INTRODUCTION
Background of the study
Internationalization in higher education aims to attract a diverse student body and enhance competition among institutions globally (Wallitsch, 2014) English has become the primary language of communication worldwide, gaining significance as the leading international language (Chen, 2009) Its use spans various social contexts, including academic and professional environments Consequently, there is a pressing need to rethink traditional concepts in language teaching, such as 'fluency,' prioritizing procedural knowledge over mere propositional knowledge in English as a Foreign Language (EFL) instruction (Jacobs & Renandya, 2016; Canagarajah, 2014) This focus on procedural knowledge is essential for achieving fluency in language use.
Oral proficiency is essential for English language learners, as it enables effective communication in their daily lives (Morreale et al., 2000) Emanuel (2011) discovered that speaking and listening activities comprised over 75% of college students' daily intellectual communication, while reading and writing accounted for only about 25% This highlights the importance of teachers fostering and promoting effective oral communication skills among their students.
Research indicates that various factors, including speaker characteristics and external variables, significantly influence an individual's foreign language speaking proficiency (Kopnická & Calgary, 2016) However, there is a lack of research on teachers' perceptions of oral fluency and strategies to enhance it among students in Vietnam Given the critical role of teachers' beliefs in their instructional methods, further investigation in this area is essential Additionally, studies have identified multiple factors that contribute to students' oral fluency This study aims to address this gap in the literature, particularly within the Vietnamese context.
Statement of the problem
Despite years of English learning, Vietnamese students often exhibit poor oral fluency (Huyen & Ha, 2013; Tran, 2013; Tuan & Mai, 2015; Thi & Diep, 2017) There is a notable lack of literature addressing the factors affecting speaking fluency and effective teaching strategies, with limited empirical studies focusing on the perspectives of students and teachers within Vietnam's higher education system Raising awareness of these issues and the factors influencing students' English speaking abilities is essential for enhancing oral fluency and communicative competence.
Stern (1983) discovered that language learners could communicate in a second language (L2) to some degree, even after years of instruction based on traditional curricula Given that the primary aim of English language teaching is to enhance students' communicative competence, with oral fluency being a crucial aspect, addressing the issue of students' inadequate oral fluency is essential This research represents a modest step towards achieving that objective.
Purpose of the study
Fluency in oral English is a key goal for both teachers and learners, reflecting proficiency and opening doors to global knowledge, career opportunities, and personal growth In the context of Vietnam, enhancing oral fluency is particularly vital for EFL learners This thesis addresses a compelling topic that engages English majors at the university level, aiming to understand the perspectives of both teachers and students By identifying factors influencing oral fluency among English major students, this research seeks to contribute to advancements in English language instruction and acquisition in Vietnamese universities.
Research questions
Fluency is a complex concept that is difficult to define clearly (Brumfit, 1984) EFL students often struggle to communicate their knowledge, ideas, and emotions effectively Speaking not only involves conveying a message but also requires participation in extended discussions This study seeks to explore the factors that affect speaking proficiency among EFL learners at Vietnamese universities, aiming to answer key research questions.
1 What factors do teachers think affect student’s oral fluency in English?
2 What factors do students think affect their oral fluency in English?
3 In what ways do teachers and students differ in their conceptualizing oral fluency and their opinions of factors affecting oral fluency in English?
This research adopts an exploratory and meaning-centered methodology to understand the perspectives of both educators and students regarding their practices and attitudes It emphasizes that the research questions are not suited for rigorous positivist approaches that rely on quantitative data and statistical analysis Instead, it employs a context-embedded qualitative interpretative investigation, incorporating a component of quantitative data, referred to as "quasi-statistics," collected through questionnaire responses.
The acquisition of a second language, particularly oral fluency, is influenced by various linguistic, cognitive, social, and emotional factors, which pose challenges for English language learners in Vietnam This study focuses on the affective components, specifically motivation and attitude, highlighting their significant role in language acquisition and engagement in fluency activities (Yang, 2014) Additionally, it examines other factors impacting students' speaking fluency from both teachers' and students' perspectives Factors such as instruction, exposure to English, and task design also play a crucial role in enhancing oral fluency.
This study explores the dynamic factors influencing the speaking fluency of EFL students, focusing on cognitive, motivational, social, sociolinguistic, pragmatic, and psycholinguistic interactions (Segalowitz, 2016) It gathers insights from both teachers and students regarding speaking abilities without requiring additional skills from participants The concept of oral fluency extends beyond the language classroom to encompass a broader range of contexts, including social communication and informal language experiences such as watching movies, reading, or listening to the radio This highlights the connection between speaking fluency and both formal and informal language acquisition environments.
This study explores the perspectives of teachers and students on the factors influencing the Learning of Foreign languages (LOF) It aims to provide insights into the realities of teaching and developing speaking skills at the university level, including the challenges faced by educators and learners and their strategies for overcoming these issues The ultimate goal is to offer valuable methodologies and pedagogical implications for English as a Foreign Language (EFL) teachers and enhance the learning experience for EFL students Additionally, the findings may vary if viewed from the perspectives of administrators, but the focus remains on language learning and production for both teachers and students.
The study specifically examines English-major university students, who possess distinct goals and linguistic abilities compared to their non-English-major counterparts These students predominantly engage in a second language (L2) environment, utilizing the L2 almost exclusively Additionally, their learning experience is characterized by unique schedules, texts, assessments, and teaching methods, making it difficult to generalize the findings to non-English majors at the same institution Furthermore, the research also highlights the perspectives of university teachers, who play a crucial role as active agents and contributors to educational knowledge, particularly in the context of teacher effectiveness.
The research is conducted at universities in Central Vietnam, where admission requires students to pass an entrance exam Consequently, while the findings may be relevant to other universities with similar contexts, they should not be generalized to institutions outside of Vietnam.
Significance of the study
Previous research on second language fluency has largely overlooked the perspectives of both teachers and students regarding speaking fluency There is a significant gap in academic studies concerning the qualities that affect Vietnamese L2 learners' speaking fluency While fluency is a key expectation for many L2 learners, the views of EFL educators and learners have not been adequately explored in empirical research This study is anticipated to make valuable contributions to both theoretical and practical aspects of language studies.
This research explores the theoretical aspects of oral speaking fluency among Vietnamese EFL students in tertiary education, highlighting the nature and components of their speaking proficiency It examines how learners' backgrounds and characteristics influence their English as a Foreign Language (EFL) learning, revealing potential factors that impact oral fluency outcomes The findings aim to enhance awareness of the key components affecting communication fluency among students in Vietnam.
Higher education, particularly in EFL courses, represents the pinnacle of formal learning for many individuals This study highlights key factors that affect the learning outcomes of L2 learners during their educational journey By understanding these influences, students can better prepare for achieving fluency in spoken English The findings offer empirical insights into how various factors impact students' abilities to acquire spoken English, ultimately aiding in the enhancement of their speaking fluency throughout the teaching and learning process.
This study aims to explore the pedagogical effectiveness of speaking fluency in foreign language communication among Vietnamese EFL learners in higher education It focuses on identifying variables that influence the learning process of English as a foreign language (EFL) and diagnosing elements that affect spoken English fluency in Vietnam The research seeks to provide insights into factors that enhance student communication skills, which can be utilized by educators and learners to improve proficiency The findings are expected to contribute to the development of teaching approaches for speaking skills, reducing barriers to fluency improvement Additionally, teacher development programs should be considered to ensure ongoing access to the latest research and resources in language learning.
Definitions of key terms
Fluency is generally defined as the ability to understand and use language easily and accurately, as noted by the Oxford English Dictionary Research indicates that language competency should be viewed within the context of societal literacies and their relationship to power (Montero-Sieburth, 2014) The Association of Teachers of English to Speakers of Other Languages (TESOL) emphasizes that language proficiency involves effectively communicating ideas across various content areas (Montero-Sieburth, 2014) Thus, language fluency is increasingly recognized as a contextualized aspect of language use, rather than merely a reflection of grammatical and pronunciation skills However, the term is often used without a clear definition or theoretical foundation.
Fluency can be used interchangeably with "general proficiency," as noted by Lennon (1990), who describes it as a "cover term for oral proficiency." In a more specific context, fluency refers to the ability to communicate orally This study focuses on fluency in this broader sense, and while we do not aim to introduce a new concept to the existing literature, we acknowledge Segalowitz's contributions.
In 2010, a definition emerged that categorizes fluency into three cognitive types: cognitive fluency, utterance fluency, and perceived fluency This research highlights that "oral fluency" and "speaking fluency" are interchangeable terms, each addressing distinct facets of language proficiency.
Perspectives are shaped by individual experiences and concerns, influencing how situations are evaluated (Nkwe & Marungudzi, 2015) Essentially, a point of view is a lens through which one interprets the world, formed by personal experiences, selective information focus, and individual assessments of that information.
Teachers possess beliefs about their work, students, subject matter, and responsibilities, which significantly shape their teaching practices and influence student behavior These beliefs, often more impactful than knowledge, are intertwined with teachers' and students' attitudes, values, and experiences, guiding their classroom strategies Over time, these beliefs evolve, affecting how instructors perceive and implement second language speaking instruction.
Research indicates that teacher beliefs and perspectives significantly influence instructional decisions and practices (Borg, 2003, 2013; Borg & Burns, 2009; Tsui, 2003) Furthermore, involvement in teacher research can serve as a "powerful transformative" force in the professional development of language teachers (Borg, 2013, p 6) Extensive evidence supports the notion that teacher engagement in research has "at least a moderate impact on their teaching" (Borg).
A study on the individual perspectives of higher education in Vietnam can illuminate how Vietnamese instructors and students perceive the impact of Language of Fluency (LOF) variables in teaching and learning This highlights the importance of understanding the beliefs, knowledge, and practices of language instructors and learners, providing essential insights and practical recommendations for education stakeholders addressing oral fluency challenges Furthermore, examining teachers' and students' attitudes towards LOF is vital for adapting educational paradigms and fostering collaboration among academic staff to develop effective speaking skills resources The qualitative data collected offers a comprehensive understanding of the complex perspectives and attitudes related to LOF, which can influence the teaching and learning practices of EFL teachers and students Ultimately, this research integrates the viewpoints of both learners and instructors to enhance the teaching and learning process significantly.
This thesis comprises five chapters, beginning with an introduction to the study's background The first chapter outlines the research problems, objectives, and questions, while also addressing the rationale for selecting the research field, the significance of the study, and the overall structure of the thesis.
The second chapter examines the literature on oral fluency, focusing on its application by teachers and students across various educational contexts, alongside the influencing variables related to learners' levels of fluency (LOF) It highlights the factors affecting LOF and concludes with a discussion of the theoretical frameworks guiding this research, particularly Segalowitz's 2010 framework for L2 fluency These theories will be analyzed through pragmatism and positivist paradigms to interpret the research findings regarding the factors impacting LOF among participants in their academic and social interactions.
The third chapter details the research methodology, encompassing the research paradigm and design, participant selection, data collection procedures, and instruments used It also addresses data analysis methods, reliability and validity measures, and ethical considerations The chapter concludes with a summary of the key points discussed.
The fourth chapter reveals the results of the quantitative and qualitative data analysis, focusing on the factors that influence oral fluency It discusses the perspectives of both students and teachers regarding these influencing factors in two distinct sections.
Chapter five summarizes the research topic by reviewing the key scientific contributions of the study It outlines the main findings and limitations, while also discussing the implications and contributions of the research Additionally, the chapter offers recommendations for future research based on the study's outcomes.
REVIEW OF LITERATURE
Overview of teaching speaking and speaking in Vietnam
This study focuses on universities in Vietnam, where spoken English is a mandatory subject from grades one to twelve, similar to other Asian countries However, it is important to recognize the unique differences in each educational context, as successful strategies in one environment may not be applicable to another Therefore, the research emphasizes the need to identify both similarities and differences with other cases Consequently, the study primarily targets English-major students at Vietnamese universities.
English has become an essential foreign language in Vietnam, largely due to the country's open-door policy initiated in 1986 and its establishment as a global language in the early 1990s As a result, English is now a fundamental and compulsory subject in the school curriculum, spanning from primary to higher education Despite the rise of other foreign languages like Chinese, Korean, and Japanese, English remains the most significant foreign language in K-12 education and tertiary institutions In response to the increasing demand for English proficiency, the Ministry of Education and Training (MOET) has implemented frameworks for a pilot program that mandates English instruction as a compulsory subject starting from Grade 3.
Vietnam's diverse cultural context significantly influences speaking fluency, with socio-economic, historical, and political factors impacting higher education and students' motivation to learn English (Truong, 2016) In universities, English is offered as both a discipline and a subject, essential for students pursuing bachelor's, master's, or doctoral degrees in the language.
In Vietnam's higher education system, studying English is essential, with tertiary students showing greater motivation to learn the language compared to their secondary school counterparts (Hoang, 2010) Proficiency in English significantly enhances students' prospects for high-paying jobs domestically or opportunities abroad for further education and career advancement Additionally, the rise of a computer-based learning environment, fueled by Vietnam's expanding global connections and rapid technological advancements (Dang, 2011a), has further encouraged students to enhance their English language skills This motivation has resulted in improved interactions with international peers and a commitment to meeting diverse global demands.
Many students learn English solely due to curriculum requirements, often lacking an understanding of its practical importance This leads to a significant number of university undergraduates starting language courses with low competency levels They tend to view English as a potentially beneficial skill for their future careers rather than an immediate necessity.
In the context of second language acquisition, the learning environment plays a crucial role, especially for Vietnamese students studying English as a foreign language in formal settings Unlike informal language learning in naturalistic contexts, English in an EFL setting is often limited to the classroom, where it is not used as the medium of instruction for other subjects This reliance on language teachers and course materials leads to minimal exposure to the target language outside the classroom, which can hinder the development of oral competency and fluency.
The challenges faced by language learners often stem from various shortcomings in real-life learning materials As a result, these students may struggle to enhance their language skills, particularly in grammar and vocabulary acquisition Consequently, such difficulties can hinder their progress in achieving speaking fluency.
The exam-oriented education system significantly hinders communicative teaching and learning, presenting challenges for both language teachers and learners Language knowledge is often pursued solely for grades, leading students to become passive learners who merely attend classes, listen to lectures, complete assignments, and aim to pass final exams For many Vietnamese students, English is viewed primarily as an academic task rather than a language to be actively engaged with, resulting in minimal motivation to study beyond what is necessary to succeed in exams.
In contrast to Western education, Vietnamese and other Asian students often experience a deficiency in communicative competence, highlighting a significant difference in educational approaches This observation aligns with the principles of progressive education, which advocate for a philosophy that prioritizes effective communication skills in the learning process.
Learning through practical experience, engaging with contemporary environments, collaborating with peers and individuals outside the classroom, and applying knowledge to enhance the lives of others are essential components of effective education (Jacobs & Renandya, 2016, p.15).
The Vietnamese MOET has approved the national plan for "Teaching and Learning Foreign Languages in the National Formal Educational System between
The 2008 plan (Decision No 1400) aims to adopt a practical approach to enhance English proficiency, positioning it as a key element for competing with other nations both regionally and globally.
In 2014, the Ministry of Education and Training (MOET) initiated a foreign language program aimed at promoting English as the medium of instruction (EMI) in Vietnamese higher education This initiative seeks to enhance English language teaching and learning in response to globalization and internationalization trends Before a nationwide rollout, EMI will be piloted at select universities A study by Nguyen et al (2016) examined institutional autonomy in Vietnamese higher education, highlighting challenges in implementing EMI, such as inadequate English proficiency among lecturers, insufficient resources, and the need for effective teacher training and supportive learning environments.
Globalization has significantly influenced language policies in Vietnam, particularly in English language education (Ngo, 2015) This shift has led to substantial changes in teaching methods, instructional materials, curriculum design, and the proficiency standards expected of English language teaching (ELT) instructors in the country (P Le & Ngan, 2016).
Vietnam's English teaching methodology has adopted a communicative approach; however, its effectiveness is hindered by a strong focus on academic examinations This results in an overemphasis on grammar, writing, and reading skills, which are prioritized to prepare students for tests (Le, 2011; Pham, 2014; Bui, 2016) Consequently, the communicative approach is not fully leveraged, leading to challenges in verbal communication and a greater concentration on written English over spoken proficiency (Erlenawati, 2005).
Recent efforts have focused on reviving traditional English language education, aligning with Hoang's (2001) view that this approach can be enhanced by communicative language teaching principles or serve as a foundational step in communicative classrooms He emphasized a teaching hierarchy prioritizing accuracy before fluency and acquisition before learning Consequently, in Vietnamese EFL contexts, it is essential to thoroughly investigate the factors, conditions, and components that contribute to effective speaking pedagogy (Shumin, 2002).
Theoretical background
In the middle of the 1990s, Skehan created a proficiency model that included these three elements of fluency, accuracy, and complexity (Skehan, 1996; Skehan,
Complexity, accuracy, and fluency are essential components that effectively reflect key aspects of second language (L2) performance and proficiency These elements significantly influence the production, proficiency, and development of L2 Furthermore, while complexity, accuracy, and fluency can be viewed as independent aspects of L2 performance, they may also interact and connect during the processes of L2 production and development.
Fluency in a target language is the ability to speak quickly without pauses or hesitations, while accuracy involves speaking appropriately Complexity is defined as the use of a wide range of advanced structures and vocabulary in a second language It is suggested that real-world contexts influence how speakers balance linguistic complexity, accuracy, and fluency.
(1997), users of a second language have reduced attentional abilities, making it difficult for them to simultaneously process information that is complex, accurate, and fluent
This research investigates the perspectives of instructors and students regarding the factors influencing oral fluency, considering their current circumstances A clear understanding of "oral fluency" and related concepts is essential to appreciate the elements that affect an individual's oral fluency level With various definitions and approaches to speaking fluency, learners often find themselves confused (Préfontaine, 2010) Préfontaine advocates for a multidimensional view of fluency.
The concept of Language Oral Fluency (LOF) is complex and often contradictory, necessitating a clear theoretical foundation for understanding it This dissertation draws on Segalowitz's (2010) model, which outlines three key dimensions of L2 fluency: speech fluency, cognitive fluency, and perceived fluency Each of these components presents challenges in quantification Additionally, Segalowitz's framework encompasses five essential elements: cognitive fluency, utterance fluency, motivation, interactive communication, and experiences, which collectively contribute to the development of L2 fluency.
This study utilizes a dynamical system framework, as proposed by Segalowitz (2010), to explore how cognitive activities influencing utterance fluency are affected by fluency-relevant experiences These experiences are shaped by social interactions, motivational states, and personal experiences related to using a second language (L2) By concentrating research in this manner, we can identify key factors associated with the dynamical system that can assist learners in enhancing their oral fluency.
This framework extends beyond merely documenting fluency phenomena; it offers a systematic approach to addressing concerns related to oral fluency components Drawing on Segalowitz's 2010 framework, the researcher will explore the concept of oral fluency and the critical factors that impact speaking fluency.
Complexity is a multifaceted concept with various ambiguous definitions (Lahmann, 2015) Ellis (2003) defines it as the richness and diversity of language used in completing a task Essentially, "complexity" refers to a state or quality of being intricate.
The term "complexity," as defined in the Oxford Dictionary of English, encompasses meanings related to intricacy, difficulty, and cost In the field of Second Language Acquisition (SLA), complexity is discussed in two primary contexts: linguistic complexity and cognitive complexity, as noted by researchers such as DeKeyser (1998), Williams & Evans (1998), and Housen & Kuiken (2009).
The proficiency model introduced by Skehan (1996, 1998) integrates complexity, accuracy, and fluency, which are essential dimensions in second language (L2) studies These three concepts frequently appear together and serve as key indicators of L2 learners' performance, allowing researchers to assess the impact of various influencing factors (Housen, Kuiken, & Vedder, 2012).
Skehan and Foster (1999) define accuracy as the ability to communicate without errors, which may indicate a higher level of linguistic control but could also suggest a tendency to avoid complex structures that might lead to mistakes In the context of communicative language teaching, fluency is differentiated from accuracy, with various pedagogical approaches emphasizing one over the other This distinction has been explored in research focused on understanding communicative proficiency in second language classrooms.
Brumfit (1979, 1984) defines fluency as "the maximally effective operation of the language system so far acquired by the student" (p 57), highlighting that accuracy often receives less emphasis Research indicates that the pursuit of fluency can negatively impact accuracy, as supported by studies from Lightbown & Spada (1990), Gass et al (1999), and Tavakoli & Skehan (2005).
In discussions of speaking fluency, drawing on earlier work by Fillmore (1979), he classified oral fluency into four essential characteristics The first characteristic is
"the ability to talk at length with few pauses, the ability to fill time with talk" (2000, p
Fluency in language processing encompasses several dimensions, including the automaticity of language use, the production of coherent sentences through appropriate semantic and syntactic resources, and the ability to communicate effectively across various contexts Additionally, it involves creativity and imagination in language expression Importantly, fluency is not solely tied to speech speed but rather to the complexity and quality of spoken sentences The speaker's fluency may also fluctuate depending on different contexts and situations While this definition of fluency is comprehensive, it remains challenging to distinguish it from broader concepts of global oral proficiency.
Lennon (1990, 2000) offers an alternative perspective on fluency, suggesting it can be defined through two concepts The broad concept of fluency refers to global oral proficiency, indicating that a fluent speaker possesses a strong command of a foreign or second language This definition aligns closely with Chambers' (1997) view, which describes fluency as the spoken production of an individual who can effectively use the language, typically in the context of speaking a foreign language Lennon maintains a consistent understanding of fluency as synonymous with oral proficiency, reflecting the traits of competent language speakers.
In the context of Communicative Language Teaching (CLT), fluency is defined as the ability of learners to effectively utilize their knowledge to fulfill linguistic and communicative goals (p.537) This understanding of fluency aligns with the second aspect of fluency introduced by Fillmore (1979).
Fluency, in its narrow sense, is primarily a component of oral proficiency, aligning with oral test standards that assess students on aspects such as correctness, idiomaticness, relevance, appropriateness, pronunciation, and lexical range (Lennon, 1990, p.389) It emphasizes the ease and smoothness of speech delivery However, this study focuses on the broader concept of fluency.
Previous studies
In recent years, L2 oral fluency (LOF) has garnered significant attention from researchers, highlighting the influence of both speaker and external factors on speaking fluency While many studies have examined LOF factors in second language acquisition and improvements during overseas studies, there remains a gap in understanding how these elements affect the LOF of higher education students in Vietnam Notably, the perspectives of students and teachers on L2 oral fluency in English differ, yet the specific factors influencing EFL students' speaking fluency in Vietnam have not been thoroughly investigated This lack of research is concerning, as oral language competence is a crucial aspect of Western education.
Empirical research highlights the significance of presenting information and ideas, focusing on oral fluency, which encompasses utterance, cognitive, and perceived fluency (Préfontaine, 2010; Kahng, 2014; N Segalowitz, 2016) Factors influencing the level of fluency (LOF) include both affective and speaker-external elements (Kopnická & Calgary, 2016) While the roles of these aspects and their contributing factors have been reviewed, the findings primarily reflect native speakers' perceptions (Derwing, Rossiter, Munro, & Thomson, 2004; Freed, Segalowitz, & Dewey, 2004; Ginther, Dimova, & Yang, 2010; Pinget, Bosker, Quené).
Research on language teachers' perspectives, particularly in the context of Vietnamese students' language fluency, is limited This article aims to explore the relationship between EFL teachers' viewpoints and the language proficiency of their students We advocate for a theoretical framework that incorporates both teachers' and students' perspectives.
EFL teachers should focus on effective teaching methods and strategies to enhance speaking fluency, particularly for Vietnamese students who face challenges in learning English as a foreign language Utilizing technology can significantly motivate EFL learners and support their language acquisition Understanding the key determinants that influence speaking fluency is essential, as it takes time and effective learning methods to achieve proficiency This article aims to explore reasons behind the difficulties in attaining English-speaking fluency and to suggest practical approaches that can improve students' oral fluency in alignment with these factors.
Fluency is influenced by an individual's personality and speaking style, as highlighted by De Jong et al (2015) in their study, "Second Language Fluency: Speaking Style or Proficiency." This research involved 24 native English speakers and 24 native Turkish speakers, focusing on L2 utterance fluency, a key component of fluency according to Segalowitz (2010) The study aimed to determine if corrected measures of fluency more accurately reflect L2 cognitive fluency as indicators of speaking proficiency The researchers categorized fluency measures into uncorrected and corrected types, concluding that both strongly predicted L2 proficiency, with the exception of silent pause time.
Anderson-Hsieh and Venkatagiri (1994) examined the relationship between competence and fluency in Chinese EFL speakers, revealing that the pause rate was three times greater in the intermediate proficiency group compared to the highly proficient group Their research indicates that higher proficiency correlates with enhanced fluency in speakers.
Baker-Smemoe et al (2014) investigated the link between overall second language (L2) proficiency and utterance fluency measures across various L2s to assess the potential of using these measures for estimating L2 proficiency The study involved 86 native English speakers learning L2 French, German, Japanese, Arabic, or Russian, analyzing factors such as speech rate, hesitations, pauses, runs, and false starts from 126 ACTFL Oral Proficiency Interviews (OPIs) The findings indicated a positive association between certain L2 utterance fluency measures and overall L2 proficiency across all languages, suggesting that specific fluency metrics could effectively predict proficiency, especially at advanced levels.
Academic experts have explored various methods to measure L2 perceived fluency from the perspectives of different listeners, including teachers and both native and non-native speakers These diverse approaches can result in raters applying different criteria to their evaluations, highlighting that fluency is ultimately a judgment made by the listener rather than the speaker.
Gardner's socio-educational model has been pivotal in motivational studies related to second language acquisition, as evidenced by research from various scholars (Gardner & MacIntyre, 1993; Oxford & Shearin, 1994; Oxford, 1996; Gardner, 2004, 2010; Dửrnyei, 2005; Deci & Ryan, 2012) Numerous studies demonstrate that students' motivation significantly influences their ability to learn a second language (Dửrnyei, 2001; Brown, 2001; Irie, 2003; Bernaus et al., 2004; Rothstein et al., 2005; Gardner, 2009; Yashima, 2009) Additionally, research has established a correlation between attitude and speaking proficiency, particularly in fluency (Yang, 2014; Ahmadi & Mohamadi, 2017; Muhammad, 2019) Affective variables, including attitudes, orientations, motivation, and anxiety, play a crucial role in enhancing foreign language learning.
In the educational context, English is taught as a foreign language in classrooms across Vietnam Hoang (2010) highlights that Vietnamese learners often struggle to meet the demand for proficient English speakers due to limited opportunities for practical use Specifically, English serves as a crucial medium for international communication and professional advancement, underscoring its importance for learners in Vietnam.
In many Asian countries, including Vietnam, foreign languages are treated as second languages, primarily taught in educational institutions but rarely used in everyday life To enhance language acquisition, instructors need to create opportunities for students to express themselves clearly in the target language However, challenges such as tight teaching schedules, inadequate resources, and limited teaching methods hinder the provision of sufficient language input and motivation for students These factors represent significant barriers to achieving fluency in a second language in Vietnam.
Khong (2019) investigated the factors affecting the fluency development of secondary school students in Vietnam, identifying both internal and external influences The study highlighted several challenges in enhancing students' fluency, including diverse learning styles, a tendency to speak in their native language, low motivation, and inadequate English proficiency These issues collectively resulted in deficiencies in vocabulary, structure, and pronunciation.
Dung and Ngoc (2020) investigate the key factors affecting speaking fluency among second-year students Their research employed a mix of methods, including a survey and semi-structured interviews, involving 98 English non-majors enrolled in an English-speaking course during their second semester The findings indicate that affective factors play a crucial role, followed by automation, error correction, and performance factors that significantly impact oral fluency.
Prior studies have examined various speaker factors influencing levels of oral fluency (LOF), including age, attitude, motivation, and anxiety Research by Muñoz (2006), Szpotowicz (2012), and de Wolf et al (2017b) highlights a strong correlation between age and LOF, indicating that age significantly impacts fluency De Wolf et al (2017) found that early foreign language teaching benefits fluency, with their study showing a marginal advantage for early starters in oral fluency among 10–12-year-olds Similarly, Bortfeld et al (2001) noted that both gender and age affect oral fluency, revealing that older speakers exhibit higher disfluency rates compared to younger ones Additionally, the study indicated that men tend to produce more non-lexical fillers and repeat themselves more than women Conversely, Derwing et al (2010) argue that gender and age have minimal or no significant effect on fluency.
Research by Lahmann (2015) demonstrates a clear correlation between age and speech fluency, revealing that older interviewees exhibited more silent pauses and speech repairs This indicates that the impact of aging is significant, as the inclusion of elderly speakers in the study highlights age as a crucial factor influencing learning outcomes.
The Gaps in the Literature
The researcher has reviewed current studies on teaching methods that enhance oral fluency, highlighting the significance of affective factors like motivation and attitude in second language acquisition Key contributions to this field have been made by various scholars, emphasizing the interplay between these factors and oral fluency development.
Research has highlighted various factors influencing oral production and fluency in English, including task types and exposure to the language Notable studies by Loukriz (2007), Dore (2015), and Nzanana (2016) emphasize the significance of these elements Additionally, works by Ngoc & Iwashita (2012), Son (2013a), and others further explore the relationship between these factors and oral fluency, underscoring the importance of understanding how different contexts affect language production.
& Boers, 2016; De Wolf et al., 2017a; Karpovich, Sheredekina, Krepkaia, & Voronova,
In recent years, Vietnamese higher education has increasingly embraced communicative language teaching, integrating insights focused on speaking performance (2021) Research indicates the effectiveness of oral fluency in this context (e.g., Khong, 2019; Dung and Ngoc, 2020) However, significant research gaps remain that must be addressed to ensure these insights effectively impact EFL learners in Vietnam's higher education system.
Research on L2 fluency in oral output within Vietnam is limited, highlighting the need for further studies Given the importance of oral communication skills, it is crucial to investigate this area to improve students' oral proficiencies in the country.
Current research has not yet explored the factors affecting oral fluency among Vietnamese students in the English as a Foreign Language (EFL) context This study aims to fill this significant research gap Previous studies have primarily concentrated on L2 development in study abroad environments or the impact of repeated practice on fluency However, in an EFL setting, where achieving native-like fluency may not be a realistic objective, it is essential to investigate other contributing factors that influence students' speaking development.
Limited research has examined the connection between the factors influencing L2 fluency and oral fluency specifically within the Vietnamese context Most studies on fluency have concentrated on the learning of formulas in study abroad environments (e.g., Wood, 2010) or the impact of repeated practice on fluency development (e.g., Arevart & Nation).
In an EFL context, achieving native-like fluency may not be a realistic objective; however, it is essential to consider the key factors that influence students' oral fluency in English This understanding opens up significant opportunities for exploring the development of oral fluency.
Summary
This chapter provides an overview of oral English instruction at Vietnamese universities and examines the key factors affecting language output fluency (LOF) in Vietnam and similar educational environments It introduces a theoretical framework derived from Segalowitz's model of L2 fluency, highlighting the factors that impact LOF from both teachers' and students' viewpoints Additionally, a review of prior research by both foreign and Vietnamese scholars indicates existing gaps in understanding how various factors influence learner outcomes within the Vietnamese educational context.
This study seeks to fill a research gap by investigating the English as a Foreign Language (EFL) speaking fluency skills of Vietnamese students It explores various factors influencing their speaking fluency, including behavior, attitude, motivation, tasks, instruction, and exposure Additionally, this research addresses existing gaps and makes a significant contribution to the field.