INTRODUCTION
RATIONALE FOR THE STUDY
English is a vital language skill essential for effective communication globally It enables individuals to interact seamlessly with others and is crucial for personal and professional development in today's globalized world Mastering English allows people to navigate various opportunities and challenges in an interconnected society.
As a researcher, I would like to present the thesis title “A study on difficulties facing 7th graders in speaking lessons at a home- based English class” for several reasons
Effective speaking is a crucial communication skill in real life, as it relies on our ability to understand spoken language Misunderstanding can lead to missing vital information and inappropriate responses In language learning, speaking provides essential comprehensible input, facilitating the overall learning process Teaching speaking skills in the classroom aids students in transitioning from academic English to practical, real-life communication This research aims to emphasize the importance of speaking skills for both students and teachers.
Vietnamese 7th graders face significant challenges in developing their English speaking skills Their confusion during conversations often stems from a lack of professional knowledge, confidence, and effective learning methods Consequently, these factors hinder their ability to achieve successful outcomes in English speaking classes.
After I am a coach work at an English class, for nearly 6 month, I realize that the 7th graders at an English class still have many difficulties in their
A study titled "A Study on Difficulties Facing 7th Graders in Speaking Lessons at a Home-Based English Class" was conducted to identify the common challenges students encounter while developing their speaking skills.
AIMS AND OBJECTIVES OF THE STUDY
This study identifies the common challenges students encounter while learning English speaking skills in class and proposes effective solutions to address these difficulties The recommendations aim to assist teachers in motivating their students during speaking lessons, while also helping students enhance their ability to engage in real-life conversations, ultimately improving their communication competence and exam performance.
The researchers conducted surveys and interviews to identify the challenges faced by 7th graders in English speaking lessons, utilizing questionnaires to gather, analyze, and process data They aimed to uncover the underlying causes of these difficulties and ultimately proposed strategies to enhance the speaking skills of 7th graders during English classes.
RESEARCH QUESTIONS
The study aims at addressing the following questions:
(1) What are the difficulties facing 7th graders at an English classs in learning speaking?
(2) What are the reasons behind those difficulties?
(3) What are the suggestions on improving the students’ English speaking performance?
SCOPE OF THE STUDY
This graduation paper examines the speaking lessons of a group of 20 seventh graders with similar English proficiency, who are using the "Mindset for IELTS Foundation" student book, along with the Testbank and Online Modules The course spans 10 weeks; however, due to time constraints, the researcher focused on observing the first four weeks, from March 1st to March 28th.
(2 lesson per week; 2 hours per lesson).
SIGNIFICANCE OF THE STUDY
The research on the challenges faced by 7th graders in English class is crucial, as it identifies specific issues in students' speaking abilities and highlights weaknesses across the four essential English skills By addressing these problems with appropriate methods, the course can be enhanced to better support students in developing their English speaking skills The researcher aims for the findings to provide valuable insights that will aid 7th graders in improving their overall English language proficiency.
DESIGN OF THE STUDY
The study includes three parts and three main chapters, organize as follows:
PART 1– INTRODUCTION presents the rationale of the study, aims and objectives of the study, research questions, the scope and the significance of the study
PART 2– DEVELOPMENT is composed of 3 chapters
Chapter 1 - Literature review - provides theoretical background for the study including The definition of speaking, The importance of speaking skills, General outline of a speaking lesson, What good speaker does
Chapter 2 – Methodology - describes the methodology used in the
4 research including the research methods, research setting/ context, data collection, and data analysis
Chapter 3 - Finding and Discussion -reports and discusses the findings of the study
PART 3 - CONCLUSION summarizes the main issues that have been addressed in the study, points out the limitations and suggestions for further studies
DEVELOPMENT
LITERATURE REVIEW
1.1 REVIEW OF PREVIOUS STUDIES (AT HOME AND ABOARD)
Speaking is essential in second language acquisition, yet it has often been undervalued in teaching practices Traditionally, English language instruction has focused on repetitive drills and memorization rather than fostering genuine communicative skills In today's globalized world, the emphasis should shift towards enhancing students' ability to communicate effectively, allowing them to express themselves and navigate social and cultural norms in various contexts Consequently, numerous studies have been conducted on improving English speaking skills.
1.1.1 Related research studies at home
Phuong (2015) conducted a study on enhancing English speaking skills among QTTN class students at Haiphong Private University, focusing on identifying challenges and expectations in English speaking lessons The research also offers valuable suggestions for effective techniques to improve English speaking proficiency The goal is to engage students in learning English speaking, encouraging them to pay greater attention during lectures and ultimately achieve better results.
Giang (2017) explored the impact of role-play and simulation techniques on the English speaking skills of grade 10 students in high school, specifically focusing on Malaysian Polytechnic engineering students' ESL oral communication abilities The study also assessed students' perceptions regarding how these methods influenced their oral communication skills.
Huong ( 2012) A study on technique to improve speaking skill for secondary student in Quang Ninh aims at outlining the definitions of speaking
This article discusses the essential skills and characteristics involved in teaching speaking skills, as well as the challenges teachers face in this area It highlights effective techniques for teaching speaking skills to secondary students in Quang Ninh A survey was conducted among teachers at Cam Son Secondary School to assess the current state of English-speaking instruction for secondary students in the region The article also suggests engaging activities designed to encourage students to practice speaking in a supportive environment.
Mustafa Mubarak Pathan (2014) conducted research on the challenges faced by Libyan EFL learners in developing their speaking skills He identified several key difficulties, including issues with pronunciation, the use of adjectives and prepositions, idiomatic expressions, grammatical and semantic errors, as well as a lack of vocabulary and practice Additionally, learners often experience fear and embarrassment while communicating, alongside a lack of interest and motivation, all influenced by their mother tongue Pathan attributed these challenges to teachers' failure to address these issues early in the learning process, which he believes stems from the inadequate training and skill development of EFL teachers in Libya.
Ali Dincer and Savas Yesilyurt (2013) conducted a study examining teachers' beliefs about speaking skills in relation to their motivational orientations The findings revealed that while teachers recognized the importance of speaking instruction, they held negative views about it Additionally, despite having diverse motivational orientations towards speaking English, the teachers reported feeling unskilled in oral communication.
Researchers found that learners hold varying views on the importance of speaking skills in English, influenced by their motivational orientations and feelings of competence The study revealed that many learners had a negative self-assessment of their speaking abilities, perceiving themselves as inadequate speakers Only a few participants felt confident in their ability to engage in speaking tasks effectively.
Lilis Suryani (2015) highlights the effectiveness of role play in enhancing students' speaking skills in her article published in the ELTIN journal She emphasizes the importance of teachers selecting appropriate teaching techniques to foster an engaging learning environment This research aims to utilize role play as a solution to address challenges in speaking proficiency.
1.2.1 Definition of English speaking skill
Speaking involves producing vocal sounds to express thoughts and feelings, often with the intent of conveying information Effective speaking skills are essential for clear communication.
Speaking is an interactive process that involves producing, receiving, and processing information, shaped by context, participants, and their experiences It is often spontaneous and evolving, yet certain language functions recur in specific situations, such as declining invitations or requesting time off Understanding these patterns can enhance communication effectiveness.
According to Burns and Joyce (1997), a typical interaction initiated by a salesperson asking, "May I help you?" follows a structured discourse sequence This sequence generally includes the customer stating their need, the salesperson responding to that need, the customer expressing appreciation, the salesperson acknowledging this appreciation, and finally, a leave-taking exchange.
Effective speaking involves more than just mastering grammar, pronunciation, and vocabulary; it also requires an understanding of the context and purpose behind language use, known as sociolinguistic competence Additionally, speaking encompasses unique skills, structures, and conventions that differ from written language A proficient speaker integrates these diverse skills and knowledge to successfully execute a speech act.
1.2.2 The importance of English speaking skill
Effective communication primarily relies on speech, making speaking skills essential The four language skills—listening, speaking, reading, and writing—are interconnected While visuals can convey messages, clear verbal communication is crucial, especially when images may be misinterpreted Ultimately, strong speaking skills are vital for effective interaction.
The four essential language skills—listening, speaking, reading, and writing—are interconnected and crucial for effective communication Mastery of each skill contributes to becoming a well-rounded communicator, but speaking skillfully offers unique advantages The ability to articulate thoughts, opinions, and feelings meaningfully empowers the speaker, providing significant benefits in various contexts.
Ability to inform, persuade, and direct Business managers, educators, military leaders, lawyers, and politicians, among others, seek to develop their
To become a master communicator, it is essential to develop nine key speaking skills Speaking clearly and confidently captures the audience's attention, allowing the speaker to effectively convey their message A wise speaker knows how to engage and maintain the audience's focus through carefully selected words and a well-delivered presentation, ensuring that the message is impactful, informative, and easily understood.
METHODOLOGY
To explore the challenges faced by 7th graders in learning English speaking, the researcher utilized various online materials, conducting a thorough analysis and summarization of the findings (see References) Employing both quantitative methods through questionnaires and qualitative methods via interviews, the researcher gathered students' opinions on their difficulties The survey aimed to identify specific challenges, while the interviews provided deeper insights into the underlying causes and the strategies students have implemented to overcome these obstacles.
The research was conducted during my graduation paper period at a home-based English class in Vinhomes Ocean Park, specifically in building S206 This survey research utilized a questionnaire to gather data from a group of 20 students, comprising 13 females and 7 males, all aged 12 The students followed the "Mindset for IELTS Foundation" textbook, which includes 10 units at the A2 level Additionally, interviews were conducted with 10 out of the 20 students.
The purpose of this questionnaire is to identify the challenges that 7th grade students encounter while learning to speak English, as well as the underlying causes of these difficulties Please indicate your responses by ticking the appropriate boxes or providing your thoughts in the spaces provided Rest assured, all personal information and answers will remain confidential and will not be used for any other purposes.
3 How long have you been learning English?
4 What do you think about the importance of English speaking skill?
5 Do you like English speaking lessons at class?
6 In your opinion, English speaking skill is………
7 How often do you have problems in your speaking skill?
8 What do you think of speaking text type you expect to practice more?
Speaking learning type Uninteresting Normal Interesting Very interesting Songs
9 In your opinion, what are the difficulties facing the 7th grade students in learning English speaking?
The difficulties in…… Strongly disagree Disagree Agree Strongly agree
9.3.not being good at grammar
9.5 lack of confidence and motivation
9.6 lack of fluency in speaking
10 What activity you most likely in speaking class?
11 What activity you most often do before speaking?
Prepare what you will say in mind (A)
Take note the main ideas relate to the topic (B)
12 What activity you most often do while speaking?
Have moving (arm, head) but rarely
Thank you very much for your cooperation!
The questionnaires were designed for students consisting of 12 questions ( adapted from the original survey questionnaire of Nguyen Thi Thanh Tam,
The survey conducted in 2019 included questions aimed at gathering general information about students, with questions 1-3 focused on demographics Questions 4-8 explored students' opinions on studying English speaking skills, while question 9 addressed the challenges they encounter, distinguishing between linguistic issues (9.1-9.3) and non-linguistic problems (9.4-9.8) Finally, questions 10-12 were designed to further investigate specific aspects of students' experiences in learning English speaking skills.
A survey was conducted among 20 seventh-grade students to explore their perspectives on the challenges impacting their English speaking skills To ensure the reliability and validity of the data, the questionnaires were distributed and collected immediately after class, allowing students to focus on answering questions related to their recent experiences.
Before administering the survey questionnaire, I outlined the study's purpose and significance, addressing any potential misunderstandings regarding the questions To eliminate ambiguity, I provided both written instructions on the handout and oral explanations in Vietnamese Ultimately, 20 students participated in the survey, providing their responses.
An interview is carried out with 10 out of 20 the 7th grade students to answer the 3 questions:
(1) What difficulties do you have in English speaking skill?
(2) What is the causes of difficulties and problems?
(3) What efforts have you made to overcome the difficulties and problems you have had?
The participants are committed to assisting the researcher in a supportive and comfortable manner The goal is to gather students' insights on the challenges they encounter in developing their English speaking skills, as well as the efforts they have undertaken to enhance their speaking performance.
Following the interview, the researcher meticulously analyzed the data derived from the recorded results The analysis of the interview data will be integrated with the findings from the questionnaire in the subsequent section.
The study focused on 7th graders' challenges in learning English speaking skills Data was collected through 20 survey questionnaires distributed on March 24, 2021, at 6:00 p.m and collected by 8:00 p.m Additionally, 10 students participated in interviews on March 28, 2021 Following data collection, analysis revealed significant difficulties faced by students in developing their speaking skills.
The procedure of data analysis is as follows:
The researcher conducted an observation of the speaking class to identify the challenges faced by students Utilizing an observation guide, the researcher aimed to crosscheck the difficulties encountered in the speaking class Following the observation, a questionnaire was piloted with 20 students to gather their opinions on the challenges faced by 7th graders in learning to speak and the underlying causes From this group, 10 students were selected for further interviews.
Following the interview, data were organized into categories of problems, causes, and suggestions The analysis focused on students' speaking difficulties, their underlying causes, and their efforts to improve speaking skills, aiming to uncover the connections between these elements To validate the findings, two procedures were implemented, with the first involving the researcher's active participation throughout the study, including preparation, data collection, analysis, and interpretation.
The data from the questionnaire and the interview were collected and analyzed by using Excel The second, the researcher compared the data taken
Based on a questionnaire and interviews with direct observation, the researcher identified students' challenges in English speaking performance, including the underlying causes and their attempts to address these issues To assist students in overcoming these obstacles and enhancing their English speaking skills, the researcher offers several suggestions.
Chapter 2 outlines the methodology, detailing the data collection instruments and procedures used to conduct the survey, as well as the data analysis techniques employed to obtain reliable answers to the research question.
FINDINGS AND DISCUSSIONS
3.1.1 The survey results from questionnaire
Chart 3.1.The students' assessment of learning the speaking skill
The chart clearly indicates that speaking is a challenging skill to master, with 65% of learners finding it difficult For many students, acquiring English speaking skills poses significant challenges Notably, 10% of students perceive learning to speak as very difficult, which is comparable to the 15% who view it as normal and the 10% who find it easy Interestingly, those who believe that speaking is easy tend to be the top-performing students.
Chart 3.2 Students’ attitudes towards the importance of English speaking skill
The pie chart illustrates students' perceptions of the significance of English speaking skills A substantial 65% of students consider these skills to be very important, while 25% view them as important Only 10% of students regard English speaking skills as quite important, and notably, no students believe that these skills are unimportant.
Chart 3.3 The students’ interesting in English speaking skill
The chart illustrates students' interest in learning to speak English, revealing a surprising contrast to common perceptions of difficulty Despite the challenges associated with speaking skills, 15% of students express a strong enthusiasm for this area, while 25% enjoy it Additionally, 50% view speaking English as a normal part of their studies, and only 10% dislike it This indicates that speaking is not as tedious as often assumed; many students find it engaging, and their enjoyment can vary depending on the lesson Overall, while a small percentage of students are disinterested, the majority either appreciate or accept speaking English as a standard component of their learning experience.
In conclusion, speaking English is a quite favorite subject of the students and it is also difficult for them
Chart 3.4 The frequency of students having problems in learning English speaking skill
Chart 4 illustrates the challenges students face in developing their speaking skills The data reveals that 50% of students frequently encounter difficulties, while 25% report always struggling with speaking Additionally, 20% of students experience these issues sometimes, and only 10% do so rarely.
In short, students always have problems in speaking English and they need to repair this matter
Chart 3.5 Speaking text type students expect to practice more
The bar chart indicates that a significant majority of students, 65%, find learning through dialogues to be an engaging activity, while only 5% express disinterest in this method.
Learning from dialogues is preferred by students, while 45% find news and speeches boring, with only 5% expressing interest in these monologues Interestingly, songs are appealing to some, yet only 25% of learners enjoy them, and 40% are indifferent In contrast, 45% of students find watching films or learning from stories to be engaging activities.
15% affirm those are their most favorite activities Additionally, 30% of them think those activities normal In conclusion, most of the students like learning from the dialogues, conversations and interviews
Table 3.1 Difficulties facing the 7th grader students in learning English speaking from their own perspective
The difficulties in……… Strongly disagree Disagree Agree Strongly agree
Many learners face challenges in mastering English speaking skills, primarily due to pronunciation issues, which account for 10% to 40% of difficulties A significant lack of vocabulary also contributes to this struggle, with similar percentages reflecting its impact Grammar proficiency is another hurdle, affecting 15% to 40% of learners Additionally, a lack of confidence and motivation plays a crucial role, influencing 25% to 35% of individuals Fear of speaking is prevalent, with 20% to 35% of learners experiencing anxiety in this area Furthermore, fluency in speaking is hindered by various factors, with 10% to 40% of learners reporting difficulties Lastly, limited time for practice during class sessions significantly restricts opportunities for improvement, affecting 10% to 45% of students.
Half of the students acknowledged that challenges like spelling, vocabulary, and grammar hinder their communication skills Additionally, psychological factors such as self-belief, inspiration, and fear of speaking, along with limited practice time in class, significantly affect their ability to communicate effectively The accompanying charts illustrate the difficulties students face in speaking English.
Chart 3.6 Factors affecting the learning of English speaking skill belong to the group of linguistic problems (pronunciation, lack of vocabulary and grammar)
Chart 3.6 reveals that half of the students perceive issues such as pronunciation, vocabulary, and grammar as obstacles to learning English Specifically, 40% of students agree and 10% strongly agree that pronunciation and vocabulary are problematic, while 40% disagree and 10% strongly disagree Similarly, 40% agree and 10% strongly agree that grammar poses a challenge, yet 35% disagree and 15% strongly disagree Notably, the chart indicates that the students who do not view linguistic problems as significant barriers to learning English speaking are often the most successful, suggesting that other factors may also play a role in their proficiency.
Chart 3.7.Difficulty in lack of confidence and motivation
The chart indicates that 35% of students agree and 15% strongly agree that a lack of confidence and motivation impacts their English speaking lessons Conversely, 25% strongly disagree and another 25% disagree with this notion This suggests that approximately half of the students acknowledge that a lack of confidence and motivation poses challenges in developing their English speaking skills.
Chart 3.8 Difficulty in being afraid of speaking
Chart 3.8 illustrates students' perceptions of the difficulty associated with speaking English The data reveals that 35% of students agree, while 15% strongly agree with the notion of fear in speaking English Conversely, 20% disagree, and 30% strongly disagree This indicates that nearly half of the students acknowledge experiencing difficulty due to fear when speaking English.
Chart 3.9 Difficulty in lack of fluency in speaking
The chart indicates that 75% of students acknowledge a lack of fluency in speaking as a significant difficulty, with 40% agreeing and 35% strongly agreeing In contrast, only 15% of students disagree, and 10% strongly disagree with this assessment.
Chart 3.10 Difficulty in limit time to practice English speaking at class
The chart indicates that 60% of students perceive limited time for practicing English speaking in class as a significant challenge, with 45% agreeing and 15% strongly agreeing In contrast, 40% of students disagree, including 30% who disagree and 10% who strongly disagree Thus, it is evident that most students view the restricted practice time in class as an obstacle to their learning.
3.1.1.2 Activities for improving English speaking skill
*Activities students like in speaking class
The next question in the questionnaire for students is about the activities students like most in speaking English class The collected data are shown in the below chart:
Chart 3.11 The activities students most likely to do in speaking class
According to the chart, the most popular speaking activities among students are playing games and conversing with teachers Notably, 60% of students prefer playing games, while only 25% enjoy conversing with their teachers.
A few students (15%) feel interested in working in pair or working in group in the speaking class Besides, nobody wants to practice speaking alone
*The activities students most often do before and while speaking class
Chart 3.12 What students most often do before speaking
The chart indicates that 40% of students in the speaking class prepare the content of their topic mentally, while 35% take notes on the main ideas Additionally, 20% of students engage in both methods of preparation, and only 5% report doing nothing before speaking In conclusion, preparing content is crucial as it enables students to clearly orient their thoughts, leading to more fluent speech compared to those who do not prepare The next chart will address what students typically do while speaking.
Chart 3.13 The activities students most often do while speaking
CONCLUSION
RECAPITULATION
This study is structured into three chapters, each serving a distinct purpose The first chapter outlines relevant theories, while the second chapter details the research methodology employed The final chapter presents the findings from questionnaires and interviews, addressing the author's research questions regarding speaking in a home-based English class Additionally, it offers recommendations for 7th graders to enhance their English speaking skills.
CONCLUDING REMARKS
The research identified significant challenges faced by students in both linguistic and non-linguistic areas, including a "lack of vocabulary," "lack of grammar knowledge," "poor pronunciation," "lack of confidence in speaking," and "fear of getting caught." These difficulties stem from issues such as "difficulty remembering vocabulary," "concerns about using the correct words," and "fear of making mistakes," which hinder students' confidence and interest in speaking English To address these challenges, the researcher has proposed recommendations for teachers regarding classroom and extracurricular activities aimed at enhancing the English speaking skills of 7th graders and all English learners The study clarifies research questions and objectives by exploring these difficulties and causes, ultimately providing targeted solutions to improve English speaking proficiency.
LIMITATIONS OF THE STUDY
Despite the researcher's diligent efforts to finalize the thesis, unavoidable shortcomings persist These flaws arise from time constraints, limited sources, and the researcher's relative inexperience.
The researcher aims to enhance the diversity and depth of findings by combining questionnaires with interviews or evaluations However, time constraints and challenges in scheduling meetings with the intended class led to a rushed survey process, which ultimately affected its accuracy.
Due to the limited timeframe for this research, the thesis will focus on the more prominent aspects of the field, rather than attempting to cover all areas comprehensively.
The researcher hopes that future studies in this field will address existing shortcomings to enhance comprehensiveness and acceptance Positive feedback and contributions to this report are warmly welcomed.
The students' assessment of learning the speaking skill
The chart clearly indicates that speaking is a challenging skill to master, with 65% of learners finding it difficult For many students, acquiring English speaking skills poses significant challenges Notably, 10% of students perceive learning to speak as very difficult, while an equal percentage (10%) believe it is easy, and 15% consider it a normal difficulty Interestingly, the data shows that those who find speaking easy tend to be the top-performing students.
Students‟ attitudes towards the importance of English speaking skill
The pie chart illustrates students' perceptions of the significance of English speaking skills A substantial 65% of students consider these skills to be very important, while 25% view them as important Only 10% of students regard English speaking skills as quite important, and notably, no students believe that these skills are unimportant.
The students‟ interesting in English speaking skill
The chart illustrates students' interest in learning to speak English, revealing a surprising contrast to common perceptions of difficulty Despite the challenges associated with speaking skills, 15% of students express a strong liking for this skill, while 25% enjoy it Additionally, 50% view speaking English as a normal part of their studies, and only 10% dislike it This indicates that speaking is not as tedious as often assumed; many students find it engaging, and opinions on its enjoyment can vary depending on the lesson Overall, while a minority of 10% may not favor learning to speak English, the majority find it either interesting or acceptable.
In conclusion, speaking English is a quite favorite subject of the students and it is also difficult for them.
The frequency of students having problems in learning English
Chart 4 illustrates the frequency of students encountering difficulties in developing their speaking skills The data reveals that 50% of students frequently experience challenges, while 25% report always facing issues Additionally, 20% of students sometimes struggle, and only 10% do so rarely.
In short, students always have problems in speaking English and they need to repair this matter.
Speaking text type students expect to practice more
The bar chart indicates that a significant majority of students, 65%, find learning through dialogues to be an engaging activity, while only 5% express disinterest in this method.
Learning from news and speeches tends to bore 45% of students, with only 5% finding these monologues interesting In contrast, while songs are perceived as engaging, only 25% of learners express a love for them, and 40% show little enthusiasm However, watching films and learning from stories are favored activities, with 45% of students considering them interesting.
15% affirm those are their most favorite activities Additionally, 30% of them think those activities normal In conclusion, most of the students like learning from the dialogues, conversations and interviews
Table 3.1 Difficulties facing the 7th grader students in learning English speaking from their own perspective
The difficulties in……… Strongly disagree Disagree Agree Strongly agree
Many learners face challenges in English speaking due to various factors Pronunciation issues affect 10% of learners, while a lack of vocabulary and grammar proficiency impacts 40% and 35% respectively Additionally, 25% of students struggle with confidence and motivation, while 30% experience fear when speaking Fluency remains a concern for 10% of learners, and limited practice time in class affects 45% of students Addressing these challenges is crucial for improving English speaking skills.
Half of the students identified spelling, vocabulary, and grammar as significant challenges in their communication skills Additionally, psychological factors, including self-belief, inspiration, and a fear of speaking, along with limited practice time in class, have greatly affected their ability to communicate effectively The accompanying charts illustrate the various difficulties students face in speaking English.
Factors affecting the learning of English speaking skill belong to the
Chart 3.6 reveals that half of the students perceive issues such as pronunciation, vocabulary, and grammar as obstacles to learning English Specifically, 40% of students agree and 10% strongly agree that pronunciation and vocabulary are problematic, while 40% disagree and 10% strongly disagree Similarly, 40% agree and 10% strongly agree that grammar poses a challenge, with 35% disagreeing and 15% strongly disagreeing Notably, the chart indicates that the students who do not view linguistic problems as barriers to learning English speaking are often the most successful, suggesting that other factors may also play a significant role.
Chart 3.7.Difficulty in lack of confidence and motivation
The chart indicates that 35% of students agree and 15% strongly agree that a lack of confidence and motivation impacts their English speaking lessons Conversely, 25% of students strongly disagree and another 25% disagree with this notion This suggests that approximately half of the students acknowledge that a lack of confidence and motivation poses challenges in developing their English speaking skills.
Chart 3.8 Difficulty in being afraid of speaking
Chart 3.8 illustrates students' perceptions of the difficulty associated with speaking English The data reveals that 35% of students agree, while 15% strongly agree with the notion of fear in speaking English Conversely, 20% disagree, and 30% strongly disagree This indicates that nearly half of the students acknowledge experiencing difficulty due to fear when speaking English.
Chart 3.9 Difficulty in lack of fluency in speaking
The chart indicates that 75% of students acknowledge a lack of fluency in speaking as a significant difficulty, with 40% agreeing and 35% strongly agreeing In contrast, only 15% of students disagree, and 10% strongly disagree with this assessment.
Chart 3.10 Difficulty in limit time to practice English speaking at class
The chart indicates that 45% of students agree and 15% strongly agree that limited time for practicing English speaking in class is a significant difficulty In contrast, 30% of students disagree, with 10% strongly disagreeing This suggests that the majority of students view the restricted practice time in class as an obstacle to their learning.
3.1.1.2 Activities for improving English speaking skill
*Activities students like in speaking class
The next question in the questionnaire for students is about the activities students like most in speaking English class The collected data are shown in the below chart:
Chart 3.11 The activities students most likely to do in speaking class
According to the chart, the most popular speaking activities among students are playing games and conversing with teachers Notably, 60% of students prefer playing games, while only 25% enjoy conversing with their teachers.
A few students (15%) feel interested in working in pair or working in group in the speaking class Besides, nobody wants to practice speaking alone
*The activities students most often do before and while speaking class
Chart 3.12 What students most often do before speaking
The chart indicates that 40% of students in the speaking class prepare the content of their topic mentally, while 35% take notes on the main ideas Additionally, 20% of students engage in both methods of preparation, and only 5% report doing nothing before speaking In conclusion, preparing content is crucial as it enables students to clearly orient their thoughts, leading to more fluent speech compared to those who do not prepare The next chart will address what students typically do while speaking.
Chart 3.13 The activities students most often do while speaking
The chart indicates that 70% of students tend to remain stationary while speaking, a trend observed in both non-major and English major students Additionally, 25% of students incorporate body language, primarily using their arms, while only a small percentage (5%) demonstrate fluent use of body language.
In summary, the data indicates that students frequently encounter seven key challenges in learning English: poor pronunciation, limited vocabulary, inadequate grammar skills, a lack of confidence and motivation, fear of speaking, insufficient fluency, and restricted time for practicing speaking in class.
Below is the result when the researcher ask 10 students the question in the interview
Table 3.2 The interview results of students’ evaluation in English speaking skill
Table 3.2 reveals that the majority of students find English speaking skills challenging, with 20% rating it as very difficult and 60% as difficult Only 10% of students consider the skill to be normal, while another 10% find it easy Overall, most students perceive English speaking as a challenging subject.
3.1.2.1 Kinds of Student’s Difficulties in Speaking
According to responses from ten participants, students faced twelve distinct communication challenges, primarily stemming from a lack of vocabulary, confidence, classroom speaking experience, and difficulties in sentence formation These challenges can be categorized into linguistic and non-linguistic problems Linguistic difficulties included three main issues: insufficient vocabulary, inadequate grammar skills, and poor pronunciation.
Many individuals struggle with speaking due to a lack of confidence, fear of making mistakes, and anxiety about being ridiculed by peers This discomfort often stems from not being accustomed to participating in class discussions, leading to challenges in expressing thoughts clearly.
36 articulate words or sentences,' and „confused how to use appropriate phrases,' were the nine non-linguistic challenges
3.1.2.2 Kinds of Causes of Difficulty in Speaking
Students with linguistic difficulties encounter nine distinct challenges, including limited vocabulary, difficulty memorizing words, confusion over multi-meaning terms, uncertainty in word usage, inadequate grammar skills, struggles with understanding grammar books, and poor pronunciation Additionally, there are 13 challenges unrelated to linguistic issues, such as fear of making mistakes, nervousness when speaking, uncertainty about when to speak, frequent forgetfulness, and a dislike for learning grammar.
"afraid of being ridiculed by peers," "not being used to talking in class," "better performance or skill in speaking by other students," "dislike learning grammar,"
Students often fear being mocked by their peers, which can hinder their speaking abilities They report feeling inadequate compared to others who perform better in English Many lack support at home for learning the language and struggle with understanding complex grammar, such as the 12 tenses Additionally, limited exposure to English during class and the feeling that their ideas are not valued by friends contribute to their challenges in communication The writer identifies these factors as significant barriers to the students' speech development.
The five main issues identified—fear of making mistakes, lack of courage to speak, uncertainty in communication, anxiety about speaking, and difficulty articulating words—are all rooted in a common fear of making errors Additionally, the lack of confidence in speaking contributes to two specific problems: hesitance to engage in conversation and nervousness when speaking Furthermore, inadequate grammar skills are a significant factor behind both the fear of making mistakes and the lack of confidence Lastly, the challenges of speaking confidently and articulating thoughts are linked to insufficient vocabulary.
We can deduce from the amount of causes of difficulties mentioned above that the majority of students reported that their key issue was "fear of making mistakes."
3.1.2.3 Kinds of Student’s Efforts in Speaking
Difficulty in being afraid of speaking
Chart 3.8 illustrates students' perceptions of the difficulty associated with speaking English The data reveals that 35% of students agree, while 15% strongly agree with the notion of fear in speaking English Conversely, 20% disagree, and 30% strongly disagree This indicates that nearly half of the students acknowledge experiencing difficulty due to fear when speaking English.
Difficulty in lack of fluency in speaking
The chart indicates that 75% of students acknowledge a lack of fluency in speaking as a significant difficulty, with 40% agreeing and 35% strongly agreeing In contrast, only 15% of students disagree, and 10% strongly disagree with this assessment.
Difficulty in limit time to practice English speaking at class
The chart indicates that 45% of students agree and 15% strongly agree that limited time for practicing English speaking in class is a significant difficulty In contrast, 30% of students disagree, and 10% strongly disagree with this viewpoint Thus, it is evident that the majority of students perceive limited practice time in class as an obstacle to their learning.
3.1.1.2 Activities for improving English speaking skill
*Activities students like in speaking class
The next question in the questionnaire for students is about the activities students like most in speaking English class The collected data are shown in the below chart:
The activities students most likely to do in speaking class
According to the chart, the most popular speaking activities among students are playing games and conversing with teachers Notably, 60% of students prefer playing games, while only 25% enjoy conversing with their teachers.
A few students (15%) feel interested in working in pair or working in group in the speaking class Besides, nobody wants to practice speaking alone
*The activities students most often do before and while speaking class
What students most often do before speaking
The chart indicates that 40% of students in the speaking class prepare the content of their topic mentally, while 35% take notes on the main ideas Additionally, 20% of students engage in both methods of preparation, and only 5% report doing nothing before speaking In conclusion, preparing content is crucial as it enables students to clearly orient their thoughts, leading to more fluent speech compared to those who do not prepare The next chart will address what students typically do while speaking.
The activities students most often do while speaking
The chart indicates that 70% of students tend to remain stationary while speaking, a trend observed in both non-major and English major students Additionally, 25% of students incorporate body language, primarily using their arms, while only a small fraction, just 5%, are able to use body language effectively and fluently.
In summary, the data indicates that students frequently encounter seven key challenges in learning English: poor pronunciation, limited vocabulary, inadequate grammar skills, a lack of confidence and motivation, fear of speaking, insufficient fluency, and restricted time for practicing speaking in class.
Below is the result when the researcher ask 10 students the question in the interview
Table 3.2 The interview results of students’ evaluation in English speaking skill
Table 3.2 reveals that 20% of students find English speaking skills very difficult, while 60% consider them difficult Only 10% of students rate the skill as normal, and another 10% find it easy The majority of students perceive English speaking as a challenging subject.
3.1.2.1 Kinds of Student’s Difficulties in Speaking
According to responses from ten participants, students faced twelve distinct communication challenges, primarily stemming from a lack of vocabulary, confidence, speaking experience, and difficulties in sentence formation These challenges can be categorized into linguistic and non-linguistic problems Linguistic difficulties included three main issues: insufficient vocabulary, inadequate grammar skills, and poor pronunciation.
Many individuals struggle with speaking due to a lack of confidence, fear of making mistakes, and anxiety about being ridiculed by peers This discomfort often stems from not being accustomed to participating in class discussions, leading to challenges in expressing thoughts clearly.
36 articulate words or sentences,' and „confused how to use appropriate phrases,' were the nine non-linguistic challenges
3.1.2.2 Kinds of Causes of Difficulty in Speaking
Students with linguistic difficulties encounter nine distinct challenges, including limited vocabulary, difficulty memorizing words, confusion over multi-meaning terms, improper word usage, insufficient grammar skills, struggles with understanding grammar books, and poor pronunciation Additionally, there are 13 challenges unrelated to linguistic issues, such as fear of making mistakes, nervousness when speaking, uncertainty about when to speak, frequent forgetfulness, and a dislike for learning grammar.
"afraid of being ridiculed by peers," "not being used to talking in class," "better performance or skill in speaking by other students," "dislike learning grammar,"
Students often fear being mocked by their peers, which can hinder their speaking abilities They report feeling inadequate compared to others who perform better in English Many lack support at home for learning the language and struggle with understanding complex grammar, such as the 12 tenses Additionally, limited exposure to English during class and the feeling that their ideas are not valued by friends contribute to their challenges in communication The writer identifies these factors as significant barriers to the students' speech development.
The five main issues identified—fear of making mistakes, lack of confidence in speaking, habitual communication in training, anxiety about speaking, and difficulty articulating words—are all rooted in the same underlying fear Specifically, the lack of boldness and nervousness when speaking can be traced back to insufficient self-confidence Additionally, both the fear of making mistakes and the lack of confidence are linked to inadequate grammar skills, while the issues of low confidence and difficulty in expressing words are associated with a limited vocabulary.
We can deduce from the amount of causes of difficulties mentioned above that the majority of students reported that their key issue was "fear of making mistakes."
3.1.2.3 Kinds of Student’s Efforts in Speaking
Students have made 22 notable efforts to improve their speaking performance in English These include practicing with friends, building confidence in speaking, constructing sentences with challenging vocabulary, forming English clubs, and surrounding themselves with supportive peers They also utilize dictionaries, engage with grammar exercises, memorize vocabulary, and read various English materials for inspiration Additional strategies involve self-practice, listening to the radio and music, watching TV, seeking help from friends for difficult words, studying tenses, and enrolling in English courses Overall, these diverse approaches reflect their commitment to enhancing their language skills.
All the above students‟ efforts to overcome their difficulties in speaking matched with the characteristics of successful language learners according to
Rubin and Thompson It was intended to find justification for the students
„efforts to solve their problems The 14 characteristics of successful language learners that are proposed by Rubin and Thompson, (1982) are all unique characteristics of successful language learners
From 22 kinds of the efforts that were used by the students to solve their problems, they only used 3 out of the 14 characteristics namely „they make their own opportunity for practice in using language inside and outside the classroom‟, „they learn certain production strategies to fill in gaps in their own competence‟, and „they are creative, developing a „feel‟ for the language by
Many students reported that their efforts in experimenting with grammar and words did not meet their expectations This could be attributed to the fact that their efforts, particularly from items 6 to 22, were perceived as common and lacked variety Additionally, the students did not employ diverse strategies or creative approaches to address their challenges, which may have contributed to their inadequate results.
Interviews with speaking lecturers revealed that students face several challenges in speaking, including difficulty articulating thoughts, a limited vocabulary, insufficient grammar knowledge, fear of making mistakes, and a lack of active participation Key issues identified were fear of errors, loss of confidence, discomfort with making mistakes, and uncertainty about what to say The study also highlighted a significant inter-relationship between these problems and their underlying causes, suggesting that the challenges students encounter can both stem from and contribute to their difficulties in speaking.
The interrelated nature of speaking anxiety is evident in several examples Firstly, the fear of making errors often stems from a lack of bravery to speak, creating a cyclical relationship Similarly, a lack of confidence in speaking is linked to the fear of making mistakes, which in turn reinforces the lack of confidence Additionally, the fear of speaking is primarily driven by the anxiety of making errors, highlighting a reciprocal influence Lastly, nervousness when speaking can be traced back to a deficiency in self-confidence, further complicating the dynamics of speaking anxiety.
Many students experience anxiety when speaking in class, often stemming from a fear of making mistakes This fear can create a cycle where the lack of experience in classroom discussions leads to increased anxiety, further perpetuating the reluctance to participate The data indicates a clear cause-effect relationship between these issues.
In summary, students encounter two main types of challenges in speaking: linguistic and non-linguistic problems A significant number of students identified their primary concern as a "fear of making mistakes."
3.1.3 Suggestions on improving the students English speaking performance