INTRODUCTION
RATIONALE OF THE STUDY
In today's globalized world, English has emerged as an international language, essential for communication across various regions Its significance is underscored by the integration of modern science and technology, making English a mandatory part of education in many countries, including Vietnam Schools and universities increasingly recognize English as a vital tool for accessing global knowledge, leading to its adoption as a compulsory subject For many young people, particularly university students, learning English is appealing due to opportunities for employment in foreign companies and studying abroad Most English learners emphasize the importance of effective communication skills for their future careers, especially in a society where interactions with foreigners are common However, many equate English proficiency primarily with speaking ability, viewing fluency as the capacity to engage in conversation rather than encompassing reading, writing, or comprehension skills Consequently, students often measure their progress in English based on their spoken communication achievements.
Learning English, especially speaking skills, presents numerous challenges At Vietnam National University of Agriculture, large class sizes—often exceeding 60 non-English major students—are common due to budget constraints, limited human resources, and inadequate learning facilities This environment hinders effective speaking skill development.
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In large classes, two language teachers are needed to effectively manage and arrange activities that encourage students to practice their speaking skills However, in high school, students often have limited opportunities to speak English, focusing primarily on grammar and vocabulary for final exams This lack of practice contributes to their fear of speaking, as they worry about making mistakes or having slow reflexes Consequently, many Vietnamese learners, despite years of English education in schools and universities, struggle to communicate fluently and effectively in real-life situations, even though they may excel in reading and writing.
Despite numerous studies on English speaking skills and the challenges associated with learning them, there is a lack of research focused on the difficulties faced by non-English major students at Vietnam National University of Agriculture (VNUA) Given the university's significant size and the large population of non-English major students, I aim to conduct research to identify the common challenges these students encounter in developing their speaking skills This research seeks to provide insights that can help improve their learning experience in future semesters.
The research titled “An Investigation into Problems Faced by Non-English Major Students in Learning Speaking Skills at Vietnam National University of Agriculture” was prompted by the aforementioned issues.
AIMS AND OBJECTIVES OF THE STUDY
This study aims to explore the challenges faced by non-English major students in developing English speaking skills within large classes at Vietnam National University of Agriculture The research will assess the current state of these students' speaking abilities and identify specific issues encountered in the classroom environment Additionally, the study will propose effective solutions to address these challenges.
RESEARCH QUESTIONS
All these above aims and objectives can be realized by answering two
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1 What problems do non - English major students in large classes encounter in the process of learning English speaking skills?
2 What are suggested solutions for non – English major students to overcome the problems?
SCOPE OF THE STUDY
Learners often encounter various challenges when developing their English speaking skills This study specifically examines the speaking abilities of non-English major students from cohorts K62, K63, and K64 who took English 2 during the first term of the 2020 academic year, considering the constraints of time and scope.
In 2021, a study focused on the challenges faced by 240 non-English major students and five teachers in General English courses (English 0, 1, 2) at Vietnam National University of Agriculture during the first term of the 2020-2021 academic year The research specifically addressed issues related to learning speaking skills and proposed potential solutions to enhance students' speaking abilities.
SIGNIFICANCE OF THE STUDY
This study aims to identify the challenges faced by non-English major students in developing speaking skills within large General English classes at Vietnam National University of Agriculture By examining these obstacles, the research seeks to provide a deeper understanding of the underlying reasons for these difficulties.
Practically, it suggests some certain ways to help the students overcome these difficulties since then they can improve their English speaking skills.
DESIGN OF THE STUDY
This study consists of three parts:
Part 1: entitled “INTRODUCTION” provides the reason why the topic is chosen It then provides the aim and objectives of the study It is also in this section that we are concerned with the scope and the design of the study
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Part 2: named “DEVELOPMENT” deals with the main contents of the study
Chapter 1: "Literature review” considers a slight overview of some previous research on the same subject At the same time, it gives a theoretical background to this study with theoretical preliminaries directly related to English speaking skills, large classes and factors affecting speaking skills
Chapter 2: “METHODOLOGY” start with the procedures of the investigation that refers to the approach of the study and the method to collect and analyze the collected data to help the author achieve the best results in the study
Chapter 3: “Finding and Discussion” focuses on presenting findings of the research and discussions The discussion comes after statistical results for each stylistic feature It is the basis of the later conclusions
Part 3: “CONCLUSION” provides the recapitulation of main ideas, the limitations of the study and some suggestions for further research The study is closed with the references and the appendix of English speaking skills that are used for the analysis
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DEVELOPMENT
LITERATURE REVIEW
Chapter 1 considers a slight overview of some previous research on the same subject At the same time, it gives a theoretical background to this study with theoretical preliminaries directly related to English speaking skills, large classes and factors affecting speaking skills
1.1 REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)
Speaking is a crucial language skill, particularly for those using English as a second language for daily communication Numerous studies highlight the significance of speaking skills and the challenges learners face in developing them Some research focuses on non-English major students and explores techniques to enhance participation in communicative activities within large classes I have reviewed various studies conducted in Vietnam and globally on this important topic.
Hung (2009) conducted a study at Marie Curie High School in Hai Phong city, focusing on enhancing student participation in communicative activities within large classes through group work and questioning techniques He emphasized that active engagement in both group and classroom activities is essential for learners to develop communicative competence To ensure all students are involved, teachers must design and implement strategies that promote participation and foster active learning The study demonstrated that utilizing group work and questioning significantly boosts student involvement in communicative activities in large classroom settings.
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In her research, "A Course in Language Teaching," Penny Ur (1996) identifies four key factors that hinder students' speaking practice: anxiety over making mistakes, fear of criticism, shyness, and lack of effort Additionally, uneven participation in class contributes to the issue, as some students are eager to engage while others remain silent Many learners prefer to communicate in their native language, finding it easier and more comfortable than expressing themselves in English This reluctance to use a foreign language can lead to feelings of unnaturalness and reduced exposure, ultimately affecting their fluency in speaking.
According to Lawtie (2004), teachers managing large classes encounter significant challenges when facilitating speaking activities, particularly due to students' emotional states Emotions such as lack of confidence, shyness, anxiety, and nervousness can hinder students' ability to communicate effectively The study emphasizes that these emotional factors are crucial to consider, as they play a vital role in the speaking difficulties faced by students.
1.2.1 Statement of theoretical framework chosen
This part revised relevant theories and studies that can be the base for the research being carried out
According to Bygate (1997), speaking is a crucial skill that demands equal attention as other language skills in both first and second languages It is essential for learners to effectively engage in basic interactions and transactions.
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Effective communication requires individuals to articulate their ideas clearly Bygate (1997) highlights that interaction involves using language to maintain communication among participants, emphasizing the importance of interaction skills in determining what to say, when to say it, and how to express it clearly Consequently, when developing speaking skills, students must grasp not only the production of language elements like grammar, pronunciation, and vocabulary (linguistic competence) but also the context and purpose behind their language use (sociolinguistic competence).
According to Brown, Burns & Joyce, speaking is an interactive process of constructing meaning concerning three periods: producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997) Chaney and Burk
(1998, p.13) states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in many different contexts
Interaction is fundamental to communication, as highlighted by Brown (1994) It encompasses the processes of sending, receiving, and interpreting messages within specific contexts, as well as negotiating meanings and collaborating to achieve shared goals This collaborative exchange of thoughts, feelings, or ideas between individuals leads to a mutual influence on one another.
According to Byrne (1986), speaking is a crucial aspect of oral communication and is considered a productive skill The speaker must effectively encode their intended message using suitable language, while the listener is responsible for decoding or interpreting that message.
According to Florez (1999) speaking is an interactive process of constructing meaning that involves producing, receiving and processing information It is often spontaneous, open-ended and evolving
In short, there are many alternative definitions of speaking, each with its own set of advantages and disadvantages However, in this study the researcher
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8 decided to follow the concept of speaking by Bygate (1997) which means that speaking not only involves grammatical competence but also sociolinguistic competence. b Characteristics of speaking
Speaking, as outlined by Bygate (1997), encompasses two primary routines in communication: information routines and interactional routines Information routines can be further divided into two subroutines: expository and evaluative The expository subroutine includes activities such as description, narration, comparison, and instruction, while the evaluative subroutine involves explanation, prediction, justification, preference, and decision-making.
According to Brown (1983), speaking possesses three key characteristics: first, its form and meaning are influenced by the context, including the participants, their shared experiences, the physical setting, and the purpose of communication Second, effective speaking requires learners to possess not only linguistic competence—knowledge of grammar, pronunciation, and vocabulary—but also sociolinguistic competence, which involves understanding the appropriate contexts and reasons for using language Lastly, speaking entails unique skills, structures, and conventions that distinguish it from written language.
Speaking activities possess unique characteristics that distinguish them from other types of activities Language researchers, including Ur (1996), have identified key features of effective speaking activities, such as encouraging extensive student talk, ensuring equal participation, fostering high motivation, and maintaining an acceptable level of language proficiency.
(1998) agrees, stating that a successful exercise should be applicable to everyday life, entice all students to participate actively, allow students to use the target
METHODOLOGY
Research methodology, as defined by C.R Kothari (1985), is a systematic approach that encompasses problem identification, hypothesis formation, data collection, analysis, and drawing conclusions to generalize findings It includes both qualitative and quantitative methods; quantitative research focuses on measurable phenomena, while qualitative research examines qualities or characteristics For my study, I opted for quantitative methods to analyze the number of students, utilizing questionnaires to ensure objective results By combining these approaches, I aim to achieve comprehensive insights across various aspects.
Place: Vietnam National University of Agriculture Time: from 1 st March 2021 to 30 th May 2021
240 non – English major students of K62, K63, K64 who learned English
2 and five teachers in General English subjects (English 0,1,2) in the first term at school year 2020 – 2021
Sampling strategies (theory & practice): The questionnaire distributed to
A total of 240 non-English major students and five English teachers participated in a survey questionnaire The collected data was encoded and analyzed using SPSS software to streamline the data analysis process.
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To gain a comprehensive understanding of the issue, data is collected through questionnaires designed for both students and teachers, each offering unique advantages to the overall mission Samples of these data collection instruments can be found in the appendix of the study report.
This method involves administering a questionnaire to students containing pre-existing questions and answers Students respond to the questions based on the provided format, allowing the author to gain a clear understanding of their thoughts and opinions The questionnaire targets 240 non-English major students from K62, K63, and K64 who studied English 2 during the first term of the academic year.
Between 2020 and 2021, a study was conducted at Vietnam National University of Agriculture to assess the challenges, causes, and potential solutions for enhancing students' speaking skills The research involved two questionnaires: one with five questions directed at English teachers and another with eight questions aimed at students The questions were structured to progress from general to specific, ensuring clarity To facilitate comprehension, the student questionnaire and its instructions were provided in Vietnamese.
In the first term of the 2020-2021 academic year, a questionnaire was distributed to 240 non-English students, who were encouraged to answer all questions freely and truthfully The data collection occurred throughout the semester, and five additional English teachers participated in a separate questionnaire The responses were then collected, synthesized, categorized, and interpreted to derive meaningful insights and conclusions The findings are presented in percentage format through tables and charts, summarizing the synthesized data effectively.
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24 grouped according to each question
The survey results were meticulously analyzed using statistical methods to ensure accuracy and objectivity Quantitative data obtained from the questionnaires were processed with the SPSS program To address the two research questions, descriptive statistics, including frequencies and percentages, were employed.
The statistical analysis of the questionnaires is broken down into six steps:
Step 1: Clean up the data
Questionnaires that were not transcribed accurately or completely were eliminated after a thorough assessment Participants were given 240 questionnaires for students and 5 questionnaires for teachers to fill out and return.
Step 2: Sort the data into category
Based on the two study questions that were addressed, the data was sorted into categories.
The data variables are then prepared for analysis in order to find answers to the research questions that were given at the beginning of the project.
The researchers select the proper statistical analysis approaches Then descriptive statistics were computed
A number of tables have been developed to clearly display the relationships for comparison and contrast, which substantially aid the researchers in the following phase of evaluating the results.
Step 6: Analyze the data and draw conclusions
The findings are relevant to the study's topic To put it another way, the research
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25 questions were addressed in light of the results.
This chapter outlines the research methods employed, focusing on quantitative approaches and data collection instruments, specifically survey questionnaires directed at students and teachers The study targets non-English major students from cohorts K62, K63, and K64 who participated in English 2, along with five teachers of General English subjects (English 0, 1, 2) during the first term of the 2020-2021 academic year The author utilized SPSS for the analysis of quantitative data gathered from multiple-choice questions.
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FINDING AND DISCUSSION
This chapter contents results recorded during the process of data collections It also includes the discussion about results analysis
3.1 PROBLEMS OF NON – ENGLISH MAJOR STUDENTS IN LEARNING SPEAKING SKILLS
The information about the students participating in the questionnaires is presented in the following chart:
Figure 2.1 illustrates the foundation of students' English speaking skills, comparing those in rural high schools to their urban counterparts The data reveals a significant disparity in learning frequency, with city students engaging in English speaking practice regularly at a rate of 18.37%, while only 1.58% of countryside students do the same This highlights the pronounced difference in English language exposure between urban and rural educational environments.
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In rural areas, only 1.05% of students have never learned to speak English in high school, compared to 12.24% in urban settings, indicating that city students possess a significantly stronger foundation in English speaking skills This disparity highlights that 27 skills are rarely developed in the countryside, accounting for 48.42% of the gap in language proficiency Consequently, students from urban backgrounds benefit from more comprehensive English education during their high school years.
On the other hand, students from the countryside are less exposed to English speaking skills, so they can not have a good foundation as students from the city
Figure 2.2: Students’ years of learning English speaking skills
Figure 2.2 illustrates the duration of English speaking skills acquisition among students at VNUA, revealing that a majority have engaged in learning for a relatively short period This trend may be attributed to various challenges faced during their studies, which can lead to a lack of motivation Many students tend to focus on their studies primarily when exams related to speaking skills approach Notably, 57.32% of students have been learning English for over one year, while a significant number have studied for less than that duration.
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1 year (27.62%) The other percentage of students who claim that they have learned English for less than 1 year to more than 3 years is quite small (7.95% and 7.11% respectively)
Figure 2.3: Students' score of general English 2 at the second term at school year 2020 – 2021
In the first term of the 2020-2021 school year, the scores of students in General English 2 revealed that most achieved average (C) and fairly good (C+) grades, accounting for 27.2% and 27.62%, respectively A smaller percentage of students received good (B) and very good (B+) scores, at 16.74% and 7.95%, indicating that fewer students excelled compared to those with average scores This may suggest that these higher-scoring students possess strong speaking skills or have diligently prepared for the exam Notably, the percentage of students who achieved very good (A) marks was minimal, at 1.26% and 2.5%.
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Table 2.1: Teachers’ and students’ opinion about students’ favor of learning English speaking skills
Very Quite Not Not at much (5) much (4) Normal really all (1)
Teachers believe that students have a strong interest in learning English speaking; however, this enthusiasm is significantly lower than the actual promotion rates Conversely, students themselves express that they do not enjoy learning English speaking as much as teachers perceive.
Table 2.2: Teachers’ and students’ judgment about speaking skills for students
Difficult Normal Not very difficult
According to the data, only 3.3% of students find speaking English easy, while 26.2% rate their speaking skills as average A significant majority, 60.9% of students, perceive speaking as difficult or very difficult Among teachers, 40% believe that students' English speaking skills are normal, whereas three teachers express that they find speaking English challenging for their students.
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Table 2.3: Teachers’ and students’ judgment about students’ speaking competence
Good Normal Bad Very bad
The data indicates that only 9.6% of students perceive their English speaking competence as good, while a significant 72.8% rate their skills as bad or very bad, with 137 out of 240 students falling into this category It's important to note that this information may not fully reflect reality, as some students may not accurately assess their own abilities According to teachers, one educator believes that students possess normal speaking competence, whereas four out of five teachers consider their students' speaking skills to be poor or very poor.
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Table 2.4: Students’ common difficulties in learning English speaking skills
Factors causing difficulties in learning English speaking skills
Students’ learning style (passive, intrinsic)
Students’ lack of background knowledge, ideas
Poor pronunciation, stress and intonation
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(Please specify): laziness 3 60 167 68.58 a Students’difficulties in learning English speaking skills by themselves
Teachers believe that students struggle with speaking skills primarily due to their learning styles and low motivation, with 3 and 2 teachers citing these issues, respectively Additionally, linguistic factors play a significant role, particularly inadequate vocabulary (80%) and sentence structures (60%), along with poor pronunciation, as noted by all five teachers While Vietnamese educators care about their students' English speaking abilities, only 20% consider it a serious issue Furthermore, 3 out of 5 teachers attribute students' difficulties in mastering speaking skills to a lack of effort.
Students’ opinion: The table shows that most of the students get into difficulties in learning English speaking skills because of their learning style
A significant 75% of students, totaling 180 out of 240, identify as passive learners, which hinders their English speaking skills Among these, 41.25% attribute their challenges to a lack of motivation In contrast, only 5.41% report anxiety as a barrier, while 4.58% cite insufficient background knowledge The data indicates that linguistic factors predominantly contribute to their difficulties, with 83.33% lacking adequate vocabulary, 85.83% struggling with grammar structures, and 80.41% facing similar issues.