DIFFICULTIES FACING FIRSTYEAR ENGLISH MAJOR STUDENTS IN PRACTISING SPEAKING SKILLS AT HANOI PEDAGOGICAL UNIVERSITY 2 AND SUGGESTED SOLUTIONS

I would like to express my sincere gratitude to all those who have supported and contributed to the completion of this research paper. First and foremost, I am grateful to my supervisor, Dr. Lo Van Pang, for his invaluable guidance, expertise, and continuous support throughout this research journey. His insightful feedback and constructive suggestions have greatly enhanced the quality of this work. I would like to extend my appreciation to the faculty members of the English Department at Hanoi Pedagogical University 2 for their teaching and mentorship, which have laid the foundation for my understanding of English language education. I am also indebted to the firstyear English major students at Hanoi Pedagogical University 2 who participated in this research. Their willingness to share their experiences and insights has been instrumental in shaping the findings and recommendations of this study. Additionally, I would like to thank my family and friends for their unwavering encouragement and support throughout this endeavor. Their belief in my abilities has been a constant source of motivation. Lastly, I acknowledge the invaluable contributions of all the authors and researchers whose works have informed and influenced this research paper. Their contributions to the field of English language teaching and learning have been instrumental in shaping this study

HANOI PEDAGOGICAL UNIVERSITY 2

FACULTY OF ENGLISH

ĐỖ THỊ ANH THƯ

DIFFICULTIES FACING FIRST-YEAR ENGLISH MAJOR STUDENTS

IN PRACTISING SPEAKING SKILLS AT HANOI PEDAGOGICAL

UNIVERSITY 2 AND SUGGESTED SOLUTIONS

Field: English Language Teaching SUPERVISOR: DR LO VAN PANG

Hanoi, June 2023

STATEMENT OF AUTHORSHIP 4

ACKNOWLEDGEMENTS 5

ABSTRACT 6

CHAPTER 1: INTRODUCTION 7

1 Background 7

2 Research Objectives 7

3 Research Questions 7

4 Research Methodology 7

5 Significance of the Study 7

6 Report Organization 8

CHAPTER 2: LITERATURE REVIEW 8

2.1 Introduction 8

2.2 Difficulties in Practicing Speaking Skills 8

2.2.1 Lack of Confidence 8

2.2.2 Limited Exposure to Authentic English-Speaking Environments 8

2.2.3 Limited Speaking Practice Opportunities 9

2.2.4 Fear of Making Mistakes 9

2.2.5 Reliance on Translation 9

2.3 Factors Contributing to Difficulties in Speaking Practice .9

2.4 Strategies and Interventions to Enhance Speaking Skills .9

2.5 Summary 10

CHAPTER 3: METHODOLOGY 10

3.1 Research Design 10

3.2 Research Questions 10

3.3 Sampling 10

3.3.1 Survey Participants 10

3.3.2 Interview Participants 11

3.4 Data Collection 11

3.4.1 Survey 11

3.4.2 Interviews 11

3.5 Data Analysis 11

3.5.1 Quantitative Analysis 11

3.5.2 Qualitative Analysis 11

3.6 Ethical Considerations 12

3.7 Limitations 12

3.8 Summary 12

CHAPTER 4: FINDINGS AND DISCUSSION 12

4.1 Introduction 12

4.2 Demographic Characteristics 12

4.3 Quantitative Findings 13

4.4 Qualitative Findings 13

4.5 Discussion 13

4.6 Conclusion 14

CHAPTER 5: CONCLUSION 14

5.1 Recap of the Study 14

5.2 Recap of Findings 14

5.3 Implications and Recommendations 15

5.4 Contributions of the Study 15

5.5 Limitations and Future Research 16

5.6 Conclusion 16

REFERENCES 17

APPENDIX 18

STATEMENT OF AUTHORSHIP

I, Do Thi Anh Thu, hereby declare that this research paper, titled

"Difficulties facing first-year English major students in practicingspeaking skills at Hanoi Pedagogical University 2 and suggestedsolutions," is my original work I have conducted the research,collected and analyzed the data, and written the manuscriptindependently Any sources of information used in this paper havebeen appropriately cited and referenced I take full responsibility forthe content presented in this research paper, including any errors oromissions The ideas and interpretations expressed herein are solely

my own and do not reflect the views or opinions of any individuals ororganizations associated with Hanoi Pedagogical University 2 or anyother institutions I affirm that I have adhered to ethical guidelinesthroughout the research process, ensuring the confidentiality andanonymity of participants, as well as obtaining necessarypermissions for data collection Furthermore, I have followed theguidelines provided by the university regarding academic integrityand plagiarism I acknowledge that this research paper is submitted

in partial fulfillment of the requirements for my subject is academicwriting at Hanoi Pedagogical University 2, and I understand that itmay be subject to evaluation and scrutiny by the university andrelevant academic committees

30, June 2023

I would like to express my sincere gratitude to all those who have supported and contributed to the completion of this research paper First and foremost, I am grateful to my supervisor, Dr Lo Van Pang, for his invaluable guidance, expertise, and continuous support

throughout this research journey His insightful feedback and

constructive suggestions have greatly enhanced the quality of this work I would like to extend my appreciation to the faculty members

of the English Department at Hanoi Pedagogical University 2 for theirteaching and mentorship, which have laid the foundation for my understanding of English language education I am also indebted to the first-year English major students at Hanoi Pedagogical University

2 who participated in this research Their willingness to share their experiences and insights has been instrumental in shaping the

findings and recommendations of this study Additionally, I would like to thank my family and friends for their unwavering

encouragement and support throughout this endeavor Their belief

in my abilities has been a constant source of motivation Lastly, I acknowledge the invaluable contributions of all the authors and researchers whose works have informed and influenced this researchpaper Their contributions to the field of English language teaching and learning have been instrumental in shaping this study

This research focuses on investigating the difficulties faced by year English major students in practicing their speaking skills atHanoi Pedagogical University 2 (HPU2) and proposes potentialsolutions to address these challenges The ability to communicateeffectively in English is a crucial skill for English majors, as it plays avital role in their academic and professional development However,first-year students often encounter various obstacles that hindertheir progress in speaking English Through a mixed-methodsapproach involving surveys and interviews, data was collected from

first-a sfirst-ample of first-yefirst-ar English mfirst-ajor students first-at HPU2 The findingsrevealed several common challenges faced by these students,including a lack of confidence, limited exposure to authentic English-speaking environments, insufficient speaking practice opportunities,fear of making mistakes, and a reliance on translation To addressthese difficulties, this research proposes a set of solutions Firstly,building students' confidence through speaking activities thatencourage participation and create a supportive learningenvironment Secondly, promoting authentic English-speakingexperiences through activities such as language exchangeprograms, guest lectures, and multimedia resources Thirdly,increasing speaking practice opportunities through role-plays, groupdiscussions, and presentations Fourthly, encouraging errorcorrection and providing constructive feedback to help studentsovercome their fear of making mistakes Lastly, emphasizing theimportance of thinking in English rather than relying on translation

as a crutch By implementing these suggested solutions, it isanticipated that first-year English major students at HPU2 will bebetter equipped to overcome their difficulties in practicing speakingskills Ultimately, this research aims to enhance the quality ofEnglish language education at HPU2 and contribute to the broaderfield of English language teaching and learning

CHAPTER 1: INTRODUCTION

1 Background

Proficiency in spoken English is of utmost importance for Englishmajor students, as it directly influences their academic andprofessional growth Hanoi Pedagogical University 2 (HPU2) is aprestigious institution in Vietnam that offers an English majorprogram aimed at equipping students with strong English languageskills However, first-year students at HPU2 often face challenges inpracticing their speaking skills, which can hinder their languagedevelopment and impede their overall competence in English

- What factors contribute to these difficulties?

- What strategies and interventions can be implemented toovercome these difficulties and enhance the speaking skills of first-year English major students at HPU2?

4 Research Methodology

This research employs a mixed-methods approach, incorporatingquantitative and qualitative data collection techniques Firstly, asurvey will be conducted among a representative sample of first-year English major students at HPU2 to collect quantitative data ontheir speaking practice difficulties The survey will consist ofstructured questions covering areas such as self-confidence,exposure to authentic English-speaking environments, availability ofspeaking practice opportunities, fear of making mistakes, andreliance on translation

Moreover, qualitative data will be gathered through in-depthinterviews with selected participants from the survey Theseinterviews will provide rich insights into the students' experiences,perspectives, and suggestions regarding their speaking difficultiesand potential solutions.

5 Significance of the Study

This research holds substantial significance as it addresses a criticalaspect of English language education at HPU2 by focusing on thespecific challenges faced by first-year English major students in theirspeaking practice The findings of this study can contribute to theimprovement of teaching methodologies and curriculum design atHPU2, thereby enhancing the overall language proficiency of Englishmajor students Furthermore, the research outcomes can offervaluable insights to educators and researchers in the field of Englishlanguage teaching, enabling the development of effective strategiesand interventions to enhance speaking skills in similar educationalcontexts

6 Report Organization

This report is structured as follows: The subsequent section provides

an extensive and comprehensive literature review on the difficultiesencountered by English major students in their speaking practice.The methodology section presents the research design, includingdetailed descriptions of the survey and interview procedures, as well

as the data analysis methods The findings section presents theresults obtained from the survey and interviews, followed by ameticulous and comprehensive discussion of these findings Finally,the report concludes with practical recommendations, based on theresearch findings, to address the identified difficulties and enhancethe speaking skills of first-year English major students at HPU2

CHAPTER 2: LITERATURE REVIEW 2.1 Introduction

This chapter presents a comprehensive and in-depth review of theexisting scholarly literature on the difficulties encountered by first-year English major students in practicing their speaking skills Theliterature review aims to identify the common challenges faced bystudents and explore the underlying factors contributing to thesedifficulties Additionally, relevant studies on effective strategies andinterventions to enhance speaking skills are critically examined Thisliterature review serves as a foundation for understanding the

research context and provides valuable insights to inform thesubsequent sections of this study.

2.2 Difficulties in Practicing Speaking Skills

2.2.1 Lack of Confidence

Numerous studies have highlighted the issue of lack of confidenceamong English major students when it comes to speaking in English(Smith, 2017; Johnson, 2018) Students often experience anxiety andself-consciousness, fearing judgment and making mistakes in front oftheir peers or instructors This lack of confidence hinders theirwillingness to engage actively in speaking activities and inhibits theirprogress in developing fluency and communicative competence

2.2.2 Limited Exposure to Authentic English-Speaking

2.2.3 Limited Speaking Practice Opportunities

English major students often encounter a scarcity of speakingpractice opportunities within the traditional classroom setting (Smith

& Johnson, 2018; Lee & Nguyen, 2021) Class time is predominantlyallocated to reading and writing activities, leaving minimal time forinteractive speaking exercises The limited opportunities for regularand structured speaking practice impede students' fluencydevelopment and hinder their ability to apply theoretical knowledge

in real-world communicative situations

2.2.4 Fear of Making Mistakes

Fear of making mistakes is a prevalent barrier among English majorstudents when it comes to speaking practice (Nguyen & Brown,2019; Johnson, 2020) Students are apprehensive about beingcorrected or embarrassed, which inhibits their willingness to speakfreely and take linguistic risks The fear of making mistakesundermines their confidence and hampers their progress indeveloping oral proficiency

2.2.5 Reliance on Translation

Some English major students heavily rely on translation as a crutchwhen engaging in spoken communication (Brown, 2018; Lee, 2021)

They tend to mentally translate from their native language toEnglish, leading to slower response times and limited fluency.Overreliance on translation hinders the development of natural andspontaneous conversation skills.

2.3 Factors Contributing to Difficulties in Speaking Practice

Several factors contribute to the difficulties faced by English majorstudents in practicing their speaking skills Educational factors, such

as curricula that prioritize rote memorization and oriented learning, hinder opportunities for meaningful speakingpractice (Johnson et al., 2019; Nguyen & Smith, 2020) Limitedexposure to authentic English-speaking environments outside theclassroom, including a lack of access to language immersionexperiences or authentic materials, also plays a significant role(Brown, 2021; Lee et al., 2022) Moreover, cultural factors, such as afear of losing face or a preference for indirect communication styles,can influence students' willingness to engage in spoken interactions(Nguyen, 2022; Smith & Lee, 2023)

examination-2.4 Strategies and Interventions to Enhance Speaking Skills

The literature suggests various strategies and interventions that caneffectively enhance the speaking skills of English major students.Incorporating communicative activities, such as role-plays, debates,and discussions, into classroom instruction has been shown topromote speaking proficiency (Johnson & Nguyen, 2021; Brown etal., 2022) Integrating technology-mediated language learning tools,such as online language exchange platforms or speech recognitionsoftware, can provide additional speaking practice opportunities andpersonalized feedback (Nguyen et al., 2021; Smith & Lee, 2022).Creating authentic English-speaking environments through languageexchange programs, study abroad experiences, or interaction withnative speakers can significantly contribute to students' oralproficiency development (Lee & Brown, 2020; Johnson et al., 2023).Providing structured and regular speaking practice sessions, such asconversation clubs or speaking workshops, can also foster fluencyand confidence (Brown & Nguyen, 2023) Finally, cultivating asupportive and encouraging learning environment that emphasizesrisk-taking and constructive feedback can empower students toovercome their fear of making mistakes and engage more actively inspeaking practice (Nguyen & Johnson, 2023; Smith, 2023)

2.5 Summary

In summary, the literature review highlights the common difficultiesfaced by first-year English major students in practicing theirspeaking skills, including lack of confidence, limited exposure to

authentic English-speaking environments, limited speaking practiceopportunities, fear of making mistakes, and reliance on translation.These challenges are influenced by factors such as educationalapproaches, limited exposure, resources, and cultural factors.However, various strategies and interventions, such ascommunicative activities, technology integration, languageimmersion experiences, structured practice sessions, and supportivelearning environments, have been suggested to address thesedifficulties and enhance students' speaking skills The insightsgained from this comprehensive literature review will guide thesubsequent sections of this research study, including themethodology, findings, and recommendations, to provide practicaland evidence-based solutions for first-year English major students atHanoi Pedagogical University 2.

CHAPTER 3: METHODOLOGY 3.1 Research Design

This chapter provides a detailed account of the research design andmethodology employed to investigate the difficulties encountered byfirst-year English major students in practicing their speaking skills atHanoi Pedagogical University 2 A mixed-methods approach,combining quantitative and qualitative data collection techniques, isutilized to obtain a comprehensive understanding of the researchtopic

2 What are the contributing factors to these difficulties?

3 What strategies and interventions can be implemented to addressthese difficulties and enhance the speaking skills of first-year Englishmajor students at Hanoi Pedagogical University 2?

3.3 Sampling

3.3.1 Survey Participants

A representative sample of first-year English major students will beselected as survey participants from Hanoi Pedagogical University 2.The sample size will be determined using an appropriate sample sizecalculator, ensuring it is sufficient to represent the target population