INTRODUCTION
RATIONALE FOR THE STUDY
In today's world, developing effective speaking skills is crucial for daily communication Unlike reading, writing, and listening, speaking involves a complex interplay of various factors that contribute to effective verbal expression It is a unique human skill that is neither genetic nor congenital, making it one of the most challenging aspects of language learning Many language learners struggle to articulate their thoughts in a foreign language, often facing difficulties in effective expression Speaking skills are cultivated through communication, with individuals using words to convey their ideas and aspirations, while those with language impairments may rely on body language, such as gestures and eye movements, to communicate their thoughts.
After nearly four years at the Faculty of Education and Foreign Languages at Vietnam National University of Agriculture, I have observed that first-year English major students face significant challenges in their speaking skills To explore these difficulties further, I conducted a study titled “Difficulties Facing VNUA’s First-Year English-Majored Students in Speaking 2 Lessons.”
AIMS AND OBJECTIVES OF THE STUDY
This article aims to assist students in enhancing their English speaking skills It will first review existing literature on speaking, followed by an exploration of common strategies for improving students' English speaking abilities Finally, the article will outline the research methodology employed in the study.
This study aims to identify the challenges faced by first-year English majors in Speaking 2 through surveys and interviews It will analyze the data to uncover the underlying causes of these difficulties Based on the findings, the research will propose targeted suggestions to enhance students' performance in Speaking 2 lessons.
RESEARCH QUESTIONS
(1) What are the difficulties facing the first-year English-majored students when they learn speaking skills at VNUA?
(2) What are the causes behind those difficulties?
(3) What are some suggestions to improve their English speaking skill?
SCOPE OF THE STUDY
This study investigates the speaking skills of first-year English majors at VNUA, specifically focusing on four classes: K65ENGA, K65ENGB, K65ENGC, and K65ENGE, all taught by Ha Thi Lan, M.A The course emphasizes the development of speaking proficiency in the context of Speaking 2.
The "Cambridge English Preliminary" syllabus spans two credits over eight weeks of theory and three weeks of practice, running from March 8 to May 16, 2021 Classes K65ENGA, C, and E will engage in theory for eight weeks with three sessions per week, each lasting fifty minutes In contrast, the K65ENGB class will cover six weeks of theory with two lessons per week, consisting of two periods per lesson All classes will conclude with three weeks of practice, featuring five periods each week.
SIGNIFICANCE OF THE STUDY
This research aims to identify the challenges faced by first-year English majors in developing their speaking skills and offers potential solutions to enhance their learning experience in subsequent semesters The findings are significant as they not only highlight the specific difficulties students encounter in speaking English but also reveal their weaknesses across the four macro skills of the language By implementing the suggested methods, students can effectively address these challenges and improve their English speaking abilities Ultimately, the insights gained from this study are intended to provide essential knowledge that contributes to a deeper understanding of the English language and fosters the enhancement of language skills.
DESIGN OF THE STUDY
Apart from abstract, references & appendices, the study consists of three main parts:
PART 1 - INTRODUCTION presents the rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study
PART 2 - DEVELOPMENT is divided into 3 chapters:
Chapter 1 - LITERATURE REVIEW – Review of the previous studies (At home & abroad) & Review of theoretical background for the study including definitions of English Speaking skills, the importance of Speaking skills, characteristics of Speaking skills and what a good speaker does
Chapter 2 – METHODOLOGY describes the methodology used in the research including research methodology, research setting, data collection, data analysis
Chapter 3 - FINDINGS AND DISCUSSIONS - reports and discusses the findings of the study
PART 3 - CONCLUSION summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and suggests several solutions.
DEVELOPMENT
1.1 REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)
Trinh Thi Tuyet's 2019 study, "Difficulties in English Speaking Skill of Thuongmai University's First-Year English-Majored and Solutions," explores the challenges faced by first-year English majors in speaking English The research highlights common problems encountered by learners and emphasizes the significance of English speaking skills for students Through a survey and questionnaire, the study assesses the actual speaking proficiency of first-year students and identifies their preferred methods for practicing English It also discusses the advantages and disadvantages of their learning approaches, pinpointing key difficulties they face To address these challenges, the paper offers targeted solutions for both students and Thuongmai University, aiming to enhance the English speaking capabilities of first-year students and support English learners more broadly.
A study by Pham Thi Huyen Huong investigates methods to enhance speaking skills among secondary students in Quang Ninh It defines speaking skills and explores the unique characteristics of teaching these skills, while also addressing the challenges teachers face in this area The research highlights various techniques that can be effectively employed to teach speaking skills to secondary students in Quang Ninh.
LITERATURE REVIEW
REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)
Trinh Thi Tuyet's 2019 study, "Difficulties in English Speaking Skill of Thuongmai University's First-Year English-Majored and Solutions," explores the challenges faced by first-year English majors in speaking English The research highlights common problems encountered by learners and emphasizes the significance of English speaking skills for students Through a survey and questionnaire, the study assesses the actual speaking proficiency of first-year students and identifies their preferred methods for practicing English It also discusses the advantages and disadvantages of their learning approaches, pinpointing key difficulties they face To address these challenges, the paper offers targeted solutions for both students and Thuongmai University, aiming to enhance English speaking mastery among first-year students and English learners more broadly.
A study by Pham Thi Huyen Huong investigates techniques to enhance speaking skills among secondary students in Quang Ninh It defines speaking skills and explores the unique characteristics of teaching these skills, while also addressing the challenges teachers face in this area The research highlights effective techniques that can be employed to improve speaking skills for secondary students in Quang Ninh.
A survey was conducted among teachers at Cam Son Secondary School in Quang Ninh to assess the current state of English speaking skills among secondary students The findings aim to identify effective activities that can be implemented to enhance speaking proficiency and encourage student participation in speaking exercises.
Eissa, Misbah, and Najat (1988) conducted a study on the challenges of using English for instruction and communication, revealing that many learners struggle with low English proficiency The findings highlighted that numerous participants reported significant difficulties in comprehending lecture content without resorting to translation or utilizing their first language to convey the material effectively.
In his 2014 research study, "An Overview of Major Difficulties Faced by Libyan EFL Learners in Speaking Skill," Mustafa Mubarak Pathan identified several challenges that hinder the speaking abilities of Libyan EFL learners These difficulties include issues with pronunciation, the use of adjectives and prepositions, idiomatic expressions, as well as grammatical and semantic errors Additionally, learners face problems such as limited vocabulary, fear or embarrassment during communication, lack of interest and motivation, insufficient practice opportunities, and an environment that does not support language use, all of which are influenced by their mother tongue.
The lack of understanding among students is largely due to teachers' inability to convey essential concepts early in the learning process This issue stems from the inadequate training and lack of skill enhancement for many EFL teachers in Libya.
A study by Ali Dincer and Savas Yesilyurt (2013) examined teachers' beliefs regarding speaking skills in relation to their motivational orientations The findings revealed that while teachers recognized the importance of speaking instruction, they held negative views about it and felt unskilled in oral communication Additionally, the study highlighted that learners had varying opinions on the significance of speaking skills, influenced by their motivational orientations and feelings of competence Overall, learners' self-assessments of their speaking abilities were predominantly negative, with only a few considering themselves capable speakers in speaking tasks.
REVIEW OF THEORETICAL BACKGROUND
1.2.1 Definition of English speaking skill
Speaking skills refer to the ability to express oneself verbally and differ from other skills like reading, writing, and listening, as they involve a combination of various elements to deliver a speech These skills are developed through communication, learning, and the practice of different communication behaviors, serving as an external manifestation of one's capacity and wisdom (Platonov, 1963).
Speaking involves producing vocal sounds to express thoughts and feelings, often with the intent of conveying information Effective speaking skills are essential for clear communication.
Speaking plays a crucial role in language teaching and learning, serving as a vital bridge to enhance other skills It significantly improves learners' reading, listening, and writing abilities As the most effective means of communication, speaking is essential for overall language proficiency.
Mai Thanh Thu (2008) identified several challenges students encounter in speaking, noting that speech is often spontaneous, open-ended, and evolving Despite its unpredictable nature, certain language functions, such as declining invitations and requesting time off, can be recognized and analyzed within specific discourse contexts Effective speaking necessitates not only linguistic competence—encompassing grammar, pronunciation, and vocabulary—but also an understanding of the appropriate contexts, purposes, and methods for language production.
Effective speaking involves more than just mastering grammar, pronunciation, and vocabulary; it also requires an understanding of the context and purpose of language use, known as sociolinguistic competence Additionally, speaking encompasses unique skills, structures, and conventions that differ from written language A proficient speaker integrates these diverse skills and knowledge to successfully execute a speech act.
Speaking is a crucial skill recognized by researchers, each offering their own perspectives on its nature Despite differing views, there is a consensus on the importance of understanding the speaking act, which encompasses the roles of speakers, the speaking process, and the conveyed message.
1.2.2 The importance of speaking skill
Humans naturally acquire the ability to speak before they learn to read and write, spending significantly more time engaging in oral communication than in written language Speaking is a crucial skill for effective conversation, yet mastering English speaking can be challenging It requires a solid understanding of essential components such as pronunciation, grammar, vocabulary, fluency, and comprehension To communicate easily and effectively, learners must develop their English speaking abilities.
(1994), listening and speaking are learners’ language tools
In today's interconnected world, effective communication is essential for success across various fields, making speaking skills particularly crucial Among the four primary language skills, speaking is recognized as the most significant for learning a foreign language While many view speaking as a common skill, the ability to communicate effectively in public is a rare talent that many fear Employers consistently prioritize strong speaking abilities, underscoring the importance of developing this skill Ultimately, honing speaking skills is a valuable investment that pays off in numerous aspects of life.
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 speaking skills are essential for business managers, educators, military leaders, lawyers, and politicians who aspire 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 wise speaker knows how to engage and maintain the audience's focus through carefully selected words and a well-executed 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 in front of larger audiences, they build a reputation for excellence in communication, which in turn adds credibility to their speaking presence.
• 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
Humans naturally develop speaking skills before learning to read and write, as oral interaction with language predominates over written communication Speaking is crucial for effective conversation, yet mastering English speaking can be challenging due to the need for proficiency in pronunciation, grammar, vocabulary, fluency, and comprehension To communicate easily and effectively, learners must cultivate their English speaking abilities.
Speaking is a crucial language skill that enhances vocabulary, grammar, and writing abilities It allows students to express emotions, share ideas, tell stories, and engage in discussions The importance of speaking extends beyond the classroom, as proficient speakers have increased job opportunities in various organizations According to Baker and Westrup (2003), learners with strong English speaking skills are more likely to access better education, secure good jobs, and achieve promotions.
In summary, speaking is a crucial skill for students learning English, as it enhances their ability to use the language effectively The importance of speaking is evident in everyday interactions, where it serves as an interactive activity that occurs under real-time constraints This allows individuals to express themselves fluently and spontaneously, facilitating genuine communication aimed at achieving specific goals.
SUMMARY
Chapter 1 provides a comprehensive review of previous studies both domestically and internationally, defining the characteristics and significance of English speaking skills It also explores the various factors that influence speaking proficiency, aiming to establish a practical theoretical framework for further research.
METHODOLOGY
RESEARCH SETTING
This research was carried out in the Department of Professional English at the Faculty of Education and Foreign Languages, Vietnam National University of Agriculture The study targeted first-year students enrolled in Speaking 2, specifically those in classes K65ENGA, K65ENGB, K65ENGC, and K65ENGE, who were following the "Cambridge English Preliminary" syllabus under the instruction of Ha Thi Lan, M.A.
The research was conducted during my writing graduation paper period at VNUA This was survey research using a questionnaire to collect data and interview a number of English-majored students.
DATA COLLECTION
The survey questionnaire is used to answer the first research question: “ What are the difficulties facing the first-year English-majored students when they learn speaking skills at VNUA? ”
(See the questionnaire from Appendix 1 of this paper) The interview was conducted to answer the 3 questions:
1) What problems do you have in speaking lessons?
2) What are the causes of difficulties and problems?
3) What efforts do you make to overcome the difficulties and problems you face?
(See the questions from Appendix 2 of this paper)
An online survey was conducted among students from classes K63ENGA, K65ENGB, K65ENGC, and K65ENGE to gather insights on the challenges affecting their English speaking skills Additionally, the researcher interviewed five first-year English majors to delve deeper into their speaking difficulties, the underlying causes, and their efforts to enhance their English proficiency The collected data was analyzed and synthesized, leading to the presentation of findings Based on these results, the researcher proposed several solutions aimed at improving students' speaking abilities, offering practical suggestions derived from the survey outcomes.
The survey results were synthesized and presented as quantities, highlighting the differences in responses Percentages were calculated from the aggregated data processed by Google Forms The researcher then utilized Microsoft Excel 2013 to conduct a meta-analysis based on these survey findings.
DATA ANALYSIS
The researcher conducted an online survey targeting first-year English majors at VNUA, specifically students from classes K65ENGA, K65ENGB, K65ENGC, and K65ENGE, to gather insights on the challenges they face in learning to speak With the support of Ha Thi Lan, M.A., the survey was distributed on May 31 via an MS Teams link and remained open for responses for one week A total of 60 responses were collected from the four classes, and the data was subsequently processed using Excel.
2013 After the survey, the researcher selected 5 students out of 60 to participate in the interview
Due to the Covid-19 pandemic and time constraints, the researcher conducted face-to-face interviews via Zalo with five first-year students from four classes on June 8, 2021 The interviews focused on the students' challenges in speaking English, the underlying causes of these difficulties, and their efforts to improve The researcher documented the students' insights to analyze and identify specific causes and potential solutions.
Following the survey, the researcher analyzed and categorized the data to identify specific challenges students face in learning to speak English By combining survey results with interviews, the researcher grouped the findings into problems, causes, and potential solutions The analysis focused on the difficulties encountered by students, the underlying reasons for these challenges, and their efforts to enhance their speaking abilities By comparing data from both the questionnaire and interviews, the researcher identified key issues in students' English speaking performance Based on these insights, the researcher offers suggestions aimed at helping students overcome obstacles and improve their English speaking skills.
SUMMARY
Chapter 2 outlines the methodology, detailing the data collection instruments and procedures used to conduct the survey, as well as the data analysis techniques employed to obtain reliable answers to the research question.
FINDINGS AND DISCUSSION
FINDING & DISCUSSION ON RESULTS FROM QUESTIONNAIRE
Table 3.1.1 Difficulties facing the first-year English-majored students in learning English speaking from their own perspective
The difficulties in…… Strongly disagree Disagree Agree Strongly agree
4 not being confident to speak
5 being afraid of making errors
8 difficulty expressing words or sentences
Table 3.1.1 reveals that half of the students identified key challenges in their English speaking skills, including limited vocabulary, insufficient grammar knowledge, and poor pronunciation Additionally, psychological barriers such as a lack of confidence, fear of making mistakes, and anxiety about speaking contribute to these difficulties As first-year English majors, these students have yet to discover effective learning methods for improving their speaking abilities Consequently, it is evident that their struggles with fluency stem from their own limitations, including a restricted knowledge base and a lack of speaking practice.
Table 3.1.2 An assessment of the language difficulties of first-year
English- majored students at VNUA
Strongly disagree Disagree Agree Strongly agree
The data presented in Table 3.1.2 indicates that a significant majority of students, comprising 21.7% who strongly agree and 56.7% who agree, face challenges due to a lack of vocabulary, totaling 78.4% of respondents This suggests that most students struggle with limited vocabulary, which hampers their ability to communicate effectively in English Often, students have thoughts they wish to express but find themselves unable to recall 2 or 3 crucial words, complicating their ability to articulate their ideas.
A significant challenge faced by students is their lack of grammar knowledge, with 66.7% expressing difficulty in sentence structure during speaking This issue leads to misunderstandings, as 16.7% of students strongly agree and 50% agree that their grammar deficiencies hinder clear communication.
Many students struggle with pronunciation, as indicated by a significant 63.4% of respondents expressing difficulty in this area The data reveals that 21.7% strongly agree and 41.7% agree with the challenges they face Key aspects of English pronunciation include vowels, consonants, stress, and intonation, with students often failing to emphasize stress and lacking proper intonation Additionally, it is crucial to consider the connections between words in a sentence, as this can lead to communication barriers.
Table 3.1.3 An assessment of the psychological difficulties of first-year
English- majored students at VNUA
The difficulties in…… Strongly disagree Disagree Agree Strongly agree
4 not being confident to speak
5 being afraid of making errors
A significant 75% of students report difficulties in speaking English due to a lack of confidence, with 33.3% strongly agreeing and 41.7% agreeing This lack of confidence poses a major barrier to enhancing their English communication skills, often stemming from fears of making mistakes and challenges in listening comprehension, which lead to shyness and hesitation Conversely, 13.3% of students express confidence in their speaking abilities, indicating a positive aspect in their language learning journey.
A significant 66.7% of students express a strong fear of making errors, while 70% are apprehensive about speaking, highlighting common psychological challenges among learners These issues are rooted in personal psychology, suggesting that individuals must adopt a more relaxed and proactive mindset When the pressure of communication becomes overwhelming, achieving proficiency in English can feel increasingly unattainable.
Table 3.1.4 An assessment of learning methods difficulties of first-year
English- majored students at VNUA
The difficulties in…… Strongly disagree Disagree Agree Strongly agree
8 difficulty expressing words or sentences
Table 3.1.4 indicates that 55.5% of students report difficulties in their studies, with 16.7% strongly agreeing and 38.8% agreeing that they seldom read grammar books This lack of study methods and daily practice contributes to challenges in their speaking skills As first-year students, many have yet to discover effective learning strategies and often neglect to enhance their English knowledge regularly However, 28.3% of students still dedicate time to reading English books, which can positively impact their speaking abilities by fostering confidence and fluency in communication.
Many students struggle with expressing themselves in English, with 26.7% strongly agreeing and 41.7% agreeing that this is a significant issue This challenge is common among English learners, who often think in Vietnamese before translating their thoughts into English This habit hinders their ability to convey their intended meaning effectively and impacts their fluency The reliance on translation not only consumes valuable time but also prevents them from retaining vocabulary Furthermore, this translation process can disrupt conversations, leading to a lack of confidence and professionalism in communication.
The analysis of the three tables reveals three primary categories of challenges: general difficulties in language identified in questions 1 to 3, psychological difficulties highlighted in sentences 4 to 6, and difficulties in learning methods discussed in sentences 7 and beyond.
8 Here are the specific numbers:
Chart 3.1.1 Difficulties facing the first-year English-majored students in learning English speaking
First-year English majors face several common challenges in developing their speaking skills Notably, 35% of students report language difficulties, including a lack of vocabulary, insufficient grammar knowledge, and poor pronunciation Additionally, 37% of students experience psychological barriers that hinder their speaking abilities.
Difficulties facing the first-year English-majored students in learning English speaking.
Freshman students often face various challenges in developing their speaking skills, including language difficulties, psychological barriers, and ineffective learning methods A significant concern is the fear of making mistakes while speaking, which can hinder their progress Additionally, only 28% of students report struggling with learning methods, indicating that many have yet to discover effective strategies for improving their speaking abilities Common issues include infrequent reading of grammar books and difficulty in articulating words or sentences clearly.
In summary, 50% of students recognize that their inability to speak English fluently stems from their own limitations, primarily due to being in their first year with limited English knowledge and insufficient speaking practice Therefore, it is essential for teachers to focus on strategies that will help students enhance their speaking skills.
Participants in the online survey reported significant challenges in developing their speaking skills Effective training and communication necessitate a strong vocabulary, good listening skills, and a solid grasp of grammatical structures Without a robust vocabulary foundation and appropriate listening abilities, learning to speak becomes increasingly difficult A rich English vocabulary enables speakers to express their thoughts clearly, while grammar plays a crucial role in constructing concise and effective verbal communication Additionally, grammar allows students to convey implicit meanings through specific structures, minimizing the need for lengthy explanations Ultimately, one's ability to speak English well is reflected in their accumulated linguistic knowledge.
Improving your English speaking skills can be challenging, especially when a lack of vocabulary or fear of grammatical mistakes holds you back To enhance your vocabulary retention, try making connections with new words and read more to familiarize yourself with various grammatical structures Building confidence in speaking requires practice across all four macro language skills—listening, speaking, reading, and writing—while also focusing on vocabulary and grammar With dedication and effort, you can achieve fluency in English.
Learning a foreign language involves more than just vocabulary and grammar; it requires mastering correct pronunciation In English, it's essential to focus on word pronunciation, the connections between words, sentence rhythm, and intonation To enhance your English pronunciation, consistently practicing listening skills is crucial, as repeated exposure helps you grasp native pronunciation and intonation The most effective way to practice speaking English is by listening to and shadowing audio samples or movie speeches with transcripts.
FINDING & DISCUSSION ON RESULTS FROM THE INTERVIEW
After conducting interviews and compiling notes, the researcher identified key issues faced by students during speaking activities The analysis revealed that the five interviewees commonly struggled with a lack of vocabulary, low confidence in speaking, unfamiliarity with communicating in English during class, and difficulty in articulating their thoughts into coherent sentences.
The challenges faced in language learning can be categorized into two primary issues: linguistic and non-linguistic problems Linguistic difficulties include a lack of vocabulary, poor pronunciation, and insufficient grammar knowledge On the other hand, non-linguistic problems encompass a fear of speaking, anxiety about making mistakes, nervousness during conversations, concerns about being mocked by peers, unfamiliarity with classroom communication, and confusion regarding the appropriate use of words.
Many students face challenges in language acquisition due to various factors Key issues include a lack of vocabulary, infrequent memorization of words, concerns about using the right terms, insufficient grammar knowledge, and limited reading of grammar resources Additionally, poor pronunciation contributes to their difficulties Non-verbal issues also play a significant role, such as a lack of confidence when speaking, unfamiliarity with speaking English in class, fear of making mistakes, and a general disinterest in learning grammar.
"worried when speaking", "forgetful" ", "fear of being ridiculed by friends",
"difficult to understand 12 tenses" and "not paying attention when listening to English teachers in class"
• Lack of Vocabulary, Grammar, Pronunciation.
• Lack of confidence and motivation
Students have actively sought to enhance their English speaking skills by focusing on building confidence in their speaking abilities, participating in English club activities, and memorizing vocabulary.
"doing grammar exercises", "practicing English speaking with friends", "reading English grammar books", "studying English at home", "listening to music",
"watching TV", "studying in groups with friends", "studying 12 tenses", "look up the dictionary for new words", "listen to English conversations",
"communicate with foreigners", "take an English course", "learn pronunciation",
To become successful language learners, students should be encouraged to be braver when speaking English and to actively seek clarification from their teachers when they do not understand the lesson According to Rubin and Thompson (1982), the 14 characteristics of successful language learners highlight the importance of overcoming difficulties in speaking However, many students reported that their efforts did not fully meet their expectations, possibly due to insufficient focus or ineffective strategies Common challenges faced by students include difficulty speaking, a lack of vocabulary and grammar knowledge, and fear of making mistakes, which can lead to a loss of confidence and discomfort in speaking situations This study reveals a reciprocal relationship between problems and their causes, indicating that issues such as fear of making mistakes can stem from a lack of experience in classroom communication, creating a cycle that hinders progress.
The majority of interviewees found the teacher's teaching method to be the most effective for engaging in speaking lessons, expressing a strong desire to practice their English speaking skills To enhance students' speaking practice, it is essential to encourage and provide careful guidance, helping them build confidence in participating during class discussions.
To enhance students' English speaking skills, it is crucial to provide familiar topics, revise grammar and vocabulary, and create more opportunities for practice in comfortable conditions Establishing a language environment that mimics real-life situations encourages active participation in English speaking both inside and outside the classroom By improving their English knowledge and offering ample practice opportunities, students can build confidence, overcome the fear of making mistakes, and ultimately develop their speaking abilities.
SUGGESTIONS ON IMPROVING THE STUDENTS’ ENGLISH
Speaking skills are essential in language learning and should not be overlooked English language teachers play a crucial role in fostering these skills, encouraging students to dedicate time and effort to enhance their speaking abilities.
Lecturers in the Speaking class actively address students' challenges by encouraging consistent use of English and providing ample speaking opportunities To enhance student proficiency, they must focus on weaker students, implementing corrective measures to ensure no one is left behind Addressing vocabulary deficiencies, instructors should dedicate class time to vocabulary learning, assist with contextual understanding, and promote strategies for deciphering word meanings Additionally, language issues related to vocabulary, grammar, and pronunciation should be tackled, with a particular emphasis on overcoming students' fear of speaking Instructors are advised to avoid criticizing mistakes during class, instead offering praise for progress and discussing errors privately afterward The focus during speaking activities should be on effectively expressing ideas rather than on form, and instructors should equip students with essential expressions and create a supportive, enjoyable learning environment to foster interest in speaking.
To enhance students' speaking skills, lecturers should design engaging and communicative activities while selecting relevant topics that motivate participation Being approachable and supportive is essential for assisting students who struggle with speaking Increasing the frequency of speaking exercises allows students to practice and present the language more effectively Additionally, creating opportunities for small group discussions helps students become comfortable and confident in speaking Providing supplementary materials and resources further aids in the development of their speaking abilities.
Lecturers encourage students to overcome their fear of making mistakes in speaking by providing affective support, as suggested by Brown (2001) This includes showing support, selecting challenging topics, considering students' language ego states, and demonstrating patience The success of learning speaking skills heavily relies on the students themselves, who are urged to speak bravely and creatively to enhance their abilities Students should seize every opportunity to practice English both in and out of the classroom To expand their vocabulary, they can consult dictionaries, watch TV, listen to music, and establish a daily reading schedule Additionally, students are encouraged to learn a specific number of new words each day and use them in sentences to reinforce their memory This study examines students' perceptions of their challenges in speaking classes, particularly the fear that hinders their progress.
Through the process of actual interviews and online surveys with students, the researcher also proposes some useful activities to help students practice outside the classroom to improve speaking skills:
Join the English club at the Faculty of Education and Foreign Languages, where students can engage in a friendly and open environment to discuss and exchange ideas in English The club offers selected topics that are relevant and suitable for all proficiency levels, making it an inclusive space for everyone.
The English-speaking coffee shop is a vibrant and welcoming space designed for young people to enjoy coffee while practicing their English skills Managed by enthusiastic youth, this café fosters a fun environment for socializing and making new friends Here, students immerse themselves in an English-speaking atmosphere, engaging in casual conversations and building connections with others who share a passion for enhancing their communication abilities.
In Hanoi, university students increasingly engage in real-world communication by interacting with tourists at popular attractions like Sword Lake and West Lake This exposure allows them to practice their English skills with travelers from diverse cultural backgrounds To communicate effectively, students must develop strong listening abilities, a rich vocabulary, and an understanding of appropriate language structures, as conversations can cover a wide range of spontaneous topics Additionally, it is essential for students to familiarize themselves with Vietnam's cultural heritage, history, and notable tourist sites to enhance their interactions.
Hanoi and many other provinces and cities to introduce to visitors
Discuss with friends on English-speaking Forums: In this way, students will overcome anxiety and lack of confidence such as direct practice
Students of the same age and university share valuable learning experiences, materials, and methods, fostering a sense of community They can easily access English-speaking forums through websites and social media platforms like Facebook, as well as various university learning forums worldwide, which are essential for enhancing their knowledge, skills, and English speaking practice.
Utilizing English speaking practice software and websites is a highly flexible and convenient method for students to enhance their language skills anytime and anywhere These platforms offer a variety of practice topics that cater to different skill levels, providing appropriate vocabulary and sentence structures for effective communication Students can not only learn English but also explore other foreign languages for free while connecting with native speakers to boost their listening and speaking abilities Popular websites like easylanguageexchange.com, MyEnglishTeacher.eu, and gospeaky.com, along with free software such as Side By Side and EF Englishtown, facilitate home practice, allowing students to manage their learning time effectively Most of these resources are user-friendly and free, enabling students to improve their speaking, listening, vocabulary, reading, and writing skills comprehensively.
SUMMARY
In conclusion, Chapter 3 provides a thorough analysis and critical discussion of the study results, effectively interpreting and assessing the collected data The findings demonstrate the validity of the study, allowing the researcher to successfully address the research question Additionally, the chapter offers specific recommendations based on the research results to enhance students' speaking skills effectively.
CONCLUSION
RECAPITULATION
Research indicates that English majors at VNUA encounter significant challenges in their speaking skills The primary issues affecting most students revolve around their ability to effectively communicate in English.
Many students struggle with speaking due to a lack of vocabulary, low confidence, and unfamiliarity with classroom discussions, often stemming from a fear of making mistakes This study identified two main types of challenges: linguistic and non-linguistic problems To address these issues, it is crucial to recognize that speaking skills are interconnected with vocabulary, grammar, and pronunciation mastery Therefore, lecturers should focus on enhancing students' proficiency in these areas Additionally, incorporating both in-class speaking activities and extracurricular opportunities can significantly improve students' speaking skills.
This paper examines the factors influencing the English speaking performance of first-year English majors at VNUA, highlighting the importance of a supportive environment to enhance students' speaking skills It emphasizes that a lack of self-confidence and comfort can hinder learners during speaking classes To address these challenges, lecturers should be attuned to their students' interests and emotions, fostering self-confidence and selecting effective teaching methods to engage learners in speaking activities Additionally, providing ample opportunities for practice, encouraging a friendly atmosphere to reduce shyness, and reassuring students about making mistakes are essential strategies for improving their oral communication skills in English.
Lecturers should allocate more time for learners to practice speaking skills both in class and at home, fostering a supportive environment to help them overcome shyness By encouraging friendly interactions, students will feel more at ease when communicating in English It's important to remind learners that making mistakes is a natural part of the learning process and to provide them with effective instructions and methods Additionally, lecturers should create more opportunities for speaking through various tasks, including group discussions and engaging speaking activities, to enhance learners' confidence and proficiency in English.
CONCLUDING REMARKS
From the results of interviews and surveys, the researcher found the biggest difficulties in linguistics problems ang non-linguistics probem Specifically,
Many individuals face specific challenges when learning a new language, including a lack of vocabulary, insufficient grammar knowledge, poor pronunciation, and a lack of confidence in speaking These difficulties often stem from fears of making mistakes or being caught in errors, which can further hinder their ability to remember vocabulary effectively.
Many students struggle with English speaking due to concerns about using the correct words, a lack of confidence, and fear of making mistakes They often avoid reading grammar books and feel unaccustomed to speaking English in class, which diminishes their interest in learning grammar To address these challenges, the researcher has proposed various classroom and extracurricular activities aimed at enhancing the speaking skills of first-year English majors and all English learners The study clarifies research questions and objectives by exploring the difficulties and causes of these issues, ultimately providing specific solutions to improve English speaking skills.
LIMITATIONS OF THE STUDY
Despite the researcher's significant efforts, the study faces unavoidable limitations due to time constraints, limited resources, and inexperience Initially, the researcher aimed to combine questionnaires with interviews or observations for more diverse and convincing results However, the Covid-19 pandemic hindered the ability to conduct in-depth observations during online classes, leading to a rushed survey and reduced accuracy Additionally, the limited timeframe restricted the research scope, focusing only on the most typical aspects of the field The researcher encourages future studies to address these limitations for improved outcomes and welcomes constructive feedback on this study.
SUGGESTIONS FOR FURTHER STUDIES
Future research is essential to address students' challenges in learning and practicing English speaking Expanding studies to other universities or non-major students may yield diverse insights Additionally, exploring more effective methods for spoken English learning, particularly through technology, is a promising avenue for investigation The findings regarding difficulties, causes, and suggestions from this study aim to assist other researchers in their endeavors.
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The original survey questionnaire by researcher Nguyen Thi Thanh Tam - research titled: "Difficulties facing HUBT's second year english majored students in speaking lessons, causes and suggestions", written in 2019
Below is a questionnaire consisting of 5 questions
The difficulties in…… Strongly disagree Disagree Agree
3 lack of confidence and motivation
5 not being good at grammar
Questionnaire adapted by the researcher in this ba thesis
I am conducting research on the challenges encountered by first-year English majors at Vietnam National University of Agriculture during Speaking2 lessons To gather valuable insights for this study, I have prepared a questionnaire with 8 questions I appreciate your time in providing thoughtful responses to these questions based on your personal experiences.
The difficulties in…… Strongly disagree Disagree Agree Strongly agree
4 not being confident to speak
5 being afraid of making errors
8 difficulty expressing words or sentences
Thank you for spending the time to take the survey!
Your answers will be kept confidential and will not be used for any other purpose
Below is the attached online survey link: https://docs.google.com/forms/d/1t16C2u3M-D1TemeQqqUP7q8S4qRgyNDlpWNkX9vfV_Y/edit