INTRODUCTION
Rationale
English has evolved into a global language, transcending its origins in English-speaking countries like the UK and the US, thus enhancing international communication It is regarded as a crucial language to learn, especially in Vietnam For learners of English as a Foreign Language (EFL), developing speaking skills is essential for effective communication Proficiency in speaking allows students to engage with native English speakers and individuals from diverse backgrounds.
English speaking skills present significant challenges for non-native students, as highlighted by Zhang (2009), who noted that speaking is often the most difficult skill for English learners to master Despite having a solid understanding of vocabulary and grammar, many EFL students struggle with oral communication and lack confidence when speaking English, particularly in high school settings This fear of speaking persists into college, where it continues to be a major obstacle, raising concerns among university-level English instructors.
The COVID-19 pandemic, which began in early 2020, has led to the suspension of face-to-face classes globally, prompting English language teachers to seek alternative teaching methods Recent technological advancements have provided teachers with various options, making online lessons through video-conferencing software a viable solution Platforms such as Google Classroom, WhatsApp, and Zoom Meeting are now widely used, facilitating online communication and the delivery of learning materials without the need for real-time interaction between students and instructors.
A Learning Management System (LMS) offers various supportive tools like emails, discussion boards, blogs, wikis, and video/audio recordings However, first-year university students, who are more accustomed to traditional classroom settings, may encounter challenges adapting to this new teaching method The transition to a virtual learning environment can make it harder for them to acquire essential skills due to reduced direct interaction with teachers and peers Despite these difficulties, there is a lack of scholarly research addressing the specific issues faced by first-year students in online speaking classes.
Recognizing the importance of English speaking skills and the difficulties faced by first-year EFL students, it is essential to understand this topic to offer suitable support and improve their communication abilities Consequently, the researcher plans to undertake a research project titled:
This study investigates the challenges faced by first-year English majors at Hung Vuong University during online speaking lessons It aims to identify the specific difficulties encountered by these students and explores the strategies they employed to overcome these obstacles.
Research questions
In order to fulfill the research aim, this study seeks to find out the answers to the following questions:
1.2.1 What difficulties do the first year English major students at Hung Vuong University meet when learning speaking skill online?
1.2.2 What have they done in an attempt to improve their English speaking skill?
The significance of the study
This study, conducted with three groups of K19 English major students at Hung Vuong University, aims to provide insights into their online English speaking learning experiences The findings will assist English lecturers in offering tailored support to enhance students' oral communication skills in an online setting Additionally, student participation in interviews allows them to reflect on their learning processes and gain valuable tips from peers to improve their speaking abilities Ultimately, the results will inform university and faculty policies to better support students in developing their communicative skills online.
Scope of the study
This study investigates the challenges faced by first-year English-major students (K19) at the Faculty of Foreign Languages in developing their English speaking skills in virtual classes Despite the importance of speaking proficiency in enhancing communicative ability, the specific difficulties encountered by EFL students in online speaking environments remain underexplored The participants, who have limited prior experience with English oral communication and virtual learning, are expected to face additional obstacles in improving their speaking skills.
Organization of the study
The research consists of three parts:
This section provides a comprehensive overview of the study, detailing the problem statement, research questions, significance, scope, and the overall organization of the thesis.
CONTENT
This chapter review relevant studies and related concepts of the research These include the definitions of speaking skill, the importance of speaking, and factors affecting EFL‟s speaking skill
This chapter will give a detail account of the research methodology, including research context, research participants, the procedures and tools involved in data collection instruments, data analysis
This chapter presents key findings from the study on the speaking difficulties faced by English language students and explores the strategies they employed to address these challenges, along with a discussion of the implications of these findings.
This chapter summarizes the study by outlining its rationale, methodology, key findings, and their implications It also addresses the study's limitations and offers suggestions for future research.
LITERATURE REVIEW
Definitions of speaking skill
Speaking is the simplest and most effective way to communicate and foster understanding among individuals Researchers in applied linguistics have proposed various definitions of speaking skills.
Speaking involves creating and conveying meaning through verbal and non-verbal symbols across different contexts (Chaney, 1998: P 13) It plays a crucial role in the learning and teaching of a second language Consequently, there has been a significant emphasis on enhancing the speaking skills of non-native English speakers (NNES) over the years.
Brown (1994) and Burns and Joyce (1997) view speaking as an interactive process of meaning-making that involves producing, receiving, and processing information The form and meaning of speech are influenced by the context, including the participants, their shared experiences, the physical environment, and the spontaneous, open-ended nature of communication.
According to Wilson (1983), effective speaking involves understanding the relationship between the speaker and the listener, necessitating knowledge of language rules across logic, psychology, and physics for specific communication contexts To communicate effectively, speakers must clearly articulate their intentions Thus, speaking serves as a means to convey information and foster relationships Learners should focus not only on mastering grammar and vocabulary but also on the appropriate contexts, reasons, and methods for language use.
Valette (2003) emphasizes that speaking is an interactional skill that requires decision-making in communication, representing a top-down perspective This approach highlights the importance of collaboration among individuals within a shared context and timeframe Advocates of this view argue that instead of focusing solely on teaching learners to construct well-formed sentences before engaging in conversation, English teachers should encourage students to participate in spoken discourse from the outset, allowing them to naturally acquire smaller linguistic units.
Speaking is a vital form of communication, as highlighted by Jones (1989), where the effective conveyance of the speaker's message is essential Similarly, Kush (2005) emphasizes that effective speaking involves utterances made by one person that are comprehended by another This indicates that speaking transcends mere words; it is about constructing meaning to ensure understanding between individuals.
According to Hedge (2000, p 15), speaking is a crucial skill through which individuals are often evaluated during initial encounters It serves as a significant indicator of one's personality and thoughts A review of prior research reveals that speaking is typically defined through two primary approaches: the bottom-up approach and the top-down approach.
Speaking is a multi-sensory activity that encompasses paralinguistic features like eye contact, facial expressions, body language, tempo, pauses, voice quality changes, and pitch variation, all of which influence the flow of conversation (Thornbury, 2005, p.9) Additionally, culture plays a crucial role in shaping the way speaking is constructed, which has significant implications for the teaching and learning of English speaking skills.
Speaking skill is the ability to use language accurately to convey meanings and exchange knowledge in various life situations The pinnacle of this skill is the capacity to communicate fluently, appropriately, and understandably in any context As noted by Casilli (2013), speaking is a crucial skill that requires practice for effective oral communication Individuals proficient in speaking excel at sending and receiving messages, making it a vital process for building and sharing meaning through verbal and nonverbal symbols Furthermore, speaking is an interactive process that involves producing, receiving, and processing information, with its form and meaning influenced by the context, participants, their experiences, the physical environment, and the purpose of the communication (Kennet, 2015).
The importance of speaking skill
In today's interconnected world, effective communication is essential for success across various fields, with language serving as the primary tool for this interaction Without a common language, individuals struggle to achieve their goals and objectives Consequently, the necessity for a universal language becomes evident, particularly as English has emerged as the global lingua franca, facilitating communication among people from diverse regions, countries, and continents.
Speaking, along with reading, listening, and writing, is essential for effective language learning Strong speaking skills enable effective communication, which is why many English language educators emphasize the importance of enhancing speaking abilities for EFL students There are numerous reasons that highlight the significance of speaking skills in language acquisition.
Language serves as a vital tool for communication, allowing us to express and understand ideas According to Ur (2000), among the four language skills—listening, speaking, reading, and writing—speaking is the most crucial for effective communication An effective speaker captures and maintains the audience's attention until the message is delivered As English is the global lingua franca, proficiency in spoken English is essential for modern communication Consequently, the increasing emphasis on learning English speaking skills highlights its prominence among the four language skills.
Speaking is the most crucial skill in learning a foreign or second language, as it is the primary means by which students are evaluated in real-life situations (Brown and Yuke, 1983) Mastering speaking not only enhances students' ability to use the language effectively but also plays a vital role in their overall success in communication.
Speaking skills are crucial in daily interactions, as they allow individuals to communicate effectively in real-time without excessive conscious thought According to Byrne (1976), speaking is one of the most essential language skills that requires practice for effective oral communication Proficient speakers not only master grammar, pronunciation, intonation, and vocabulary but also understand the social contexts in which language is used Ultimately, strong speaking skills enable individuals to construct meaningful sentences to achieve specific communication goals (McDonough & Shaw, 1993).
Effective speaking skills are crucial for success beyond the classroom, as they significantly enhance job prospects in various organizations Mastering English communication is essential for learners aiming to advance their careers, improve business interactions, and secure better employment opportunities In today's world, where most activities require strong speaking abilities, proficiency in English is vital for accessing improved job options According to Baker and Westrup (2003), individuals who excel in English speaking are more likely to achieve better education, job opportunities, and promotions Moreover, strong speaking skills contribute positively to personal life, making them invaluable for overall success.
Speaking serves as a powerful source of motivation, enabling individuals to express their opinions, feelings, and ideas effectively According to Hornby (2010), the act of speaking encompasses psychological, physiological, and physical activities on the part of the speaker Teaching speaking skills not only enhances lesson engagement but also fosters a dynamic classroom atmosphere that captivates learners' interests This approach encourages students to participate actively in classroom activities, making lessons more enjoyable and interactive.
To sum up, in the present modern world, everything is linked with speaking skills The researcher summarizes the importance of speaking skill as follow:
Speaking is a vital communication tool that allows individuals to express their ideas and understand others Strong speaking skills are essential for career success, as effective communicators can unlock better employment opportunities Additionally, public speaking empowers individuals to influence others and shape their decisions (Griffin, 2008: 19).
Finally, speaking is a helpful teaching medium for teacher to motivate and interest students in learning English.
Factors affecting speaking skill
Listening is crucial for developing speaking abilities, as the two skills are interconnected In conversations, individuals alternate between speaking and listening, with effective communication relying on the listener's comprehension If a person fails to understand what is being said, they cannot provide an appropriate response.
Hearing difficulties can lead to misunderstandings in communication, often stemming from prejudice (Sharon, 2020) To enhance clarity, it is essential to confirm your understanding with the speaker and to minimize distractions by avoiding noisy environments (Hoang Tuan & Ngoc Mai, 2015) Reducing background noise, such as turning off cell phones, radios, or televisions, can significantly improve communication effectiveness.
Bozorgian (2012) explored the connection between listening skills and other language abilities, finding a strong correlation between listening comprehension and overall language proficiency Specifically, higher scores in listening are associated with improved speaking performance.
Speaking skills cannot be developed unless we develop listening skills (Doff,
Effective communication requires students to comprehend spoken language, as highlighted by Tuan & Mai (2015) In conversations, speakers must also be attentive listeners For English language learners, the ability to respond is contingent upon their understanding of what is communicated, emphasizing the strong connection between speaking and listening skills.
Students in ESL/EFL contexts often encounter various grammar difficulties, which can be understood through three key areas: grammar as rules, grammar as form, and grammar as a resource A more effective perspective is to view grammar as a vital resource for communication EFL learners must grasp the relationship between words and sentences, including the division of words into sounds and the specific stress patterns in sentences Developing grammatical competence enables speakers to accurately apply and understand the structure of the English language, ultimately enhancing their fluency (Latha, 2012).
Kenworthy (1987) highlights the debate over the necessity of grammatical accuracy in English, noting that even native speakers make mistakes While native speakers can convey their thoughts effectively despite occasional grammatical errors, these mistakes typically do not hinder understanding In contrast, non-native speakers often make errors that can alter the intended meaning of their sentences, leading to misunderstandings This distinction underscores the importance of grammar study for non-native speakers, who must focus more on grammatical accuracy to ensure clear communication.
Pronunciation refers to how language and words are articulated during communication, playing a crucial role in ensuring clarity for both native speakers and listeners As Hornby (1995) states, it encompasses the manner in which a language is spoken and how individual words are pronounced Effective pronunciation is essential for individuals aiming to speak English proficiently Harmer (2001) highlights that if intelligibility is the primary objective, certain pronunciation features, including segmental and suprasegmental aspects, become particularly significant.
As we know, English is not a phonetic language That is, pronunciation of
English words often do not correspond to their spellings, leading to confusion for non-native speakers Words with similar spellings can be pronounced differently based on their context, including tenses and surrounding phonemes Kenworthy (1987) identifies two types of sounds: vowels and consonants, which serve distinct roles within syllables Each syllable centers around a vowel, with consonants surrounding it, either preceding or following the vowel.
11) He also stated (2009) that aspect of pronunciation included weak form, word stress, main stress, intonation, word linking, word combination, sound insertion, and sound deletion
In today's classrooms, students rely on teachers to enhance their lives, particularly in the learning process of pronunciation and speaking skills Effective teaching of speaking skills requires educators to utilize various techniques, including discussions, speeches, role plays, and recorded oral dialogues, to promote student engagement and accuracy (Lazarton in Celce-Murcia, 2001) This approach emphasizes that learning English involves not just memorizing vocabulary and understanding meanings, but also ensuring clear pronunciation and correction in speaking.
Mastering a foreign language poses significant challenges, particularly in speaking, where vocabulary plays a crucial role in effective communication A limited vocabulary hinders both spoken and written expression, as highlighted by Urrutia and Vega (2010), who found that learners' oral performance suffers due to insufficient vocabulary, lack of confidence, and fear of judgment Misunderstandings often arise from the inappropriate use of words or expressions.
Vocabulary acquisition is a critical aspect of foreign language learning, which has gained significant attention from researchers since the 1960s (Muliawati & Ismail, 2017) Effective vocabulary learning requires both theoretical understanding and practical application According to Schmitt (2008), vocabulary knowledge is a key indicator of language proficiency, and a lack of vocabulary can hinder second language acquisition In English as a Foreign Language (EFL) contexts, insufficient vocabulary knowledge can prevent learners from achieving their desired outcomes in language competence (Macis & Schmitt, 2017).
(2016) lack of vocabulary knowledge hinders the real communication of EFL learners to a great extent Hence, it is predictable that undergraduate EFL learners should have the appropriate vocabulary knowledge
ESL learners often struggle to find appropriate words due to limited vocabulary exposure, which hinders their ability to communicate fluently in English (Parisa, 2012) This issue is exacerbated when students lose interest during lessons, leading to a lack of attention and understanding Consequently, they may overuse unfamiliar words or provide incomplete statements and incorrect answers, as they lack the necessary context and vocabulary related to the topic.
Students often anticipate feedback from teachers regarding their performance, but not all speaking production should be addressed uniformly According to Harmer (1991), teachers' responses to student performance should vary based on the lesson stage, activity type, the nature of mistakes, and the individual student involved Over-correcting can disrupt the flow of conversation and undermine the speaking activity's objectives (Harmer, 2007) Baker and Westrup (in Hoang Tuan and Ngoc Mai, 2015) noted that constant correction can demotivate students and instill a fear of speaking They recommend that teachers provide positive and encouraging corrections to foster a supportive learning environment (Tuan & Mai, 2015).
Many learners often believe they have nothing to contribute on certain topics, which can stem from boredom or a perceived lack of relevance As noted by Parisa (2012), this lack of motivation can hinder their participation To encourage engagement, class-sharing activities can prompt students to discuss current news, events, and opinions Additionally, utilizing bulletin boards to display papers, articles, and trivia can help students stay informed about recent trends.
1.4 English speaking problems encountered by English as a Foreign
Recent studies highlight the significance of English speaking skills in global communication, making it a focal point for researchers worldwide This section reviews various studies that examine the factors affecting speaking proficiency.
1.4.1 Previous research in the world
RESEARCH METHODOLOGY
The context of study
Hung Vuong University, situated in Viet Tri city, Phu Tho province, primarily serves students from nearby mountainous regions, including Phu Tho, Vinh Phuc, Yen Bai, and Lao Cai, where high school learning conditions are often less favorable compared to those in larger cities.
The Faculty of Foreign Languages at Hung Vuong University was founded on March 26, 1996, and currently offers three training programs: English language, English teacher education, and Chinese language The faculty is comprised of 32 lecturers, including 4 doctors and 3 doctoral students.
The faculty comprises 17 master's degree holders, 6 bachelor's degree holders, and one foreign Chinese specialist, serving over 500 students As the university continues to grow, the faculty members are enhancing in both quality and quantity The majority of students hail from nearby provinces and are characterized by their self-motivation, creativity, and dedication to their studies.
There are two groups of participants in this research: three English teachers at the Faculty of Foreign Languages and 58 students from 3 classes of K19
Pedagogical English and K19 English Language (A & B) at Hung Vuong
Three English teachers, each with experience teaching speaking skills in their classes, were invited to participate in the study, providing valuable insights into the speaking challenges faced by students.
The research involves three dedicated English teachers from the Faculty of Foreign Languages at Hung Vuong University, aged between 30 and 50 Among them, one holds a PhD while the other two possess Master's degrees All teachers are well-trained and have significant professional experience in teaching English speaking skills based on the IELTS format Their commitment to education is evident, as they are helpful, friendly, and passionate about dedicating their lives to teaching.
A study involving 58 students from the K19 Pedagogical English and K19 English Language programs at Hung Vuong University revealed that these learners hail from various regions of Phu Tho province and neighboring mountainous areas like Yen Bai and Lao Cai With a minimum of seven years of English education in secondary and high school, the focus has primarily been on grammar and vocabulary, resulting in limited development of listening and speaking skills Consequently, their ability to use English effectively in real-life communication remains constrained.
Data collection instruments
In this research, the researcher uses questionnaire and interviews to find out difficulties experienced by k19 English major students when learning English speaking online
The first advantage for choosing questionnaires is because it can reach a large number of people in a very short time Richards (1994, p.10) pointed out
Questionnaires serve as effective tools for collecting information on key aspects of teaching and learning, including beliefs, attitudes, motivation, and preferences, allowing educators to gather substantial data efficiently.
Survey questionnaires offer the advantage of easy data collection, as all participants respond to the same set of questions They also provide a platform for individuals to share their opinions and feelings without the fear of embarrassment or judgment The assurance of confidentiality, by not disclosing the names of students and teachers, allows respondents to give honest and impartial answers, which is crucial for gathering valuable data for the study.
According to Wilson and Mclean (1994), questionnaires are effective tools for gathering survey data, offering structured numerical information that can be collected without the researcher present and is relatively easy to analyze This method allows participants ample time to reflect and provide thoughtful, reliable responses.
The author opted for questionnaires due to their cost-effectiveness, ease of use, and efficiency in saving time This method required only a minimal investment in preparation, making it a practical choice for researchers Additionally, questionnaires facilitate the rapid collection of a substantial number of ideas.
The study utilized a questionnaire to identify the challenges faced by first-year English students at the Foreign Language Department of Hung Vuong University when learning English speaking online To achieve this, the researcher followed a series of systematic steps.
The study involved administering questionnaires to 58 students from K19 English language and K19 English teacher education programs, who completed them in 5 minutes Clear instructions were provided to ensure participants understood the study's purpose, encouraging honest responses The questionnaires contained 10 questions focused on students' attitudes and challenges in learning speaking skills online The researcher then analyzed the collected data to identify the factors that most significantly affected the students.
There are many advantages of using interviews as a tool of data collection
The interview method effectively captures a representative sample of the general population by reaching a wide audience, while the questionnaire approach is restricted to literate individuals, limiting its effectiveness.
Interviews provide more accurate information than other methods, as the interviewer can clarify any confusing or irrelevant responses directly with the informant Additionally, if the informant intentionally provides false answers, the interviewer can effectively identify discrepancies and utilize specialized tools to verify the information.
Interviews provide valuable insights into an informant's personal characteristics and environment, which are crucial for interpreting results This method offers flexibility, enabling the interviewer to ask new or follow-up questions as needed Such adaptability makes interviews an excellent technique for exploring topics where the appropriate questions are not yet clear.
The presence of the interviewer allows for the observation of informants' facial expressions and gestures, as well as the dynamics of the interview situation This ability to observe non-verbal cues enhances the interviewer's understanding and evaluation of the verbal responses provided by the informants.
The interview method yields a higher number of completed returns compared to alternative methods Additionally, follow-up visits to finalize scheduled items or rectify errors can typically be conducted without causing frustration to the informant.
The interviewer typically has the ability to determine who responds to the questions, a flexibility not available with mailed questionnaires Additionally, if appropriate, group discussions can be conducted to gather more insights.
The interview process consisted of two phases, beginning with a random selection of 21 students from the K19 Pedagogical English and K19 English Language Linguistics classes at Hung Vuong University Prior to the interviews, the researcher provided a clear explanation of the interview's content and objectives, followed by a systematic approach to asking each participant the questions.
The second phase involved three English teachers from the Foreign English Department at Hung Vuong University, who participated in interviews conducted by the researcher They responded to three questions and shared valuable insights related to the topic The researcher recorded and noted all opinions and suggestions provided by the teachers.
This chapter has validated the methodology used in this paper by detailing the participant groups and the data collection instruments employed in the study These justifications will facilitate the analysis of the collected data in the subsequent chapter.
FINDINGS AND DISCUSSION
Data collected from questionnaires
The study involved K19 English Pedagogic and K19 English Linguistics students at Hung Vuong University, who responded to a questionnaire designed to identify factors influencing the English speaking skills of first-year students in the Foreign Language Department The questionnaire comprised 10 questions, each aimed at gathering participants' perspectives on the challenges they face in speaking English The findings from the questionnaire are presented in the table below.
Question 1: How many years have you learnt English?
Question 2: What do you think about
Question 3: How many hours do you spend practicing English speaking skill a day?
Question 4: How do you practice speaking skill?
Question 5: When learning English speaking online, you find it difficult because…
A I do not have many ideas to talk about
B I do not have good grammar
D I was afraid of making mistakes
Question 6: What have you done to improve your speaking skill?
D Ask the teacher for help
Question 1 asked students about the total year they have learnt English speaking skill There was 35% of them have learnt English for 7-10 years and the half of the students (50%) have learnt for more than 10 years 3% of them have learnt for less than 5 years while 12% have accessed English for 5-7 years It can be referred that majority of students are taught English for more than 5 years
Question 2 requested students‟ perceptions about speaking skill, 64% of them considered it a difficult skill Meanwhile, 17% of them supposed it to be neutral and 19% of them considered it as a very difficult skill None of them find it easy to learn this skill It can be seen that speaking skill was considered as difficult by a majority of students when learning English
In a survey regarding English speaking practice, only 2% of students reported practicing for more than 3 hours daily, while 33% practiced for less than 1 hour Nearly 57% of students dedicated 1-2 hours to this skill, and just 9% claimed to practice for 3 hours each day.
In response to question 4, 86% of students indicated that they practiced their speaking skills alone, while only 5% practiced in groups and another 5% in pairs This suggests that for the majority of students, practicing speaking is primarily a solitary activity, with minimal engagement in collaborative practice.
In a recent survey, nearly half of the students (48%) indicated that a lack of vocabulary hindered their ability to express ideas while learning speaking skills online Additionally, 15% of students reported a fear of making mistakes, and 14% felt they lacked sufficient topics to discuss Only 9% cited grammar as a challenge, while another 14% faced various other difficulties The findings highlight that vocabulary remains a significant obstacle for many students in online speaking practice.
Question 6 asked students about what they had done to improve their speaking skill A small percentage of 3% students reported they ignored their difficulties when learning English speaking skill 61% said that they practiced speaking alone, a quarter revealed practicing with friends to overcome their difficulties, and only 10% of them asked the teacher for help It can be referred that most students attempted to overcome their difficulties by reaching a varity of sources for help, only minority students still neglected it.
Data collected from interview
To gain deeper insights into the challenges faced by first-year major students in online speaking courses, interviews were conducted with students and three lecturers teaching speaking skills across three K19 groups The interview data is organized and presented thematically.
3.2.1 Data collected from student’s interview
In order to make clearer about the problems facing students when learning speaking skill online, further questions was given in the students‟ interview
Freshmen have identified that while some speaking skill issues stem from instructors' teaching methods, the primary challenges are linked to the education system and available facilities, aligning with their questionnaire responses.
As indicated in the interview, mostly had difficulties with lack of spoken vocabulary knowledge, lack of sufficient grammar knowledge, lack of confidence and mode of learning
The study revealed that students encountered various challenges in vocabulary learning during online speaking lessons Key difficulties included (1) widespread issues with word pronunciation, (2) confusion stemming from different grammatical forms, known as inflections, (3) struggles in selecting the correct meanings of words, (4) uncertainty in using words appropriately within context, and (5) confusion with idiomatic expressions.
Learning a foreign language can be challenging due to the significant differences between the target language and a student's native language Consequently, students often encounter various difficulties when it comes to acquiring vocabulary.
The research revealed that all interviewed participants struggled with vocabulary mastery, which is crucial for effective speaking This deficiency hindered their ability to articulate ideas in complete sentences, as evidenced by their statements.
Students often struggle with English pronunciation due to the discrepancies between spoken and written forms Words like "muscle," "listen," "write," "honor," and "honest," which contain silent letters, pose significant challenges This mispronunciation frequently stems from differences in sound systems between English and the students' native languages As one student noted, “I had difficulty in pronunciation that I mispronounced some words which affected the influence when I speaking.”
Students often struggle with selecting the correct meanings of words, particularly when it comes to distinguishing between similar terms For instance, Student F2 frequently confuses "do" and "make." While one "makes" breakfast and "makes" an appointment, one "does" housework and "does" a questionnaire In this instance, the student searched for the word in his mind but was unsure of the precise collocation He attempted to find words that semantically fit the sentence, opting for the term that seemed closest in meaning.
The selection of words by students was random, which raises concerns about the accuracy of their choices An incorrect word choice can significantly distort the intended meaning.
One significant challenge students face in vocabulary acquisition is the inflection of words, which alters their grammatical forms Affixation, a process that creates new words by adding prefixes and suffixes to existing ones, exemplifies this issue As Student F3 noted, "it was hard for me to know the meaning of the words The changing in word classes sometimes changing the meaning of the word." This highlights the complexity of understanding vocabulary when word forms shift.
Students often struggle with using words appropriately based on context, as many words have multiple meanings Additionally, they find idiomatic expressions challenging, with one student noting that a lack of cultural background contributes to this difficulty This highlights the significant role that cultural context plays in understanding idioms.
Many students struggle with English speaking skills primarily due to challenges with grammar Participants noted that grammar is often perceived as one of the most difficult aspects of learning the language As one participant expressed, “Although I can speak English, sometimes I get confused when arranging words and sentences related to grammar.”
Students often encounter challenges related to verb tenses when constructing sentences and paragraphs They struggle to select the appropriate verbs and frequently misuse tenses, leading to sentences that lack meaning For instance, Student F5 mentioned that she sometimes mistakenly uses the present tense when intending to speak in the past tense This difficulty in distinguishing between past, present, and future tenses hinders her ability to communicate effectively.
Student F6 expressed that she feels shy and fearful of making grammatical errors when speaking English in class, which leads her to refrain from participating in discussions As a result, she struggles to maintain interaction with her peers.
Students often experience a lack of confidence in communication when they feel misunderstood by their conversation partners or struggle to comprehend others In such instances, they tend to remain silent while others engage in dialogue, highlighting their hesitation and insecurity in expressing themselves.
A lack of confidence significantly hinders students' ability to speak English in public Students F7 and F8 expressed that their self-doubt prevented them from speaking English in front of peers and teachers Their shyness led to an inability to articulate their thoughts and ideas, as they struggled to recall grammar rules and appropriate vocabulary This shyness resulted in feelings of discomfort and anxiety when attempting to communicate in English.