INTRODUCTION
RATIONALE FOR THE STUDY
English is the global language widely used across countries It is taught from kindergarten through university in many nations As the most important foreign language, English facilitates the exchange of information in science, technology, art, and culture, while also fostering international relationships Mastering English is essential for effective daily communication.
Mastering the four essential English skills—listening, speaking, reading, and writing—is crucial for effective communication Among these, speaking is particularly important yet often considered one of the most challenging skills to develop Many language learners struggle to express themselves verbally, facing difficulties in articulating their thoughts in a foreign language Psychological barriers and the inability to find the right words can lead to hesitation in conversation Observations of second-year students reveal specific challenges they encounter in improving their speaking skills, highlighting the common issues faced by learners in this area.
This graduation paper aims to explore the inspirations behind my English language practice and the teaching methods employed to enhance speaking skills It specifically focuses on identifying the challenges faced by second-year English majors (K64) at VNUA during speaking lessons.
AIMS AND OBJECTIVES OF THE STUDY
This study investigates the challenges encountered by second-year students in their English speaking performance, identifies the underlying causes, and aims to provide suggestions for enhancing their overall English skills, with a particular emphasis on improving speaking abilities.
- Investigate the current situation of learning and teaching speaking in VNUA
- Find out what difficulties the second-year students in VNUA meet when they learn to speak
- Suggest some realistic and appropriate techniques to help improve the teaching and learning to speak in VNUA
This article focuses on a literature review of effective strategies for enhancing English speaking skills among students It outlines the methodology of a research survey aimed at identifying the challenges faced by second-year English majors at VNUA during speaking lessons.
RESEARCH QUESTIONS
The study is carried out to find out the answers for the following questions:
- What are the difficulties facing VNUA’s second- year (K64) English majored students in learning speaking?
- What are causes leading to difficulties in learning speaking 4 skill of the second- year (K64) students in VNUA?
- What are solutions on improve to the problems?
SCOPE OF THE STUDY
The VNUA’S second- year (K64 include of 132 ststuden: K64ENGA- 23 students, K64ENGB- 27 students, K64ENGC- 29 students, K64ENGD- 25 students, K64ENGE- 28 students ) English- majored student in speaking,
The researcher noticed that the K64 students had many difficulties and problems in learning how to speak So this graduation paper focuses on the survey and interview of students of K64
In 2019, Nguyen Thi Thanh Tam developed a questionnaire to gather students' insights on the challenges they encounter during speaking lessons and the underlying causes of these difficulties Based on the findings from the questionnaire, the researcher proposed several recommendations aimed at enhancing students' English speaking skills.
SIGNIFICANCE OF THE STUDY
This study examines the challenges faced by second-year English majors (K64) at VNUA in their speaking skills It identifies the underlying causes of these difficulties and proposes potential solutions to enhance their English speaking proficiency.
DESIGN OF THE STUDY
The Graduation Paper is divided into 3 main parts: Introduction, Development& Findings and Discussion
2 AIMS AND OBJECTIVES OF THE STUDY
DEVELOPMENT
1.2 REVIEW OF THEORETICAL BACKGROUND 1.2.1 Definition of English speaking skill
LITERATURE REVIEW
REVIEW OF THEORETICAL BACKGROUND
1.2.2 The importance of English speaking skill 1.2.3 General outline of a speaking lesson 1.2.4 What a good speaker does
METHODOLOGY
RESEARCH METHODOLOGY
2.3 DATA COLLECTION 2.4 DATA ANALYSIS CHAPTER 3: FINDINGS AND DISCUSSION 3.1 FINDINGS
3.1.1 The survey results from the questionnaire 3.1.2 Results from the interview
3.1.3 Suggestions on improving the students’ English speaking performance 3.2 DISCUSSION
4 RECOMMENDATIONS FOR FURTHER STUDY REFFERENCES
DATA COLLECTION
3.1.1 The survey results from the questionnaire 3.1.2 Results from the interview
3.1.3 Suggestions on improving the students’ English speaking performance 3.2 DISCUSSION
4 RECOMMENDATIONS FOR FURTHER STUDY REFFERENCES
FINDING AND DISCUSSION
FINDINGS
3.1.1 The survey results from the questionnaire 3.1.2 Results from the interview
RECOMMENDATIONS FOR FURTHER STUDY
1.1 REVIEW OF THE PREVIOUS STUDIES
Speaking is essential in second language acquisition, yet it has often been undervalued in teaching practices Traditionally, English language instruction has focused on repetitive drills and memorization rather than fostering genuine communicative skills In today's global context, the primary objective of teaching speaking should be to enhance students' ability to communicate effectively, enabling them to express themselves and navigate social and cultural norms in various situations Consequently, numerous studies have been conducted on improving English speaking skills.
(1) Speaking problems faced by EFL learners in individual presentation by:
In 2018, NIHAYATUL HIMMAH aimed to address the speaking challenges encountered by EFL learners during their individual presentations This study focused on fourth-semester English department students at UIN Walisongo Semarang for the academic year 2017/2018.
(2) Problems and Difficulties of Speaking That Encounter English Language
Students at Al Quds Open University by Dr Ahmed Maher Mahmoud Al
In December 2016, Nakhalah aimed to enhance students' speaking skills through improved techniques and procedures The initiative focused on enabling students to master a diverse range of speaking abilities, ensuring they can communicate accurately and proficiently By fostering practical proficiency, the program sought to equip students with the linguistic and analytical tools necessary for advanced speaking tasks, ultimately boosting their confidence in practicing these skills.
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 proposes effective extracurricular activities These activities aim to improve students' speaking abilities and prepare them for the increased demands of future grades, ensuring they acquire essential speaking skills.
(4) Investigating the effect of using Role-play in teaching speaking English for grade 10 students at high school by Nguyen Huong Giang 2015 from Thai
Nguyen University investigated the effect of role-play and simulation approach on Malaysian Polytechnic engineering students’ ESL oral communication skills
In addition, the study examined the students’ perceptions of the effect of the role-play and simulation on their oral communication skills;
A study conducted by Ta Thi Minh Phuong in 2017 at Haiphong Private University explores the challenges and expectations faced by QTTN class students in English speaking lessons The research offers valuable suggestions for effective techniques to enhance English speaking skills It is anticipated that these insights will engage students more deeply in their English learning, leading to increased focus during lectures and improved academic outcomes.
In the article "The Effectiveness of Role Play in Teaching Speaking," published in the ELTIN Journal, Volume 3/II, October 2015, Lilis Suryani emphasizes the importance of improving students' speaking skills Suryani argues that teachers must identify suitable teaching techniques to enhance the learning experience, highlighting their crucial role in fostering an engaging educational environment The research focuses on utilizing role play as a method to address challenges in speaking proficiency.
The Nature of Speaking Skill
Speaking involves the production of words that convey one's ideas, serving as a process for constructing and sharing meaning through both verbal and non-verbal symbols across various contexts (Chaney, 1998 in Kayi, 2006).
Recent research highlights that psychological factors significantly impede students' speaking abilities According to Burns and Joyce (1999), Schwartz (2005), and Thornbury (2005), issues such as anxiety, shyness, lack of confidence, low motivation, and fear of making mistakes are commonly identified barriers to effective communication among learners.
A study by Koichi Sato (2003) reveals that English students often struggle with speaking due to a fear of making mistakes This aligns with Ballard's research (1996, in JIN Yan-Hua, 2007), which indicates that vocabulary issues and anxiety about errors hinder students from participating in English discussions, ultimately affecting their speaking proficiency Additionally, students perceive speaking English as a stressful task, particularly when required to perform in the language These findings corroborate the results of the current study, which will be detailed in the findings section.
Communicative Language Teaching (CLT) is characterized by its learner-centered and experience-based approach to second language acquisition, where learners actively construct knowledge rather than passively receiving information In this framework, teachers transition from being authoritative figures to adopting various roles such as communication facilitators, needs analysts, and group process managers, enhancing the learning experience Additionally, CLT emphasizes the relevance of tasks and language to learners by analyzing real-life situations, utilizing authentic materials, and fostering a secure, non-threatening environment for effective learning.
The use of English as a second (ESL) or foreign language (EFL) in oral communication is a complex yet essential aspect of English language teaching In today's world, fluency in English is crucial for individuals seeking advancement in various fields (AlSibai, 2004).
The primary goal of teaching speaking is to enhance students' oral production, necessitating classroom activities that maximize individual language use (Haozhang, 1997) Historically, oral communication instruction was overlooked due to the belief that such skills develop naturally and that writing skills automatically translate to speaking abilities (Chaney, 1998) However, Ur (1996) emphasized that speaking is the most crucial skill among listening, speaking, reading, and writing, as language proficiency is defined by one's ability to speak This underscores the importance of practical language use over mere theoretical knowledge, as highlighted by Scrivener (2005), who stated, "there is no point knowing a lot about language if you can’t use it."
Factors that Cause Speaking difficulties to EFL Learners Zhang (2009) argued that speaking remains the most difficult skill to master for the majority of
According to Ur (1996), several factors contribute to difficulties in speaking, including inhibition, where students fear making mistakes or facing criticism; a lack of motivation to express themselves; and low or uneven participation, which occurs in large classes where some students dominate the conversation while others remain silent.
1.2.1 Definition of English speaking skill
Speaking involves producing vocal sounds to express thoughts and feelings, often with the intent of conveying information Effective speaking skills are essential for successful communication.
Speaking is an interactive process that involves producing, receiving, and processing information, with its form and meaning shaped by context, participants, and their experiences While often spontaneous and evolving, speech can also follow predictable patterns in specific situations, such as declining an invitation or requesting time off For instance, in a typical interaction with a salesperson, the sequence begins with the question "May I help you?" followed by a statement of need, a response, an expression of appreciation, acknowledgment, and a closing exchange.