Difficulties facing vnuas first year advanced programmes students in speaking lessons

INTRODUCTION

RATIONALE FOR THE STUDY

After nearly four years at Vietnam National University of Agriculture (VNUA), I have observed that first-year students in advanced programs face significant challenges with their speaking skills To better understand these difficulties, I conducted a study titled “Difficulties Facing VNUA’s First-Year Advanced Program Students in Speaking Lessons.”

AIMS AND OBJECTIVES OF THE STUDY

This study investigates the challenges encountered by first-year students in advanced programs regarding their English speaking performance It aims to provide suggestions for enhancing their overall English skills, with a particular focus on speaking The research will review existing literature on speaking and explore common strategies to improve students' speaking abilities Additionally, the methodology involves a research survey designed to identify the difficulties faced by VNUA's first-year advanced program students in speaking lessons and to propose solutions for improving their English speaking performance.

RESEARCH QUESTIONS

The study aims at addressing the following questions:

(1) What are the difficulties facing VNUA‟s first-year advanced programmes students in learning speaking?

(2) What are the causes behind those difficulties?

(3) What are the suggestions on improving the students‟ English speaking performance?

SCOPE OF THE STUDY

The study involved 80 students enrolled in advanced English programs, categorized into four classes: English A1 with 19 students, English A2 with 22 students, English A3 with 25 students, and English A4 with 14 students These students participated in the research over a period of nearly 12 weeks, from April 12th to July 4th, earning a total of 7 credits.

The researcher conducted eight speaking lessons over two months, each lasting 2.5 hours, and utilized the notes taken during these sessions to develop a questionnaire aimed at gathering students' feedback on the challenges they encounter in speaking lessons Based on the findings from the questionnaire, the researcher intends to provide recommendations for enhancing students' English speaking skills.

SIGNIFICANCE OF THE STUDY

Engaging in reading, conducting research, and practicing summarization and paraphrasing are essential activities for enhancing my English language skills I aim for the insights gained from my research to provide valuable knowledge that deepens my understanding of the English language.

DESIGN OF THE STUDY

The Graduation Paper is divided into 3 Parts with an introduction and a conclusion:

Part 1: briefly introduces the background information of the study, rational for the study, the aims, objectives of the study and the research questions which are going to be addressed in the study The scope of study, its significance and structure are also raised in this chapter

Chapter 1: Literature review: consists of theoretical framework of teaching speaking skills and the debate technique and previous studies related to the thesis

Chapter 2: Methodology chapter, will make it clear how the present

The study was implemented, including information about context, participants, and procedures, instrumentation and data collection Methods of analysis will also be addressed in this chapter

Chapter 3: Analysis of a range of data collected from various sources (the survey results from questionnaire and results from the interview) for the study will be clarified in this chapter

Part 3: Conclusion : summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and suggests several solutions.

DEVELOPMENT

1.1 REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)

Speaking is a crucial aspect of learning a second language, yet it has often been undervalued in teaching practices Traditionally, English teachers focused on repetitive exercises and memorization rather than fostering genuine communication skills In today's world, the emphasis must shift towards enhancing students' ability to communicate effectively, allowing them to express themselves and adhere to appropriate socio-cultural norms in various contexts Recent studies, such as Do Thi Huyen Trang's research on group work techniques for second-year English majors at HPU, highlight the importance of group work in teaching speaking skills This study explores both students' and teachers' attitudes towards speaking lessons and group work, while also providing effective strategies for implementing group work in speaking classes.

In his study, Krebt, D.M emphasizes the importance of role play techniques in enhancing speaking skills for EFL college students He argues that teachers must identify effective teaching methods to foster an engaging learning environment This research focuses on utilizing role play as a solution to address speaking challenges among students.

In Mustafa Mubarak Pathan (2014) research studies about " An Overview of Major Difficulties Faced by the Libyan EFL Learners in Speaking Skill", He

LITERATURE REVIEW

REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)

Speaking is a crucial aspect of learning a second language, yet it has often been undervalued in teaching practices Traditionally, English teachers focused on repetitive exercises and memorization rather than fostering genuine communication skills In today's world, the emphasis must shift towards enhancing students' ability to communicate effectively, allowing them to express themselves and adhere to appropriate socio-cultural norms in various contexts Recent studies, such as Do Thi Huyen Trang's research on group work techniques for second-year English majors at HPU, highlight the importance of group work in teaching speaking skills This study explores both students' and teachers' attitudes towards speaking lessons and group work, while also providing effective strategies for implementing group work in speaking classes.

In his study, Krebt, D.M emphasizes the importance of role play techniques in enhancing speaking skills for EFL college students He argues that teachers must identify effective teaching methods to foster an engaging learning environment This research focuses on utilizing role play as a solution to address speaking challenges among students.

In his 2014 study, Mustafa Mubarak Pathan identified key challenges faced by Libyan EFL learners in developing their speaking skills These challenges include 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, and they may lack interest and motivation due to an unsupportive environment Pathan attributes these difficulties to a failure in early teaching methods, noting that many EFL teachers in Libya are inadequately trained and lack opportunities for skill enhancement.

To enhance the speaking skills of 7th graders at Bach Dang Secondary School in Haiphong, Le Thi Thu Hang from the Foreign Languages Department of Haiphong Private University emphasizes the importance of extra-curricular activities These initiatives aim to equip students with foundational speaking skills while preparing them for the increased demands of future grades.

Finally, the study suggests some effective activities that can be applied in Bach Dang secondary to promote students speaking skill

Nguyen Huong Giang from Thai Nguyen University conducted a study on the impact of role-play in enhancing English speaking skills among grade 10 high school students The research focused on the role-play and simulation approach's effectiveness in improving ESL oral communication skills for Malaysian Polytechnic engineering students Additionally, the study explored students' perceptions regarding how role-play and simulation activities influenced their oral communication abilities.

A study by Pham Thi Huyen Huong investigates techniques to enhance speaking skills among secondary students in Quang Ninh It defines speaking skills, explores the characteristics of teaching them, and identifies challenges faced by teachers The research includes a survey conducted at Cam Son Secondary School to assess the current state of English-speaking instruction Additionally, it suggests effective activities aimed at encouraging secondary students to improve their speaking abilities.

Ali Dincer and Savas Yesilyurt (2013) conducted a study on teachers' beliefs regarding speaking skills and motivational orientations Their findings revealed that while teachers recognized the importance of speaking instruction, they held negative views about it and felt unskilled in oral communication The study also highlighted that learners have varying opinions on the significance of speaking skills in English, influenced by their motivational orientations and feelings of competence Overall, learners' self-assessments of their speaking abilities were largely negative, with many considering themselves incapable speakers, although a few felt confident in participating in speaking tasks.

REVIEW OF THEORETICAL BACKGROUND

The term "speaking" encompasses various definitions in language learning, as highlighted by researchers According to the Webster New World Dictionary, speaking refers to the oral expression of words, facilitating communication through talking, making requests, and delivering speeches.

According to Sangaji, S (2019) speaking is the process of making and sharing meaning by using verbal and non-verbal symbols in different contexts

Speaking involves producing vocal sounds to express thoughts and feelings, often with the intent of conveying information Effective speaking skills are essential for successful communication.

Bygate (1987) defined speaking as the production of auditory signals to produce different responses in listeners It is regarded as combining sounds systematically to form meaningful sentences

Speaking is the act of conveying ideas, opinions, and feelings to others through words or sounds It serves the purposes of informing, persuading, and entertaining, and can be developed through various teaching and learning methodologies.

According to the study of Indian linguist Miss.Truptishinde:

There are 3 kinds of speaking situations in which we find ourselves:

Interactive speaking situations, such as face-to-face conversations and telephone calls, involve active speaking and listening These interactions provide opportunities to seek clarification, request repetition, or ask for slower speech from the conversation partner.

In certain speaking scenarios, like delivering a speech to a live audience, the interaction is limited as the audience typically refrains from interrupting However, the speaker can still gauge understanding by observing the audience's facial expressions and body language.

• Few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast

In short It can be seen easily that the variety in types of speaking helps ourselves to choose as well as approach easily and effectively

1.2.3 General outline of a speaking lesson

Speaking lessons typically follow a structured approach that includes preparation, presentation, practice, evaluation, and extension During the preparation phase, teachers set the context for the speaking task by clarifying the setting, purpose, and audience, while also highlighting the specific speaking skills to be developed, such as asking for clarification and emphasizing key words In the presentation phase, teachers offer a model that enhances comprehension and encourages learners to observe language use more closely The practice phase engages learners in reproducing the targeted language structures in a controlled environment Finally, the evaluation phase focuses on the specific skills being assessed, prompting learners to reflect on and evaluate their own progress.

Extension activities encourage learners to apply new strategies or skills in varied contexts or real-life communication scenarios, while also integrating these with previously learned skills.

1.2.4 The importance of English speaking skill

Humans naturally develop speaking skills before learning to read and write, as oral interaction dominates our use of language Speaking is crucial for effective conversation, yet mastering English speaking can be challenging due to the need for proper pronunciation, grammar, vocabulary, fluency, and comprehension To communicate easily and effectively, learners must cultivate their English speaking abilities.

(1981) studied the use of language outside the classroom situation and understood that speaking is used twice as much as reading and writing combined

Efrizal (2012) and Pourhosein Gilak jani (2016) highlight the importance of speaking as a vital means of daily interaction and communication To foster English communication skills among students, it is essential to engage them in real-life conversations and encourage them to practice speaking the language actively.

Traditional teaching methods often overlooked speaking skills, focusing primarily on reading and writing, as seen in the Grammar-Translation method However, Ur (2000) emphasizes that speaking is the most crucial language skill for effective communication It plays a significant role in integrating vocabulary and grammar, ultimately enhancing writing abilities Speaking allows students to express emotions, share ideas, tell stories, and engage in discussions, showcasing the diverse functions of language Moreover, proficiency in speaking is essential beyond the classroom, as it opens up more job opportunities in various organizations Baker and Westrup (2003) support this by stating that learners with strong English speaking skills have better prospects for education, employment, and career advancement.

Research indicates that meaningful repetition is essential for language acquisition Engaging in oral interactions and performing meaningful tasks allows learners to practice and internalize the language effectively Asher (2003) emphasizes that learners often imitate language modeled by teachers shortly after exposure Krashen (1988) explored the connection between speaking and listening skills, asserting that students' speaking serves as evidence of language acquisition This understanding has prompted some educators to transition rapidly from teaching speaking to focusing on reading and writing.

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.

Effective communication is essential for business managers, educators, military leaders, lawyers, and politicians, who strive to become master communicators By speaking clearly and confidently, they can capture the audience's attention, creating a valuable opportunity to convey their message A skilled speaker knows how to engage and maintain the audience's focus through carefully selected words and a well-structured presentation, ensuring that the message is impactful, informative, and easily understood.

The ability to effectively speak in public is a rare and valuable skill that sets individuals apart While many view speaking as a common ability, the reality is that numerous people struggle with public speaking due to fear or difficulty in articulating their thoughts Unlike renowned speakers such as Winston Churchill or John F Kennedy, few possess exceptional speaking talents However, with dedication and consistent practice, anyone can develop their speaking skills and stand out in any setting.

Well-developed verbal skills enhance negotiation abilities and boost self-confidence As individuals become more comfortable speaking to larger audiences, they cultivate a reputation for excellence in communication, which in turn adds credibility to their speaking engagements.

• Career enhancement Employers have always valued the ability to speak well It is, and always will be, an important skill, and well worth the effort in fully developing

METHODOLOGY

RESEARCH GOVERNING ORIENTATION

The survey questionnaire is used to answer the first research question:

“What are the difficulties facing the VNUA‟s first-year advanced programmes students in learning speaking?” The questionnaire was analyzed quantitatively with a percentage

The interview was conducted to answer the 4 questions:

(1) How do you evaluate the difficulty of speaking English ?

(2) What were you facing the difficulties in speaking lessons?

(3) What were the causes of difficulties and problems?

(4) What efforts have you made to overcome the difficulties and problems you have had?

Interviews data were synthesized and sorted by quantity and percentage

This study utilized both quantitative and qualitative methods to gain a comprehensive understanding of a complex issue Initially, quantitative data were collected through a questionnaire assessing the use of multimedia in learning speaking skills Subsequently, qualitative interviews were conducted to provide detailed insights and clarify the problems identified in the quantitative phase, ultimately leading to effective solutions.

Data collected from surveys and interviews were synthesized and categorized, followed by thematic analysis aligned with the study's objectives The findings were then presented using tables and charts, facilitating a comparison of students' perspectives on the research issues.

The procedure of data analysis is as follows:

The researcher conducted a pilot study with a questionnaire distributed to 80 students enrolled in advanced programs to gather their insights on the challenges faced by first-year students at VNUA in learning speaking skills and the underlying causes From this group, 8 students were selected for in-depth interviews.

After conducting the interview, the gathered information was categorized into three key areas: problems, causes, and recommendations The evaluation focused on the relationship between these categories, particularly regarding students' challenges in speaking, the underlying causes of these difficulties, and their efforts to improve The study's data was validated through two methods: the researcher's active involvement in all stages of the research and triangulation, which involved comparing data from questionnaires and interviews Based on the findings related to students' difficulties in English speaking performance, the researcher offers suggestions aimed at helping students overcome these challenges and enhance their speaking skills.

RESEARCH METHODS

To explore the challenges faced by first-year advanced program students at VNUA in learning English speaking, I conducted a comprehensive survey using various online resources (see References) This involved gathering, analyzing, summarizing, and paraphrasing relevant materials A questionnaire was developed to collect students' opinions on their difficulties, and all participants willingly contributed to the research Following the questionnaire, interviews were conducted to gain deeper insights into the students' challenges, their assessments of their speaking skills, and the strategies they employed to overcome these obstacles The data from the interviews were meticulously recorded and analyzed, and the findings were integrated with the questionnaire results for a thorough presentation of the research outcomes.

- In order to collect information about the issues of learning English speaking skill, first of all, 80 copies of survey questionnaires were handed out offline to students:

+ Class English A1: on Tuesday, 27 th April, starting the first lesson about 7.00 am in A104 and collected in the end of lesson

+ Class English A2: on Wednesday, 28 th April, starting the sixth lesson about 12.40 am in C202 and collected in the end of lesson

+ Class English A3: Tuesday, 27 th April, starting the sixth lesson about 12.40 am in A203 and collected in the end of lesson

+ Class English A4: on Friday, 23 rd April, starting the first lesson about 7.00 am in A103 and collected in the end of lesson

4 Being nervous and afraid of speaking

5 Lack of confidence and motivation

6 Being Confuse how to use appropriate words

7 Being difficult to express words/sentences

8 Less Opportunity to interact with native speaker

Linguistic challenges such as limited vocabulary, pronunciation issues, and grammatical errors can hinder effective communication Additionally, psychological barriers like nervousness, fear of speaking, and a lack of confidence and motivation further complicate the learning process Moreover, difficulties in selecting appropriate words, articulating thoughts clearly, and having fewer opportunities to engage with native speakers can significantly impact speaking practice.

Due to the sudden onset of the COVID-19 epidemic in early May, eight students from advanced programs were invited to participate in online interviews, with two students from each of Classes 1, 2, 3, and 4 The researcher conducted these interviews via Skype on Sunday, June 6, 2021 Following the completion of data collection, the analysis began, revealing the techniques students employ to enhance their speaking skills.

The interview was conducted to answer the 4 questions:

(1) How do you evaluate the difficulty of speaking English ?

(2) What were you facing the difficulties in speaking lessons?

(3) What were the causes of difficulties and problems?

(4) What efforts have you made to overcome the difficulties and problems you have had?

FINDINGS

THE SURVEY RESULTS FROM QUESTIONNAIRE

A questionnaire adapted from Thanh Tam Nguyen's 2019 study was administered to 80 students to gather their opinions on the difficulties they faced, with 72 responses collected, representing a response rate of 90% after accounting for the absence of 8 students.

Table 3.1.1 Difficulties facing the VNUA’s first-year advanced programmes students in learning English speaking from their own perspective

7 Being difficult to (7) 10% (22) 31% (38) 53% (5) 6% express words/sentences

The table illustrates the percentage of students expressing their views on the challenges they face in learning English speaking Nearly half of the students identified language difficulties, such as a lack of vocabulary, pronunciation issues, and grammar mistakes Additionally, psychological factors like low confidence, lack of motivation, nervousness, and confusion in using appropriate words significantly impacted their speaking performance Conversely, the other half of the students felt sufficiently confident during speaking lessons It is evident that the challenges hindering fluency are closely linked to their limitations as first-year students with limited English knowledge and speaking practice Furthermore, reduced opportunities to interact with native speakers and difficulties in articulating words and sentences also contributed to their learning challenges.

Table 3.1.2 An assessment of the language difficulties of first-year advanced programmes students at VNUA

Table 3.1.2 presents the percentage assessment of language difficulties faced by first-year advanced program students at VNUA Overall, the students' opinions regarding the three identified difficulties exhibit an uneven distribution across the four levels of assessment.

The data indicates that 10% of students strongly disagreed with the notion that language difficulties stem from a lack of vocabulary, while 6% strongly disagreed regarding pronunciation issues Notably, 53% of students acknowledged vocabulary as a significant difficulty, surpassing the pronunciation concerns by 11%.

Regarding grammar mistakes, students agreed grammar errors took the biggest portion, accounting for 53% whereas the opposite was true for strongly- disagreeable opinions, at 6%

Table 3.1.3 An assessment of the psychological difficulties of first-year advanced programmes students at VNUA

5 Lack of confidence and (23) 32% (22) 31% (22) 31% (5) 6% motivation

Table 3.1.3 illustrates the percentage of students expressing their views on the psychological challenges encountered while learning to speak English Notably, there is a significant imbalance in student opinions regarding three specific psychological difficulties across the four levels assessed.

A detailed analysis revealed that 31% of students experienced a lack of confidence and motivation, while an equal number expressed confusion about using appropriate words Additionally, 42% acknowledged that nervousness and fear of speaking posed significant challenges, indicating a much higher prevalence of these difficulties compared to those who disagreed.

A significant number of students expressed strong disagreement regarding their lack of confidence and motivation, which they identified as major issues Additionally, 6% of students strongly agreed that their struggles with confidence and motivation, along with confusion about using appropriate language, were less challenging compared to other problems they faced.

Table 3.1 An assessment of learning methods difficulties of first-year advanced programmes students at VNUA

Table 3.1.2 presents the percentage assessment of learning method difficulties experienced by first-year advanced program students at VNUA Overall, there is a noticeable disparity in student opinions regarding two specific difficulties across the four levels of assessment.

A significant 53% of students reported that challenges in articulating words and limited opportunities to interact with native speakers were their primary difficulties Among various learning methods, the struggle to express words accounted for only 6%, marking it as the least challenging aspect according to strongly-agreed opinions.

RESULTS FROM THE INTERVIEW

3.2.1 The students’ s assessment of learning speaking skill

Chart 2.1: The chart shows the percentage of the students assessment of difficulty in learning speaking skill

The chart clearly indicates that speaking skills are particularly challenging to master, with 52% of respondents identifying it as difficult, represented in orange Many students find learning English and developing this skill to be a significant hurdle Additionally, the percentage of those with a normal assessment reflects a moderate level of difficulty, comprising about one-fourth of the total responses.

The assessment of students' perceptions of difficulty in learning speaking skills revealed that both "very difficult" and "easy" categories each accounted for 12% of responses, placing them at the lowest rank Observations indicate that students who find speaking skills easy tend to be the highest achievers Overall, the survey supports the assumption regarding the challenges associated with learning English.

Table 2.2: The students‟ assessment of learning speaking skill

3.2.2 Kinds of Student’s Difficulties and Causes in Speaking

In a study involving eight respondents, nine distinct challenges were identified that students encounter while speaking These challenges can be categorized into two main types: linguistic problems and non-linguistic problems.

8 X three difficulties related to linguistic problems They were „Vocabulary‟,

Common challenges in language learning include grammar mistakes and poor pronunciation Additionally, learners often face non-linguistic difficulties such as a lack of confidence, fear of making errors, insufficient practice in speaking English, misunderstanding questions, using inappropriate methods, and confusion over the correct usage of words.

Chart 2.2: The chart shows the number of students facing difficulties related to linguistic problems in speaking skill

This bar chart gives information about how many students facing difficulties related to linguistic problems in speaking skill

Vocabulary is the most significant challenge faced by students, with 7 students identifying it as a key linguistic problem Many students struggle with a limited vocabulary in the classroom, hindering their ability to communicate effectively This often leads to misunderstandings due to the inappropriate use of words and expressions Additionally, 6 students reported issues with English grammar, including incorrect verb forms and incomplete sentences In contrast, poor pronunciation affects only 4 students, making it a less prevalent issue compared to vocabulary challenges.

Chart 2.3: The chart shows the number of students facing difficulties related to non-linguistic problems

This bar chart illustrates the number of students facing difficulties related to non-linguistic problems and how it is divided among various difficulties segments

A significant number of students, specifically 7, reported a lack of confidence in the classroom, as indicated by the tallest column in the data They expressed that fear of making mistakes, confusion over word usage, and insufficient practice in speaking English have severely impacted their speaking abilities, with 5 and 4.5 students citing these issues, respectively The infrequency of short conversations among peers contributes to their low speaking skills One student highlighted this challenge by stating, "I have weakness because I don’t practice on a daily basis."

Inappropriate learning methods and misunderstandings of questions were identified as significant issues among students Many individuals in the sample lacked focus on their studies and did not adhere to effective learning strategies, resulting in their inability to perform English speaking skills effectively in the classroom.

The most problems felt by the respondents were:

Effective communication relies heavily on a strong vocabulary, as unclear word choices can lead to misunderstandings Many individuals often misuse words or phrases, resulting in confusion Here are examples of some of the most frequently misused words in the English language.

• Accept versus Except Accept is a verb which means "to receive", Ex: I accept your proposal

Except is usually a preposition which means not included

Ex I eat all kinds of fruits except that one

Also, except is a verb meanıng to exclude Ex: Please except that vegetable from the grocers list

Usually, "affect" is a verb meaning to influence Effect, on the other hand, is usually a noun meaning result

Ex: Frequent drinking of alcohol affected his health

Ex: One of the effects of illegal logging is flood

Quiet is an adjective that means silence, and quite is an adverb that means to a great extent

Ex It's very quiet in the library

Ex: The students are quite busy studying

Correct grammar is essential in English, as it helps convey meaning clearly and avoids misunderstandings While native speakers may make grammatical errors without losing the essence of their message, non-native speakers often make mistakes that can alter the intended meaning This is why non-native speakers need to focus more on grammar than their native counterparts, ensuring effective communication and comprehension.

• Nouns Ex: My neighbor has 10 childrens (Children is already in the plural form, so there is no need to add „s‟)

- Ex: Everybody have their work to do

(The indefinite pronouns each, anyone, anybody everybody and everyone are referred to by singular pronouns The sentence should have read "Everybody has his work to do.)

• Adjectives -Ex She is the most fairest girl I have ever seen

("Fairest" is already in the superlative degree of comparison so using

"most" before it makes the meaning redundant.)

Ex I go to school yesterday

(The word "yesterday" indicates a past event, so the verb used should have been “went”)

Non-native English speakers often mispronounce words, but this is not a source of shame; rather, it is an opportunity for understanding To enhance our pronunciation, we must delve into the underlying issues contributing to these mispronunciations.

Unlike other languages It's means we don't always say English word the way we spell them Let's compare two languages as an example

Ex: The Japanese word "jitensha" (means bike) is pronounced the way it is spelled The English word "bike" is not pronounced as "bi-ke" or "bai-ke"

The word "book" can be pronounced as [buk] in different contexts, yet its spelling remains unchanged Despite the consistent pronunciation, the meaning of the word varies based on the context in which it is used.

The past simple tense and past participle of all regular English verb end in

"ed" However, the "ed" added to the verbs may have different sounds which depends if the base verb's sound is voiceless or voiced

What is the different between voiced and voiceless sound?

VOICED- a consonant is voiced when it makes the vocal cord vibrate

VOICELESS When the consonant is pronounced without vibrating the vocal cords, it's voiceless

There're three ways of pronouncing the "ed": /id/ (visited), /t/ ( laughed) or /d/ ( played)

-When used before a vowel sound, we say "the" as /ði / Remember it is the sound we should listen to, not the letters themselves

Ex: The orange is pronounced as /ˈ ði ɔːr.ɪndʒ/ The hour is pronounced as / ðiau ə / (hour sounds like our)

-When used before a consonant sound, we say "the" as /ðə/

Ex: The school is pronounced as /ðə sku:/

The uniform is pronounced as / ðə ju:nifoo:m ( uniform sounds like uniform)

Students with linguistic problems face six main challenges: a lack of vocabulary, infrequent memorization of words, confusion over words with multiple meanings, uncertainty in using appropriate words, limited reading of grammar books, and rare practice of pronunciation Additionally, eleven non-linguistic difficulties were identified, including fear of making mistakes, nervousness when speaking, lack of confidence, frequent forgetfulness, dislike for grammar, fear of being mocked by peers, unfamiliarity with speaking in class, and the perception that other students perform better Many students also reported having no friends at home to practice English and difficulty in understanding the language.

The article discusses the challenges students encounter while speaking, particularly focusing on the twelve tenses and the struggle with expressing ideas or opinions that may not be accepted by peers It identifies specific causes of these difficulties and provides a detailed examination of each one.

3.2.3 Kinds of Student‟s Efforts in Speaking

The study revealed various efforts students employ to address challenges in their speaking skills In response to the question regarding their strategies for overcoming difficulties, most participants highlighted the importance of practice, including listening to English conversations through news, films, and songs They also emphasized speaking with native English speakers, engaging in peer and group speaking activities, conducting short drills at home, focusing on pronunciation, using English exclusively in the classroom, and improving their grammar.

The findings indicate that consistent practice is essential for students to enhance their speaking skills, as it is the most frequently mentioned solution Students have identified practical strategies to address these challenges, with Participant 7 noting, "As we practice more conversation, we will overcome this weakness."

+ Listening to English, songs, news, films and, conversations

Summary

In conclusion, the researcher gathered and analyzed data from 80 first-year students enrolled in advanced programs at VNUA, focusing on their challenges in learning English speaking The study utilized questionnaires and interviews as research methods to effectively survey and collect essential information regarding this issue.

Research indicates that effective teaching methods significantly enhance student engagement in speaking lessons, demonstrating their enthusiasm for practicing English speaking skills To further improve students' speaking practice, it is essential to encourage and provide careful guidance, fostering their confidence during class participation.

To enhance students' English speaking skills, it is crucial to provide familiar topics, review grammar and vocabulary, and create comfortable conditions for practicing listening skills Additionally, fostering a language-rich environment with real-life contexts encourages active participation in speaking activities both inside and outside the classroom By improving their English knowledge and offering diverse practice opportunities, students can build confidence, overcome the fear of making mistakes, and ultimately develop their English proficiency.

CONCLUSION

RECAPITULATION

This study aims to identify the challenges encountered by first-year advanced program students in their English speaking performance, while also providing suggestions to enhance their overall English skills, with a particular emphasis on improving their speaking abilities.

To gather essential information for the investigation, questionnaires and interview questions were utilized Research indicates that students encounter various challenges and difficulties Based on the findings, several suggestions have been made, with the key point being that speaking skills are interconnected with vocabulary, grammar, and pronunciation mastery Therefore, lecturers in these subjects should focus on enhancing students' overall language proficiency.

A supportive and collaborative environment is essential for students to overcome challenges in speaking Research indicates that teachers should be attuned to their students' interests and emotions, fostering confidence and selecting effective teaching methods to maintain engagement in speaking activities By praising students for their efforts in speaking English and cultivating a friendly rapport, teachers can create a joyful classroom atmosphere that inspires enthusiasm and a strong desire to learn and communicate in English.

The literature review indicates that teachers must provide ample time for learners to practice speaking skills and foster a supportive environment to help them overcome shyness By encouraging a comfortable atmosphere, teachers can prompt learners to speak without fear of making mistakes It is essential for educators to offer sufficient guidance and instructions while creating more opportunities for students to engage in speaking tasks and activities Furthermore, teachers should be mindful of when and how to correct learners to ensure they feel confident in their speaking abilities.

CONCLUDING REMARKS

This study is structured into five distinct parts, each serving a specific purpose The first part provides an overview of the research, while the second part discusses relevant theories The third part examines the research methodology and findings related to English speaking skills at VNUA The fourth part analyzes data collected through questionnaires and interviews, addressing the three research questions posed in the introduction Finally, the last chapter offers recommendations to enhance English speaking skills at VNUA.

In conclusion, the study provides a thorough analysis and critical discussion of the results, effectively interpreting and assessing the collected data The findings clearly demonstrate that the research was conducted validly, allowing the researcher to address the research question Finally, recommendations for teaching listening have been derived from the study's findings.

Despite the researcher's significant efforts, the study faces unavoidable limitations due to time constraints, restricted resources, and limited experience Initially, the researcher aimed to combine questionnaires with interviews or observations for more diverse and convincing findings However, time limitations and challenges in scheduling with target classes led to a rushed survey, impacting its accuracy Additionally, the restricted timeframe meant that the study could not explore all aspects of the field, focusing only on the most typical ones The techniques proposed in this research are drawn from various reliable but limited sources Nonetheless, it is hoped that this exploratory research will enhance the teaching and learning of English speaking skills at VNUA.

The researcher encourages future studies in this field to address existing limitations for enhanced completeness and recognition Constructive feedback and contributions to this study are warmly welcomed.

4 RECOMMENDATIONS/ SUGGESTIONS FOR FURTHER STUDY

Future research is essential to address students' challenges in learning and practicing English speaking skills, particularly as the demand for oral communication continues to rise and evolve Investigating factors that influence English learning, especially in speaking, will provide valuable insights Additionally, studies involving diverse student populations, including non-majors, can yield varied results Researchers should also explore effective methods for learning spoken English, with a focus on the integration of technology, which is becoming increasingly relevant in language education.

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This survey questionnaire is designed for my graduation paper namely: " A study on difficulties facing VNUA‟s first-year advanced programmes students in speaking lessons " in completing these questions

Please indicate your response by ticking the appropriate box Rest assured that all your personal information and answers will remain confidential and will not be used for any other purposes Thank you for your assistance!

In your opinion, what are the difficulties facing VNUA‟s first-year advanced programmes students in learning English speaking?

The difficulties… Strongly disagree Disagree Agree Strongly agree

6 Confused how to use appropriate words

Questionnaire was taken from study of Thanh Tam Nguyen,2019 and adapted suitably

3 Not being good at grammar

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