self-assessed speaking proficiency, and duration of English study The second section included 21 questions presented in both English and Vietnamese, categorized into five groups that represent the key factors influencing students' speaking fluency.
Group 1: statements on affective factors (Anxiety, motivation and fear of making mistakes)
Group 2: statements on performance conditions (Planning time, time pressure and peer support)
Group 4: statements on teacher’s feedbacks on students’ speaking performance
Group 5: statements on topical knowledge
To enhance data collection and validate questionnaire responses, interviews were employed as a secondary research method, allowing participants to express their thoughts with greater depth and spontaneity (Miller & Brewer, 2003) This approach also addressed issues related to missing or irrelevant data from the questionnaires The interviews focused on gathering insights into factors influencing students' speaking fluency, with confidentiality maintained by using pseudonyms for participants Conducted with eight students via telephone, Zoom, and Zalo based on their availability, the semi-structured format aimed to create a comfortable environment for open dialogue Ultimately, this method provided the researcher with a clearer understanding of the students' learning experiences and offered practical evidence to support the research questions.
Data collection procedures
Data collection is a critical step that significantly influences the success of research Due to the ongoing Covid-19 pandemic, the entire data collection process was conducted online from early March to the end of the month.
In the initial phase of the study, the researcher obtained permission from four high school principals and the head teachers of four eleventh grade classes to conduct surveys with their students On March 1st, the researcher distributed a link to the online survey via the classes' Zalo groups Students were encouraged to seek online support from the researcher if they encountered any difficulties understanding the questions After a week, the researcher collected 179 responses, which were then processed in an Excel workbook However, due to duplicate entries and incomplete information, only 150 responses were deemed valid for the research data.
To enhance the reliability and validity of the study, semi-structured interviews were conducted with eight randomly selected students, each lasting 5 to 10 minutes The interview data were then coded, categorized, and analyzed thematically The researcher ensured accuracy by double-checking the transcriptions before sharing them with the interviewees for feedback Any discrepancies between the transcriptions and the interviewees' perspectives were revised with their agreement.
Data Analysis Method
This study utilized both quantitative and qualitative analysis methods, incorporating quantitative results from questionnaires completed by 150 students and qualitative insights from semi-structured interviews with 8 students to achieve the research objectives.
The study employed SPSS (Statistical Package for the Social Sciences) to conduct a statistical analysis of the data, calculating key metrics such as frequency, mean, standard deviation, and percentages This powerful software facilitates the generation of tabulated reports, charts, and visualizations of distributions and trends, enabling both descriptive and complex statistical analyses.
The factors affecting the students’ speaking fluency in the questionnaire were coded as follows:
Factor 1 was named as AFFECTIVE FACTORS and coded as AF
Factor 2 was named as PERFORMANCE CONDITIONS and coded as PC
Factor 3 was named as AUTOMATION and coded as AU
Factor 4 was named as TEACHER’S FEEDBACK and coded as TF
Factor 5 was named as TOPICAL KNOWLEDGE and coded as TK Besides, with regards to 8 students as 8 interviewees in the interviews, they were also coded as S1, S2 to S8 for analysis
“Internal validity in relation to questionnaires refers to ability of your questionnaire to measure what you intend it to measure.” (Saunders et al.,
Before distributing the instrument to the sample population, the researcher conducted a validation test, which included expert validation followed by a validity and reliability test to ensure construct validity The research employed statistical methods to calculate correlations between various variables, aiming to identify relationships and measure their strength Additionally, correlations among different sub-factors of the variables were analyzed to verify their proper grouping.
The validity test of the questionnaire revealed that most item questions had a significance value (2-tailed) of less than 0.05, with predominantly positive Pearson correlation values Consequently, it can be concluded that all questionnaire items are valid, as they meet the necessary validity criteria.
Reliability refers to the robustness of a questionnaire and its ability to yield consistent results across different times and conditions (Saunders et al., 2008) Goforth (2015) highlights that reliability tests, such as Cronbach’s alpha, serve as a coefficient tool to measure the internal consistency of Likert scale questions In this study, Cronbach’s alpha is employed to assess the reliability of the questionnaire, particularly focusing on the consistency of statements within the Likert scale questions, which utilize a five-point scale as detailed in section 3.3.1.
According to Laerd Statistics (2013), Cronbach's alpha is the most widely used measure of internal consistency, often referred to as "reliability." It is particularly applicable for questionnaires containing multiple Likert scale questions, allowing researchers to assess the reliability of the scale The value of Cronbach’s alpha ranges from 0 to 1, as illustrated in Table 3.
Cronbach's alpha Internal consistency α ≥ 0.9 Excellent
Internal consistency refers to the degree to which all items in a survey assess the same concept, highlighting the interrelatedness of the survey items (Tavakol and Dennick, 2011).
With respect to the validity and reliability of the data, there were 5
The questionnaire utilized Likert scale questions, beginning with clear definitions to prevent misunderstandings It was distributed anonymously, as indicated in the accompanying message To ensure trustworthy results, a reliability test was conducted during data analysis, revealing a Cronbach’s alpha of 0.898, which exceeds the acceptable threshold of 0.06 Consequently, it can be concluded that the research instrument effectively measures the impact of affective factors, performance conditions, automation, teacher feedback, and topical knowledge on speaking fluency.
The data result was presented in table 3.3, which was the reliability of 5- Likert scale questions
Table 3.3 Reliability test of all 21 Likert scale questions
Furthermore, the descriptive test relating to item-total statistics was also performed with the aim of increasing the reliability of the data Table 3.4 showed the results of the test
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The scale test results indicated a Cronbach’s Alpha coefficient of 898 for the 21 five-point Likert scale questions, surpassing the acceptable threshold of 0.60 (Cronbach, 1951) However, the Corrected Item-Total Correlation for four variables (TF3, TK1, TK2, TK3) were 048, 044, 128, and 163, all below the recommended value of 0.3 Consequently, the author chose to eliminate these variables to enhance the reliability of the data.
Affective factors (AF): no variable is eliminated The variable has the lowest Corrected Item-Total Correlation at 602 (AF5)
Performance conditions (PC): no variable was eliminated The variable has the lowest Corrected Item-Total Correlation at 303 (PC3)
Automation (AU): no variable was eliminated The variable has the lowest Corrected Item-Total Correlation at 352 (AU3)
Teacher’s feedback (TF): one variable (TF3) was eliminated The variable has the lowest Corrected ItemTotal Correlation at 308 (TF2)
Topical knowledge (TK): all of three variables were eliminated After elimination, all of the the samples left (17) had a good reliability and internal consistency
In conclusion, this article has detailed the research methodology, participant selection, data collection instruments, and the procedures for data collection and analysis The careful design of questionnaires and interview questions, along with the integration of both quantitative and qualitative analysis methods, ensures that the findings of this study are reliable and valid for readers.
FINDINGS AND DISCUSSIONS
Gia Lai high school students’ perception of the importance of
This section highlights students' perceptions regarding the significance of speaking skills While it does not directly address the research questions, it underscores the crucial role of speaking skills in enhancing students' motivation and fluency in speaking.
The questionnaire data analysis results about the students' perceptions of importance of speaking skills are summarized in Table 4.1
Table 4.1 The students’ perception of the importance of speaking skills
N Min Max Mean Std Deviation
How important are speaking skills to you?
Table 4.1 reveals that high school students perceive speaking skills as highly important, with an overall mean score of 3.67 out of 4 This indicates that speaking skills are considered significantly valuable, as reflected by the scoring scale where 1 represents "Not important" and 4 signifies "Very important." The data shows a minimum score of 1, a maximum score of 4, and a standard deviation of 0.55.
Figure 4 1 Students’ evaluation of the importance of speaking skills
The pie chart clearly illustrates the significance of speaking skills, with 90% of participants rating it as very important or important, while only 0.67% deemed it non-essential This finding is supported by interview data, where most respondents expressed strong agreement on the importance of speaking skills For instance, S1 and S8 identified fluency in English as their primary goal, while S3, S4, and S5 noted that speaking well enhances their image and impresses listeners Similarly, S2 and S7 highlighted their desire to improve their English to avoid losing face and to secure better financial opportunities in the future Only one interviewee, S6, did not recognize the importance of this oral skill.
When comparing our findings to previous studies on the significance of speaking skills, it is essential to highlight the connections between our results and those of earlier research, such as the insights provided by Ur.
In 1996, it was highlighted that speaking skills are vital for learners to achieve fluency in English and are essential for academic success and effective communication (Goh, 2007) Similarly, Anggryadi (2014) noted that many native English speakers believe that mastering speaking is the primary goal of learning English as a foreign language.
The findings indicate that the majority of students recognize the significant benefits of speaking skills, which serves as a key motivation for them to enhance their speaking fluency and overall speaking abilities.
Gia Lai high school students’ evaluation of their English speaking
The next of the questionnaire was regard to students’ evaluation of their own English speaking fluency ability, as indicated in Table 4.2
The descriptive statistics of frequency were run to figure out the students’ self-evaluation of their English speaking fluency in a detailed valid percent
Table 4 2 Students’ self-evaluation of their speaking skills
It was important to highlight the fact from table 4.2 that up to 34% and
A significant 62% of respondents reported being either not completely fluent or not very fluent in English, indicating that 96% of high school students lack confidence in their speaking abilities Despite recognizing the importance of speaking skills, a notable percentage of students struggle with English fluency This aligns with interview findings, where 7 out of 8 participants admitted to frequently "getting stuck" or feeling they "had nothing to say" while speaking English Remarkably, only 1 out of 8 expressed satisfaction with their fluency, stating, "I can speak spontaneously in English without pausing."
Identifying the factors influencing high school students' speaking fluency is crucial for researchers aiming to enhance students' speaking competence effectively.
Factors affecting students’ speaking fluency
This section presents the findings on the factors influencing the speaking fluency of high school students in Gia Lai, based on a questionnaire that explored four key areas: affective factors, performance conditions, automation, and teacher feedback It specifically addresses the first research question regarding the elements that impact the English speaking fluency of these students.
The analysis of the questionnaire data, summarized in Tables 4.3 to 4.7, highlights the factors influencing high school students Additionally, the participants' perceptions regarding these factors, gathered from interviews, are presented and discussed in detail.
Descriptive statistical tests were conducted to evaluate the impact of various factors, such as affective factors, performance conditions, automation, and teacher feedback, on the speaking fluency of high school students in Gia Lai.
In this descriptive test, the variables TF3 (Teacher’s feedback) and TK1, TK2, TK3 (topical knowledge) were excluded due to their low Corrected Item-Total Correlation, which was below 0.3, as shown in Table 4.3 This study focuses on the factors influencing students' speaking fluency.
AF1 I am anxious that my ability in speaking English isn’t good 3.77 993
AF2 I feel so anxious that I usually utter “uh,ah,uhm…”when being asked to speak in English 3.74 1.006
AF3 I don’t always have enough motivation and confidence to take part in an English conversation 3.76 981
AF4 When I am motivated and confident in speaking classes, I can speak more fluently 3.73 1.008
AF5 I am hestitant to speak English because I am afraid of making mistakes 3.99 875
AF6 I want to improve my speaking fluency 3.73 1.008
PC1 I realize that time for speaking lesson is too short 3.76 721
PC2 I don’t have a lot of chances to speak because better students are always the first to give their ideas 4.01 839
PC3 In speaking tasks, when I have much time for preparation, I can speak more fluently 4.01 807
PC4 When I am under time pressure in my speaking performance, I focus on fluency by using simple sentences 3.93 636
PC5 I can speak more fluently during speaking tasks when my classmates are supportive and tolerant 3.93 724
AU1 I don’t usually speak English in class, which hinders my speaking fluency improvement 4.01 839
AU2 In English classes, I can speak fluently when my English teacher gives every instructions in English 3.76 981
AU3 I am more fluent in English when I usually practise talking a certain topic many times 4.08 773
AU4 Taking part in English clubs, tutorial groups… outside classroom improves my English speaking 4.01 823
Teacher’s correction on my pronunciation or grammar interrupts my speaking fluency during my speaking performance
I feel motivated to keep talking in English when my teacher gives me positive feedbacks or comments like “Good”,
The overall mean score of students' perception was 3.88 out of 5.0, with scores ranging from 3.73 to 4.08 This indicates that respondents generally agreed with the statements regarding factors such as automation, performance conditions, affective factors, and teacher's correction, suggesting that these factors positively influenced their speaking fluency.
Turning to the details, the data analysis of the impact of each factor on the students’ speaking fluency to varying degrees was provided as follows:
Effect of automation factor was examined via four items, as indicated in Table 4.4
Table 4.4 Automation affecting students’ speaking fluency
AU3 I am more fluent in English when I usually practise talking a certain topic many times 4.08 773
AU1 I don’t usually speak English in class, which hinders my speaking fluency improvement 4.01 839
AU4 Taking part in English clubs and tutorial groups outside classroom positively improves my English speaking 4.01 823
AU2 In English classes, I can speak fluently when my English teacher gives every instructions in English 3.76 981
The analysis of Table 4.4 reveals that the mean values of the items range from 3.76 to 4.08, with an overall mean score of 3.97, indicating that participants generally agree on the significant impact of automation on their speaking fluency improvement Notably, learners emphasized that practicing speaking on specific topics contributes to enhanced smoothness, as reflected in a mean score of 4.08 (SD = 0.773) Additionally, a majority of participants recognized the benefits of engaging in English environments, such as active participation in English clubs and tutorial groups (M = 4.01, SD = 0.839), as well as regularly listening to their teachers' English instructions (M = 3.76, SD = 0.981), in improving their fluency This suggests that increased speaking opportunities are crucial for students' language development.
English, the more they hindered themselves from getting improvement in oral fluency (AU1, M=4.01, SD= 839)
Automation in practicing spoken English significantly benefits from immersion in an English-speaking environment or the establishment of a regular habit of using the language, as these factors greatly enhance students' speaking skills.
The qualitative data from semi-structured interviews highlighted the positive impact of automation on students' English speaking skills Over half of the participants, including S1, S3, S4, S5, S7, and S8, reported increased confidence and fluency when discussing familiar topics However, some students, such as S2, S5, and S6, expressed difficulty when faced with unfamiliar subjects Interviewee S7 shared that her involvement in English tutorial groups on Facebook significantly enhanced her fluency Additionally, S1, S3, and S5 noted their ability to imitate English phrases without pauses, while S2 revealed that daily whispering or mumbling in English led to satisfying improvements in speaking.
S6 admitted that he did not focus on practicing or learning English, yet he was able to mimic certain phrases commonly used by native speakers in online games with his foreign friends.
The findings of this study align with previous research, highlighting the importance of automation in language learning Bohlke (2014) emphasized that without automation, language learners struggle to focus and achieve fluent speech Similarly, Nguyen et al (2015) noted that fluency is developed through automation, suggesting that students can acquire language more naturally and subconsciously when immersed in English-speaking environments.
The following section of the questionnaire includes five items related to performance conditions, specifically focusing on opportunities to speak (PC2), speaking duration (PC1, PC3, PC4), and peer support (PC5), as detailed in Table 4.5.
Table 4.5 Performance conditions affecting students’ speaking fluency
PC2 I don’t have a lot of chances to speak because better students are always the first to give their ideas 4.01 839
PC3 In speaking tasks, when I have much time for preparation, I can speak more fluently 4.01 807
PC5 I can speak more fluently during speaking tasks when my classmates are supportive and tolerant 3.93 724
When I am under time pressure in my speaking performance, I focus on fluency by using simple sentences
PC1 I realize that time for speaking lesson is too short 3.76 721
Table 4.5 reveals that students' speaking fluency is significantly influenced by performance conditions, with a total mean score of 3.93 indicating that most students feel it is challenging to practice and express fluency in oral presentations without opportunities to speak in class The focus on high-performing students often leads to silence and passiveness among others (PC2, M=4.01, SD=.839) Additionally, preparation time is crucial for enhancing speaking fluency; insufficient preparation can lead to disfluency, while more preparation time correlates with increased fluency (PC3, M=4.01, SD=.807) Students also acknowledged that time pressure negatively affects their speaking fluency (PC4, M=3.93, SD=.636) Furthermore, supportive and tolerant attitudes from classmates contribute positively to their speaking fluency improvements (PC5, M=3.93, SD=.724), demonstrating that collaboration can motivate students to enhance their speaking skills.
The interview data aligned with the questionnaire results, revealing that six out of eight students (S2, S3, S4, S5, S6, and S8) strongly supported specific agents influencing their speaking frequency under various performance conditions.
The limited preparation time for speaking tasks and lessons was deemed insufficient by many, leading to concerns about participation S1 noted that some teachers often selected proficient English students to expedite the process, leaving others feeling they had "no chance to raise our voice." In contrast, S7 highlighted that encouragement from classmates significantly motivated him to engage more actively in English presentations.
Research consistently highlights the impact of performance conditions on students' English speaking fluency, as noted by Nation & Newton (2009) and Dinh et al (2020) Notably, Patanasorn (2010) and Yuan & Ellis (2003) emphasize the importance of providing learners with additional planning time before engaging in fluent speaking tasks Furthermore, the influence of time pressure on speaking performance has been documented by Ellis and Yuan (2005), while the role of peer support in enhancing students' speaking abilities has been explored by scholars such as Goodenow (1993) and Wentzel (1994).
Concerning students perception of impact of teacher’s feedback and correction on their fluency in speaking, the data analasis was indicated in table 4.6 as follows:
Table 4.6 Teacher’s correction affecting students’ speaking fluency
Teacher’s correction on my pronunciation or grammar interrupts my speaking fluency during my speaking performance
I feel motivated to keep talking in English when my teacher gives me positive feedbacks or comments like
A Summary of the Key Findings
This article investigates the factors influencing speaking fluency among high school students in Gia Lai province It highlights the current challenges faced by grade 11 students and English teachers in effectively teaching and achieving high speaking fluency Despite the recognized importance of speaking skills, the research aims to identify the specific factors affecting students' fluency and assess their impact levels.
The article outlines the initial aim, objectives, and research questions for exploring the factors influencing speaking fluency among high school students in Gia Lai The author utilizes both qualitative and quantitative research methods, primarily through questionnaires and interviews By analyzing the data with SPSS, the study identifies the key factors affecting students' speaking fluency and assesses the extent of their impact on this skill.
The analysis reveals that the automation factor is deemed crucial by most participants, highlighting the importance of frequent practice in speaking English and engaging in English clubs to enhance fluency Additionally, teachers' use of English in instruction significantly contributes to students' speaking improvement Performance conditions, including opportunities to speak, time pressure, and peer support, directly affect learners' oral performance Affective factors such as fear of mistakes, anxiety, and motivation also play a significant role in fluency, necessitating attention from both teachers and students during speaking lessons Lastly, the findings emphasize the impact of teachers' feedback and correction on learners' speaking fluency.
The influence of various factors on students' speaking fluency varies significantly, with automation and speaking frequency having the most substantial impact, while emotional components such as learning motivation and confidence exert the least influence Furthermore, other elements, including the intensity of English practice and fear of making errors, can either positively or negatively affect students' success in speaking.
Recommendations
In light of the study's findings, some recommendations for school administrators, teachers and students were also offered
First, the teachers should stimulate and give equal chances to every student in the class so that they can express their opinions in English as much as possible
Teachers should inspire students to develop a habit of using English by modeling good practices and selecting engaging topics that resonate with their interests Tailoring discussions to connect with students' preferences enhances their participation in speaking activities Utilizing diverse methods such as interviews, role-playing, storytelling, and games can further enrich the learning experience Additionally, fostering a supportive and positive classroom environment, along with establishing English clubs, is crucial for improving students' speaking fluency.
It is essential for teachers to select speaking tasks that match their students' comprehension levels and to provide adequate preparation and performance time to minimize disfluency caused by time pressure Additionally, when giving feedback on students' oral performance, teachers should avoid criticism and negative remarks, as mistakes are a natural part of the learning process.
Instead, they will feel more motivated and confident in the continual speaking presentation with the teachers’ constructive comments or prompts
To foster the growth of their speaking fluency, students should make every effort to determine the most effective strategy
To effectively improve their English skills, students should take advantage of various resources, including English movies, songs (both with and without subtitles), and language applications that enhance speaking practice Additionally, they should seize every opportunity to engage in conversations with friends or native speakers, both in and out of the classroom, to practice their English in a positive manner.
To improve their English speaking skills, individuals must commit to working diligently and overcoming emotional barriers It is essential for students to cultivate independent thinking and identify their personal motivations for learning English, as motivation plays a vital role in enhancing their speaking abilities.
Shy students should focus on overcoming their anxiety about making mistakes and the fear of ridicule from peers, as errors are a natural and essential part of the language learning process.
Students should prioritize their English teacher's feedback, as it is crucial for improving and enhancing their speaking skills.
For successful English speaking classes to happen, it is not only the teachers’ endeavours themselves but also the school administrators who should have an important role
To enhance student participation in English classes, school administrators should limit class sizes to a more manageable number, ideally fewer than 45 students per class This adjustment will provide students with increased opportunities to engage and speak during lessons.
School administrators should enhance facilities and conditions to support teachers in improving their teaching methodologies It is essential for educators to stay updated on new teaching techniques for organizing communicative activities and to remain informed about the latest developments in the TESOL field.
School administrators should prioritize organizing regular seminars or discussions on English teaching within their departments These events provide valuable opportunities for teachers to exchange experiences, learn from each other, and effectively adapt practical techniques for teaching English, particularly in enhancing speaking skills.
5.3 Limitations and Suggestions for Further Studies
The research on factors influencing fluency among high school students in Gia Lai faced several limitations Conducted at only four high schools in a mountainous region, the study's findings cannot be widely generalized due to its small scale Additionally, time constraints hindered the ability to conduct a more comprehensive investigation As a descriptive study focused on fluency, it highlights the need for further experimental research to effectively enhance students' English speaking skills.
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APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS
This survey aims to investigate the factors influencing speaking fluency among high school students in Gia Lai Your participation in answering the following questions is greatly valued Kindly indicate your choices by placing a tick () in the corresponding box.
2 How long have you been learning English at school? ……….years
3 How important is the speaking skill to you?
Important Not important at all
4.How do you assess your present level at English speaking fluency?
Part 2: Factors affecting high school students’ English-speaking fluency
(Please put a tick () in the box beside the option(s) you choose)
C o m p le te ly d is a g re e ( 1 ) D is a g re e ( 2 ) U n ce rt a in (3 ) A g re e ( 4 ) C o m p le te ly a g re e ( 5 )
AF1 1 I am anxious that my ability in speaking
2 I feel so anxious that I usually utter
“uh,ah,uhm…”when being asked to speak in English
3 I don’t always have enough motivation and confidence to take part in an English conversation
AF4 4 When I am motivated and confident in speaking classes, I can speak more fluently
AF5 5 I am hestitant to speak English because I am afraid of making mistakes
AF6 6 I want to improve my speaking fluency
PC1 7 I realize that time for speaking lesson is too short
8 I don’t have a lot of chances to speak because better students are always the first to give their ideas
9 In speaking tasks, when I have much time for preparation, I can speak more fluently
10 When I am under time pressure in my speaking performance, I focus on fluency by using simple sentences
11 I can speak more fluently during speaking tasks when my classmates are supportive and tolerant
AU1 12 I don’t usually speak English in class
13 In English classes, I can speak fluently when my English teacher gives every instructions in English
AU3 14 I am more fluent if I usually practise talking a certain topic many times
15 Taking part in English clubs, tutorial groups… outside classroom improves my
16 Teacher’s correction on my pronunciation or grammar interrupts my speaking fluency during my speaking performance
17 I feel motivated to keep talking in English when my teacher gives me positive feedbacks or comments like “Good”, “Well- done”
TC3 18 If I cannot think of what to say, the teacher may prompt me forwards
TK1 19 I want to speak English but I don’t know enough topical vocabulary
TK2 20 I can speak better on familiar topics
TK3 21 I can speak more fluently after the teacher provides knowledge relating to difficult topics.