Some suggestions for teaching english speaking skill to the non english major students at vinh university masters thesis in education

INTRODUCTION

Rationale

In today's interconnected world, English has rapidly become the international language of communication To meet this global demand, English is widely taught across Vietnam, particularly in schools, colleges, and universities As a result, English has become a compulsory subject for students nationwide, emphasizing its importance in education and future opportunities.

Many Vietnamese students, especially college and university learners, face challenges in speaking English fluently despite studying the language for many years Even students who have learned English since secondary or high school often struggle to communicate effectively, with some unable to speak at all Teachers at Vinh University observe that students rarely use English confidently for basic communication during speaking lessons Common reasons include students' lack of ideas to express and low participation in speaking activities, indicating the need for improved teaching methods to enhance their speaking proficiency.

Many non-English major students excel in reading and writing but struggle with speaking English, often remaining silent during class despite encouragement to practice oral skills This poor participation can be attributed to several factors, including large class sizes, lack of ideas, low motivation, and insufficient confidence in speaking, along with limited language knowledge Additionally, inadequate teaching methods and teaching tools may further hinder students' ability to communicate effectively in English.

Extensive research has been conducted on improving speaking skills, with solutions such as innovating teaching methods, revising syllabi and textbooks, upgrading teachers' qualifications, and modifying speaking test formats However, at Vinh University, there has been no research focused on integrating communicative activities into speaking instruction to enhance student performance.

English at VU is actively aware of the challenges students face in improving their speaking skills These difficulties have motivated her to conduct research on effective teaching strategies Her study, titled "Some Suggestions for Teaching," aims to identify practical methods to enhance students' oral communication abilities and address common obstacles in language learning This research contributes valuable insights for educators seeking to improve English speaking proficiency among their students.

English speaking skill to the non-English major students at Vinh University‖

This thesis provides an overview of the current situation of teaching and learning speaking skills among non-English major students at VU It highlights various methods, focusing on communicative activities designed to enhance students' speaking abilities These activities aim to help teachers effectively achieve the objectives of each course unit in New Headway Pre-intermediate, Third Edition The suggested activities serve as practical references for teachers to improve their teaching strategies and facilitate better speaking skill development among their students.

Aims of the study

This thesis aims to propose effective classroom activities designed to enhance English speaking skills among non-English major students at VU The study seeks to provide practical strategies to assist teachers in improving students’ oral proficiency By implementing these activities, educators can create engaging and interactive learning environments that foster better communication skills Ultimately, the research aims to support teachers in delivering more effective English speaking instruction to non-English majors at VU.

This study aims to examine the current practices in teaching and learning speaking skills among non-English major students at VU to identify the reasons behind students' reluctance to speak English and the challenges faced by teachers Additionally, the research proposes effective classroom activities designed to enhance speaking skills for non-English majors.

Research questions of the study

The researcher wish to raise the questions as follows:

1 What difficulties do the teachers at VU encounter in teaching the skill of speaking to non-English major students?

2 What should be done to minimize the difficulties in teaching the skill of speaking to non-English major students experienced by the teachers of English at VU?

Organization of the study

The study consists of the following parts:

This part will introduce the problem leading to the study, rationale, purpose, scope, and organization of the study

Chapter 2: Literature review and theoretical background

This chapter provides a comprehensive review of relevant concepts related to language and speaking skills, including previous studies that inform current understanding It explores the nature of language skills and specifically focuses on the speaking skill, addressing what speaking entails and its key components The discussion highlights the essential skills and knowledge a good speaker must possess, along with the defining characteristics of effective speaking The chapter also examines methods for teaching speaking skills, outlining the primary aims and developmental approaches used in instruction Additionally, it reviews how speaking skills have been taught to adult ESL learners to enhance their communicative competence in real-world contexts.

This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis

Chapter 4 Findings and Discussions The part deals with the findings drawn out from the analysis of data The chapter also proposes some suggestions to make teaching English speaking more effective

Main points and contents of the study will be summarized based on the results of the study.

LITERATURE REVIEW

Review of previous studies

For many years, language teaching was seen as helping learners develop linguistic competence, many researches around teaching speaking such as

Effective error-correction strategies in speaking lessons, along with practical suggestions for conducting engaging English speaking activities, have proven to significantly motivate students to improve their language skills Recently, Communicative Language Teaching (CLT), which focuses on meaningful communication and a learner-centered approach, has become the dominant methodology in language education Integrating these approaches enhances students' speaking proficiency and fosters a more interactive and confidence-building learning environment.

Recent research by Julie Mathews-Aydinly and Regina Van Horne (2006) highlights that multilevel classes pose significant challenges for teachers, particularly in designing engaging speaking activities for diverse learners with varying proficiency levels and interests Their study also offers practical solutions to address these difficulties Given the importance of teaching speaking skills to non-English majors at VU, I am motivated to explore effective speaking activities that can enhance English speaking instruction and contribute to student success.

What is speaking?

Speaking is an interactive process of constructing meaning through producing, receiving, and processing information (Brown, 1994; Burns & Joyce, 1997) Its form and meaning are shaped by contextual factors such as the participants involved, their shared experiences, the physical environment, and the speaking objectives Effective speaking skills require learners to master language components like grammar, pronunciation, and vocabulary, while also understanding when, why, and how to appropriately use language in different situations.

According to Bygate (1987), speaking is the skill by which people are most frequently judged and evaluated Learners need to develop confident speaking abilities to succeed socially, professionally, and academically Speaking serves as a key medium for social solidarity, social ranking, professional advancement, and business success Additionally, it is an essential channel through which much language is learned, emphasizing its importance in language development and communication skills.

According to Brown and Yule (1983), spoken language is characterized by short, fragmentary utterances with variable pronunciation, featuring frequent repetition and overlap between speakers Speakers often use non-specific references and intentionally create a less conceptually dense communication through loosely organized syntax and vague words or phrases This approach makes spoken language feel more informal and accessible compared to more structured forms like prose.

What are components of speaking?

This section explores the key components of spoken English based on van Lier's (1995) model, emphasizing the importance for teachers to understand these interconnected elements to effectively support adult learners in improving their speaking skills Essential elements include distinctive features, phonemes, syllables, morphemes, words, phrases, clauses, and utterances, all of which contribute to fluent and accurate spoken communication Recognizing the relationship between these components enables educators to better facilitate language development in adult language learners.

The diagram illustrates the key components involved in teaching speaking to adult ESL learners It emphasizes the importance for teachers to understand the four traditional areas of linguistic analysis, which form the foundation for effective instruction Additionally, it highlights the various units of spoken language that learners need to master to achieve fluency By focusing on both linguistic analysis and spoken language units, educators can develop comprehensive strategies to enhance adult ESL learners' speaking skills.

Spoken discourse consists of utterances, which are the individual statements made by speakers A clause is made up of two or more words containing a tense-marked verb and a grammatical subject, with independent clauses standing alone as complete sentences ("Tuan went to work") and dependent clauses needing additional context ("While Tuan was going to work") Phrases are groups of words functioning as a unit but lacking a tense-marked subject or verb, such as prepositional phrases ("in the hospital," "after school") and infinitive phrases ("to drive," "to move up") While clauses and phrases are often combined in speech, they rarely stand alone in formal writing; both can also function as utterances at different levels of spoken language, along with individual words.

A free morpheme is a fundamental unit of language that can stand alone and carry meaning, such as "bus," "apply," or "often." In contrast, bound morphemes are attached to words and include prefixes like "un-" or "pre-," as well as suffixes such as "-tion," "-s," or "-ed." Vietnamese learners of English often find it challenging to use these English suffixes correctly due to the absence of similar grammatical markers in the Vietnamese language, especially under speaking pressure.

A phoneme is a unit of sound that distinguishes meaning Phonemes can be either Consonants (like /p/ or /b/ in the words pat and bat) or Vowels (like /i/ and

In the top levels of the figure, the word syllable overlaps the levels of morphemes and phonemes because a syllable can consist of a morpheme or simply one or more phonemes

Segmental phonemes include consonants and vowels, which form the basic sound units of language A spoken syllable can be as simple as a single phoneme, such as /o/ in "okay," or consist of multiple combined sounds, like the second syllable in "okay." Syllables are also made up of free and bound morphemes, with free morphemes like "hat" containing three phonemes within a single syllable Understanding the structure of phonemes, syllables, and morphemes is essential for analyzing phonetics and phonology in linguistics.

Stress, rhythm, and intonation are key suprasegmental phonemes that carry meaning beyond individual sounds These features influence how a sentence is understood, often altering its message based on their placement For example, the sentence “I am going now” can have four different interpretations depending on which word is emphasized through stress These variations in meaning are closely linked to the contextual use of speech and highlight the importance of suprasegmental phonemes in effective communication.

I am going now (You may be staying here, but I choose to leave.)

I am going now (You may assert that I‘m staying, but I insist that I am leaving.)

I am going now (I insist that I am leaving, rather than staying.)

I am going now (I am not waiting any longer.)

Understanding the levels of spoken language is essential for assessing the speaking skills of Vietnamese learners According to Major (2001), mastering a language’s sound system involves several key components: individual segments (vowels and consonants), their combinations, prosody (stress, intonation, rhythm), and the overall accent A global foreign accent results from the nonnative influence across these elements, highlighting the importance of comprehensive pronunciation training for improving speaking proficiency.

Research by Major (2001) highlights that both the learner's age and the age at which they first encounter the language are crucial factors in achieving a native-like accent He emphasizes that most studies show younger learners tend to develop more authentic pronunciation Specifically, "the younger the learner, the more native-like the pronunciation" is a consistent finding across language acquisition research.

Understanding the Pyramid of Language highlights that all levels of language operate simultaneously during communication, demonstrating that conversation is a complex and dynamic process It is essential for language teachers to comprehend these interconnected language units and how they work together to enhance effective teaching and learning.

Characteristics of Speaking Skill

According to Bygate (1987), in spoken communication, the listener is usually present and able to understand and respond even if mistakes are made, unlike in reading or writing Speaking requires patience and imagination from the speaker, who must also pay attention to the listener's reactions Effective conversation involves giving the listener opportunities to speak, fostering a dynamic and interactive exchange.

Research by Brown (1983) emphasizes that listening enhances speaking skills by providing learners with models to emulate and fostering an understanding of the challenges involved in speaking Experiencing the role of a hearer is more beneficial for language learners than solely practicing speaking tasks, as it deepens appreciation of the task's requirements According to Richards (1985), Communicative Competence encompasses a) knowledge of grammar and vocabulary, b) understanding the rules of spoken interaction such as starting, ending conversations, and appropriate topics, c) the ability to perform and interpret various speech acts like requests and apologies, and d) using language appropriately across different social contexts (Nunan, 1999).

According to Nunan (1999), effective language speaking requires the ability to articulate sounds clearly, possess an adequate vocabulary, and mastery of syntax These essential skills enable learners to communicate comprehensively and confidently in a new language.

Dell Hymes (1974) introduced the concept of communicative competence as a comprehensive alternative to Chomsky's linguistic competence Unlike linguistic competence alone, communicative competence encompasses socio-linguistic and conversational skills that enable speakers to effectively adapt their language to different social contexts This broader understanding highlights the importance of knowing not just how to produce correct language, but also how to say what is appropriate to whom and in which situation.

Aims of Teaching Speaking Skill

Many students, particularly in developing countries, who have undergone several years of formal English education, often still struggle with practical language use and comprehension Despite extensive classroom learning, these students frequently lack the ability to effectively communicate in everyday situations, whether through speaking or writing This highlights a significant gap between language instruction and real-world communication skills, underscoring the need for more applied, communicative approaches in language teaching.

The primary objective of teaching speaking skills is to enhance communicative efficiency, enabling learners to communicate both appropriately and effectively As highlighted by Newmark's example of a man proficient in grammatical structures but lacking in utterance competence, mastering language mechanics alone does not ensure effective communication Therefore, developing practical speaking abilities focused on real-world interaction is essential for achieving true communicative competence.

So, to help learners develop communicative efficiency in speaking, teacher can use balanced activities approach that combines language input, structured output and communicative output

Language input, including teacher talk, listening activities, reading passages, and exposure to language outside the classroom, provides learners with essential material This foundational exposure equips students with the necessary knowledge to start producing language themselves, fostering active language use and communication skills.

Language input may be content oriented or form oriented

Structured output emphasizes the importance of correct form in language learning It provides learners with response options that all require the use of the specific grammatical structure or form recently taught by the instructor, reinforcing proper usage through practice and repetition This approach ensures learners internalize correct patterns and enhances their accuracy in applying new language skills.

Structured output is designed to make learners comfortable producing specific language items recently introduces, sometimes in combination with previously learned items

In communicative output activities, learners aim to complete tasks such as obtaining information or planning travel, using both recently learned language and existing vocabulary, grammar, and communication strategies The primary goal is successfully conveying the message, with accuracy being secondary unless errors hinder understanding Success is determined by whether the learner effectively gets the message across, emphasizing functional communication over perfect correctness.

A balanced activities approach in language teaching incorporates a diverse range of input and output activities, catering to learners of all proficiency levels, including beginners This variety enhances motivation and engagement, leading to more effective language acquisition By integrating different activity types, teachers create a dynamic learning environment that supports comprehensive language development and fosters sustained learner interest.

Difficulties in teaching English speaking skill

Language teaching is a complex process involving multiple interconnected factors According to Larsen-Freeman, it can be categorized into three key areas: language learner and learning (how to learn), language and culture (what to learn), and teacher and teaching methods (how to teach) Based on these perspectives, challenges in general language teaching, especially in developing English speaking skills, are analyzed from the viewpoints of both teachers and students, considering the objective factors that impact the effectiveness of the teaching process.

Inappropriate teacher pedagogical practices a The amount of Teacher Talk

According to second language acquisition theories, active participation from both teachers and students is essential in language classes, with teachers responsible for providing high-quality input and ample opportunities for students to practice the target language The distribution of teacher talk time significantly impacts language learning, as research shows teachers tend to account for over 70% of classroom talk, primarily through explanations and management instructions This dominance of teacher-initiated talk can restrict student opportunities to speak, limiting their language development Harmer emphasizes that the most effective lessons maximize Student Talk Time (STT), as encouraging students to use the language they learn is a crucial teacherRole Additionally, effective correction by teachers plays a vital role in fostering student progress in language acquisition.

Learners inevitably make mistakes during the learning process, which are valuable as they reveal how language is acquired and the strategies learners use (Brown, 2002) Correcting these errors is a crucial role of the teacher, as it helps improve student performance through explanations, alternative forms, or eliciting corrections from learners (Ur, 2000) Effective correction enhances students' understanding of language meaning and structure, facilitating their overall language development.

Effective correction in language learning should be approached with encouragement and tact, as emphasized by Ur (2000), who advocates for supportive and delicate feedback Learners possess intuitive knowledge about the type of correction that benefits them most, making their preferences a valuable guide for teachers It is essential for educators to be cautious when providing corrections; insensitive or harsh approaches can upset students and undermine their confidence Additionally, Krashen’s Input Theory highlights the importance of comprehensible and positive input to facilitate language acquisition.

Input is essential for effective language learning, as no learning can occur without it The language used by teachers significantly influences learners’ language production, interaction, and overall learning outcomes A key challenge lies in determining the appropriate type and amount of input that maximizes classroom learning, ensuring that students receive useful and engaging language exposure to accelerate their proficiency.

According to Krashen, language learning occurs exclusively through access to comprehensible input, meaning learners acquire language by understanding messages they receive He emphasizes that learning happens when learners are exposed to linguistic items just beyond their current proficiency level, explained through the “i+1” structure, where “i” represents the learner’s existing competence and “+1” the new items to be acquired Krashen's Input Theory also includes two important corollaries that further support the idea that meaningful communication and appropriate input are essential for effective language acquisition.

Corollary 1: Speaking is a result of acquisition, not its cause; it emerges as result of building competence via comprehensible input

Corollary 2: If input is understood and there is enough of it, the necessary grammar is automatically provided The language teacher need not attempt deliberately to teach the next structure along the natural order it will be provided in just the right quantities and automatically reviews if the student receives a sufficient amount of comprehensible input

Effective language learning relies on providing learners with comprehensive and appropriately timed input, forming the foundation for successful acquisition Teachers should ensure their speech is understandable in various forms and quantities to facilitate learning To determine if their input is sufficient and comprehensible, educators can employ simplified input through both one-way methods, like lectures and reading, and two-way interactions, such as conversations Krashen emphasizes that two-way interaction is particularly effective, as it allows learners to gather contextual clues and receive adjusted input when encountering communication challenges, ultimately enhancing language acquisition.

According to Krashen, language acquisition occurs through learners' access to comprehensible input, emphasizing the importance of providing understandable and appropriately scaled language exposure He explains that incomprehensible input is unlikely to facilitate learning, highlighting the critical role of teacher talk as a primary source of language input in classroom settings Therefore, teachers should focus on making their input comprehensible and engaging to enhance foreign language learning Additionally, the teacher-learner relationship plays a vital role in creating a supportive environment that fosters effective language acquisition.

A strong teacher-student relationship is crucial in addressing issues related to teaching speaking skills, as it fosters a positive learning environment Establishing rapport can be achieved by engaging students in discussions about their feelings and helping them manage speaking anxieties, which can hinder language development (Tsui, 1996) Teachers can build trust by speaking privately with students outside the classroom, creating a sense of partnership and reducing feelings of inhibition Furthermore, students tend to feel more comfortable when taught by teachers who are humorous, friendly, relaxed, and patient (Young, 1991) Research by Horwitz (1988) and Horwitz et al (1991) extensively explores how teacher-learner interactions influence learner anxiety, emphasizing the importance of positive relationships in language acquisition.

Teachers’ deficiency in English communicative competence

A significant constraint in teaching speaking skills is teachers' lack of English communicative competence Traditionally, language instruction focused on developing linguistic competence—helping students master sounds, vocabulary, and grammar patterns of English This approach operated under the belief that by learning individual language components, students would eventually be able to combine them and effectively communicate.

In the 1970s and 1980s, our understanding of language learning shifted towards a broader focus influenced by international developments in linguistics, curricula, and pedagogy, along with sociolinguistic research from countries like Australia, Canada, New Zealand, the UK, and the US This shift was driven by an increasing number of refugees and immigrants settling in English-speaking countries, highlighting that developing linguistic competence alone is insufficient for speaking English effectively and integrating into society.

In the mid-1970s, the concept of linguistic competence evolved into the broader idea of communicative competence This refers to language learners' ability to interact effectively with others and make meaning, rather than just performing well on grammatical tests Communicative competence emphasizes practical language use in real-life conversations, highlighting the importance of interaction skills in language learning.

There are several important models of communicative competence (see especially Bachman, 1990, Canale and Swain, 1980, Richards, Platt and Weber,

Sociolinguistic competence, which encompasses the ability to use language appropriately across different contexts, is central to effective communication This includes mastering register variations—ranging from formal to informal—selecting appropriate vocabulary, shifting styles to suit the situation, and employing politeness strategies Seminal works by Littlewood (1985), Hedge (1994), and others highlight the importance of these skills in achieving language proficiency and social appropriateness Developing sociolinguistic competence is essential for successful interaction in diverse social and cultural settings.

Strategic competence is a vital aspect of communicative competence, especially in speaking, as it encompasses a learner's ability to use effective language strategies to compensate for gaps in skills and knowledge For instance, when a learner doesn't know a specific word needed to express their meaning, they can employ various strategies to communicate their message successfully Developing strong strategic competence enhances overall language proficiency and ensures smoother, more effective communication despite challenges.

Development approach of speaking skills

Effective English teaching presents challenges such as large class sizes, diverse learner types, limited instructional hours, and varying material types, all of which can hinder optimal classroom management To overcome these obstacles, teachers must master a range of techniques and procedures to enhance learners’ language skills According to Byrne (1991), developing learners’ oral proficiency involves three key phases, which are essential for effective language instruction and improving speaking skills.

In this phase, teachers serve as the central figures, acting as effective information providers by selecting and presenting teaching materials to maximize learners' understanding of new language items They utilize dialogues and prose, the two main oral material formats found in most course books, ensuring these forms are presented in engaging and meaningful ways to facilitate memorability for learners who are initially passive.

According to Byrne (1991:22) introduction of the procedure in which the ten different steps are used to present a dialogue They are:

 Establish setting by using pictures At this phrase English should be used as much as possible,

 Draw out learners‘ experience related to situation

 Set listening task by asking key information of the dialogue

 Ask learners to listen without looking at the books

 Allow learners to have a look at their books when necessary

 Ask the learners to listen and repeat

 Ask learners to pick up difficulties (good chance for learners to soak) and explain difficulties

 Ask them to practice( Role- play)

 Ask learners to dramatize the dialogue

This procedure is well-organized and logically structured; however, its effectiveness depends on the learner's competence, which may lead to some steps being omitted Vietnamese learners often find step ten challenging due to shyness and limited time, affecting their ability to complete the process The remaining nine steps are primarily utilized to develop and present prose effectively.

Byrne (1991:26) suggested that teachers should use nine below steps to present a passage

 Introduce the topic by asking learners to look at the picture or asking them about related things

 Introduce the text New words and structures are given

 Ask the learners to read the passage in silence and find the answers,

 Ask learners to read again aloud and ask for the answer

 Explain difficulties they still have

 Do silent reading again because the learners need to go on the step nine

 Get the learners to talk about what they have to learner based on the previous answers

In the practice phase, learners are encouraged to take the lead in speaking, with the teacher providing maximum support through engaging activities and exercises designed to enhance fluency Pair work and group work are commonly utilized to foster interactive practice and build confidence in speaking skills Unlike the presentation stage, where the teacher primarily speaks, this phase emphasizes student participation and active use of language in real-life contexts.

Providing learners with authentic opportunities to speak English freely is essential at this stage, allowing them to use the language naturally and confidently Group work is a vital strategy for encouraging practice, as it ensures all students participate actively in speaking tasks Engaging in collaborative activities not only saves time but also boosts learners’ confidence in their speaking abilities.

According to Byrne (1988), improving learners' speaking ability requires following three specific phases in sequence However, practical constraints such as limited time, diverse learner types, and available materials often prevent strict adherence to these phases These phases may overlap or blend into one another, as the primary goal remains enabling students to communicate effectively Teachers should monitor students' speech during the Practice and Production phases to assess their progress and identify common errors, ensuring targeted support for language development.

How speaking skill has been taught to ESL learners

Over the past 60 years, three primary language teaching methods have dominated the instruction of speaking skills in second and foreign language learning This article reviews each method briefly and examines how each approach addresses the speaking skill specifically for adult learners Understanding these methods helps educators choose effective strategies to enhance adult learners' oral communication abilities in a second language.

The grammar-translation method focuses on teaching students to analyze grammar rules and translate texts, typically in writing, from one language to another Its primary instructional goal is to enable learners to read and understand the literature of a specific culture According to Richards and Rodgers (1986), the key characteristics of this method emphasize grammar mastery and translation skills as central components of language learning.

Reading and writing are the major focus;

The vocabulary studied is determined by the reading texts;

The sentence is the basic unit of teaching and language practice‖;

The primary emphasis is on accuracy;

Teaching is deductive (i.e., grammar rules are presented and then practiced through translating); and

The medium of instruction is typically the students‘ native language

The grammar-translation method is ineffective for developing speaking skills in adult ESL learners, as it primarily focuses on translating texts and grammar exercises rather than oral communication It does not align with the goals of improving fluency, oral production, or communicative competence In this approach, speaking activities mainly involve reading translations aloud or practicing grammar exercises, offering limited opportunities for students to express original thoughts, personal needs, or feelings in English Therefore, it is not suitable for nonacademic adult ESL students seeking to enhance their ability to speak confidently and naturally.

The audio-lingual method dominated English language instruction for many years, emphasizing the repetition of sentences and memorized dialogues to develop speaking skills Its core principle is that students learn to speak by practicing grammatical structures until they become automatic, enabling them to engage in conversations This approach focused on engineering repeated oral production of structures, prioritizing grammatical and phonological accuracy alongside fluency to effectively teach oral language (Bygate, 2001).

The audio-lingual method is based on behaviorist theories of good habit formation, emphasizing the importance of frequent repetition and correction in language learning Teachers quickly address spoken errors to prevent students from developing bad habits that could be internalized by both the learner and peers This method minimizes vocabulary and grammar explanations, focusing instead on intense repetition and practice to develop automatic and fluent speaking habits.

- that is, adult ESOL learners would not have to stop and think about how to form an utterance before speaking

Audiolingualism quickly lost popularity due to strong theoretical arguments against it and disappointing classroom results (Ellis, 1990) Many learners found pattern practice and drills boring, leading to decreased interest in language learning Adult learners often felt restricted because the method minimized explicit grammar instruction Additionally, memorizing patterns did not effectively develop fluent communication skills in real-life situations.

Audiolingualism focused heavily on developing oral skills through extensive practice in language laboratories, emphasizing correct habit formation of linguistic rules (Lazaraton, 2001, p 103) However, this highly controlled practice regimen may not effectively prepare learners for the spontaneous and fluid conversations they encounter outside the classroom environment.

During the 1970s and 1980s, dissatisfaction with the audio-lingual method led TESOL professionals to reevaluate traditional beliefs about language learning This shift in perspective contributed to the emergence of communicative language teaching, which emphasized real communication skills over rote memorization, transforming how languages are taught and learned.

CLT is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language

In adult ESL instruction, teachers often prioritize students' ability to communicate their messages over absolute accuracy (Hammerly, 1991) While accuracy refers to how closely learners' speech aligns with native speaker norms, fluency involves the speed, ease, and naturalness of oral communication Proficient speakers are both fluent and accurate; however, at lower levels, these skills can conflict, with learners sometimes speaking hesitantly to ensure correctness or rushing to maintain fluency Therefore, effective teaching should incorporate both form-focused activities to improve accuracy and fluency-building exercises to enhance natural, effortless speech.

In language teaching, methods like Total Physical Response emphasize input-based activities, focusing on receptive skills Conversely, communicative language teaching promotes interaction through activities such as role plays and information gap tasks, enhancing communicative competence Curricular approaches like task-based and project-based learning further foster student interaction Organizational features such as pair work and group work are central to interactive lessons in communicative language teaching, encouraging learners to practice real-life communication skills.

Over the past 60 years, the Grammar-Translation method and the Audio-lingual method have dominated language teaching worldwide, but both have notable drawbacks in teaching speaking skills today These traditional approaches often fall short, especially for adult learners, whose psychological characteristics, mindset, and learning abilities necessitate more active, production-based methods rather than passive, rote-learning techniques.

METHODOLOGY

Overview of the subjects of the study

The study was conducted at Vinh University, where English is a compulsory foreign language subject Non-English major students are required to earn 7 credits in English, equivalent to 105 lecture periods of 50 minutes each To enroll in English classes, students must first pass an entrance exam at the A2 level Those who achieve a score of 5 (50%) are eligible to select any English class of their choice, ensuring they meet the university’s language proficiency requirements.

Non-English major students exhibit varying levels of English language proficiency due to differing educational backgrounds Some students have studied English for up to seven years, while others have only three years of high school instruction focused solely on written English Additionally, some students have never learned English, as their secondary education emphasis was on French or Russian This significant disparity in language skills influences students’ learning attitudes and engagement with English language study.

Many students struggle to communicate in English in class due to shyness and limited social knowledge Their inadequate English skills prevent them from participating actively, leading them to remain silent during lessons Additionally, traditional teaching methods may contribute to their lack of engagement and language development.

Students' attitudes towards learning significantly impact teaching effectiveness, with many viewing English as a non-essential subject for their future careers Consequently, their primary goal becomes passing exams rather than developing language skills Additionally, most students lack effective learning strategies and the habit of independent or creative study, resulting in little or no preparation at home or consistent review of lessons.

At the end of each semester, students must participate in a final exam to assess their overall understanding of the course material Prior to the final, students are typically required to complete at least a midterm test, with the number of tests varying depending on the instructor Successfully passing these assessments is necessary for students to earn the qualifying marks needed to partake in the final exam Regular assessments like midterms help track student progress and ensure they are prepared for the final evaluation.

At VU, teachers play a crucial role in the English learning process, yet most have limited international exposure, with none having studied in English-speaking countries Although many teachers possess years of pedagogical experience, their predominant use of traditional teaching methods, such as the Grammar Translation approach, limits the effectiveness of English instruction A recent study highlights significant challenges faced by non-English major teachers, particularly in teaching speaking skills to non-English students, stemming from issues related to teachers, students, and external factors Addressing these challenges by adopting more effective teaching strategies is essential to enhance the quality of English speaking lessons at VU and improve overall language competency.

Two teachers hold Ph.D degrees, while twelve teachers (60%) have M.A degrees, and the remaining 30% possess B.A degrees and are pursuing M.A courses Each teacher is responsible for teaching three to four classes, with each class comprising over 50 students They are required to utilize the textbook "New Headway Pre-Intermediate, Third Edition" by John and Liz Soars to deliver a total of 105 instructional periods within the training program.

The teaching material currently used for the non- English major students is the

― New Headway Pre-interemediate the third edition ‖ by John and Liz Soars

This textbook treats the four skills of listening, speaking, reading and writing thoroughly and combines traditional methods of language teaching and more recent communicative ones

The 12-unit textbook is programmed to be taught in 2 semesters as presented below in Table 3.1

Table 3.1: Distribution of Time and Units in 2 Semesters

The coursebook comprises 12 units, each centered around familiar topics for learners and including grammar, vocabulary, practice exercises, and communicative skills However, it primarily emphasizes grammar and related exercises over communication skills This focus is evident from the first page, where each unit introduces a topic and its grammar items without mentioning any specific skills As the content progresses, this trend is confirmed, with speaking activities not appearing until unit three Specifically, the coursebook’s speaking activities and drills are limited and only introduced later, highlighting a predominant focus on grammar over communicative skill development.

Time (50- minute lesson period/ week) Units Textbook

1 3 45 lesson periods per 15 weeks 1-5 New Headway

Pre- interemediate the third edition

Table 3.2: Speaking activities and topics/drills in the course book “New

Headway Pre-interemediate the third edition”

Unit Speaking activities Topics/drills

4 Discussion The main shopping center in the world

8 Discussion Jobs for boys and girls

The table indicates that the range of speaking activities is limited, with discussions being the most common This reliance highlights the importance of teachers' experience and enthusiasm in designing engaging speaking activities that motivate students and enhance their speaking skills.

Methods of the study

This study employs both qualitative and quantitative methods, utilizing interviews and questionnaires to collect data The quantitative approach offers objectivity and allows for hypothesis testing, as highlighted by Burns (1999) To understand the challenges faced by teachers and first-year non-English students in learning and teaching speaking skills at VU, a survey will be conducted among teachers and students This comprehensive data collection aims to provide a clear overview of the difficulties encountered in English speaking classes.

According to Burns (1999), qualitative research involves studying participants' opinions, actions, and experiences through interviews, observations, and published information Its key strength lies in collecting extensive and detailed data, which provides deep insights into the subject matter To gain a comprehensive understanding of the challenges in teaching English speaking skills to non-English major students at VU, the researcher plans to conduct in-depth interviews with teachers and students Their insights will be invaluable for thorough data analysis and understanding the difficulties faced in this educational context.

To gather the necessary information for this study, a survey was conducted among two distinct groups The first questionnaire was administered to 20 English teachers who teach non-English major students, providing valuable insights relevant to the research objectives.

The researcher selected students at VU as the study subjects to investigate the difficulties they face in teaching English speaking skills to non-English major students This study aims to identify specific challenges educators encounter in enhancing English speaking proficiency among non-major learners at VU Understanding these obstacles can provide valuable insights into improving teaching strategies and supporting non-English major students in developing their speaking skills effectively.

A questionnaire was administered to 100 first-year non-English major students at VU, selected from classes NN1-111 and NN1-112 at the end of the second semester in 2014 Most participants were aged between 18 and 23 years old, and they were actively learning English during the survey period The purpose of distributing the questionnaire was to identify the challenges faced by students in developing their English speaking skills.

Semi-structured interviews were conducted with teachers and students who identified the most common difficulties they face in teaching and learning English speaking skills, based on previous questionnaire responses.

Data were gained through the employment of two research instruments, namely, questionnaires and interviews, which will be discussed in detail below

The primary data collection method involved two survey questionnaires—one for teachers (Appendix 1) and one for students (Appendix 2)—aimed at identifying the key challenges faced by both teachers and students in teaching and learning speaking skills in English classes.

The teacher questionnaire includes five closed-ended questions written in English to assess various aspects of teaching practices and challenges Questions 1-3 focus on teachers' pedagogical methods, providing insights into their instructional strategies Question 4 evaluates teachers' communicative competence in teaching English, highlighting their language proficiency and interaction skills Lastly, question 5 identifies the difficulties teachers face when teaching English speaking skills to non-English major students, offering valuable data on common obstacles and areas for improvement.

The student questionnaire comprises five closed-ended questions in Vietnamese, designed to assess various aspects of English learning It explores students' motivation for learning English (Question 1), their opinions on speaking skills (Question 2), their evaluations of speaking topics and activities in the "New Headway Pre-Intermediate, third edition" textbook (Question 3), the causes of difficulties in developing speaking skills (Question 4), and students’ perceptions of teachers’ pedagogical practices (Question 5) This comprehensive survey aims to gather valuable insights to improve English language teaching and learning strategies.

This study utilized semi-structured interviews as a key research tool, with prepared questions to gather in-depth insights from teachers and students (see Appendix 3 for teacher interview questions and Appendix 4 for student interview questions) Eight items were designed for teacher interviews, while six items targeted students, serving to clarify and complement the findings from the survey questionnaires These open-ended questions allowed interviewees to freely express their thoughts, feelings, and opinions, enriching the overall data collection process.

Data collection

In the first phase of the study, questionnaires were distributed to 100 first-year non-English major students from two classes (NN1-111 and NN1-112) at the end of the second semester in 2014, achieving a 100% response rate, along with 20 non-English major teachers from VU, also with a 100% response rate Participants could select multiple answers for each question, so the total percentage may exceed 100% During classroom survey sessions, teachers were asked to leave the room to ensure students felt comfortable and could express their answers freely.

After analyzing the collected data, the researcher conducted semi-structured interviews with selected teachers and students who faced significant challenges in learning and teaching English speaking skills These interviews took place in comfortable locations at convenient times for the participants At the start of each session, the researcher clearly explained the study's purpose to ensure participants understood the context Throughout the interviews, questions and procedures were adapted based on participants' responses, with each session lasting approximately 10 to 15 minutes.

Data analysis involves interpreting data collected from survey questionnaires and interviews to extract meaningful insights Transcribed interview responses were examined to identify major themes, facilitating a comprehensive understanding of the research findings This process ensures accurate interpretation of data, supporting informed conclusions and decision-making.

The study analyzed questionnaire and interview data across three key themes: difficulties faced by teachers, students, and objective factors Teacher challenges included inappropriate pedagogical practices and a deficiency in English communicative competence Student-related issues encompassed previous educational experiences, lack of cultural and social knowledge, low motivation, limited English proficiency, and negative personal traits Objective barriers involved large, multilevel classes, time constraints, and textbook limitations To ensure accuracy and minimize bias, data were analyzed and categorized solely by the researcher For clarity, students were referenced by their first names—Toan, Linh, Thuy, Giang, and Phu—while teachers were identified using pseudonymous initials (H, T, M, L, G).

This chapter provides a comprehensive overview of the study's setting, research methods, instruments, and procedures, establishing a solid foundation for the research The major findings derived from the data collection will be systematically presented and analyzed in Chapter 4, offering valuable insights into the study's objectives.

Data analysis

Effective teacher pedagogical practices are crucial in encouraging students to speak English confidently in the classroom However, at VU, non-English major teachers often employ inappropriate teaching methods that hinder student participation These ineffective pedagogical approaches negatively impact students' willingness to practice English, emphasizing the need for improved instructional strategies tailored to language learning.

Table 4.1: Teachers‟ current teaching method

Questions Options No of teachers

1 What teaching methods are currently applied in your teaching speaking?

According to Table 4.1, all participants (100%) currently use the Grammar-Translation method in their English instruction, highlighting its prominence Additionally, 25% of teachers incorporate Communicative Language Teaching (CLT), while 15% utilize the Audio-Lingual Method Teachers tend to spend significant time explaining grammatical rules, focusing more on accuracy and form rather than promoting fluency among students.

Effective teaching methods are crucial in enhancing students’ speaking skills and increasing their active participation in language lessons A well-designed teaching approach can significantly motivate learners to engage more confidently in speaking activities Conversely, inappropriate or ineffective teaching strategies are often a key factor in students’ reluctance to participate in speaking lessons, hindering their language development and overall classroom engagement.

FINDINGS AND DISCUSSION

Difficulties from teachers

Effective teacher pedagogical practices are crucial for encouraging students to speak English confidently in the classroom However, at VU, non-English major teachers' current pedagogical approaches are deemed inappropriate and hinder student engagement Specifically, many teachers employ outdated or ineffective teaching methods that fail to foster active language use, thereby reducing students' willingness to participate in speaking activities Adopting modern, student-centered teaching strategies is essential to improve language proficiency and boost student motivation in English learning.

Table 4.1: Teachers‟ current teaching method

Questions Options No of teachers

1 What teaching methods are currently applied in your teaching speaking?

According to Table 4.1, 100% of participants currently use the Grammar-Translation method in their English lessons Additionally, 25% of teachers incorporate Communicative Language Teaching (CLT), while 15% employ the Audio-Lingual Method Teachers tend to focus heavily on explaining grammatical rules, prioritizing accuracy and form over fluency.

Effective teaching methods are crucial in motivating learners to participate actively in speaking lessons, significantly impacting their speaking skills Inappropriate or ineffective teaching approaches can discourage students from engaging, reducing their confidence and participation Additionally, incorrect or unsuitable correction of mistakes during speaking activities may hinder learners' progress, emphasizing the importance of using appropriate correction techniques to foster a supportive learning environment.

Table 4.2: Teachers‟ mistake correction for learners in speaking lessons

Questions Options No of teachers

2 What is your reaction to the students keep making mistakes?

Remain silent, smile and encourage them to go on 4 20

Remain silent but do not smile or encourage them 3 15

Stop them and correct mistakes 11 55

3 How often do you correct students’ mistakes while they are performing their tasks?

Question 2 in Table 4.2 identified that the participants who stopped students and corrected mistakes when they kept making mistakes made up 55% The results also showed that there still existed some teachers whose reaction to students‘ mistakes was in an unfriendly, unhelpful manner (15%) and was even angry (10%)

According to Table 4.2, 65% of teachers frequently interrupt students during their performances to correct mistakes, rather than remaining silent until the task is completed This high percentage suggests that the correction methods used by most teachers at VU may hinder students' opportunities to speak freely in class, potentially affecting their speaking confidence and fluency.

Analysis of the statistics in Table 4.2 indicates that current teacher correction methods are ineffective, negatively impacting students' speaking skills Interrupting learners during their presentations to correct errors disrupts fluency, hampers continuous thinking, and may cause students to forget their main ideas Additionally, frequent interruptions can lead to confusion, shyness, and reduced participation, ultimately diminishing learners' interest in speaking lessons.

Currently, teachers interrupt students during tasks 65% of the time, primarily focusing on accuracy rather than fluency This emphasis on accuracy can hinder the development of students' communicative abilities To enhance students' language skills, educators should balance their attention between accuracy and fluency, minimizing interruptions that disrupt students' natural speaking flow.

Table 4.3: Students‟ opinion on teachers‟ pedagorical practices

Question Options No of students

5 Are your teacher’s pedagogical practices appropriate?

If no, what are they? (Tick more than one option)

Teacher‘s mistake correction are not suitable 67 72,1

Teacher uses too much target language and talk too fast, which leads to incomprehensible input for students

Teachers always keep a distance from students, which leads to tense classroom atmosphere

42 45,2 c Teachers‟ too much talking time

Students’ perspectives reveal that many teachers dedicate excessive time to explaining grammatical rules and isolated words during speaking lessons, which limits students’ speaking opportunities and reduces their self-confidence development A student commented, “My teacher talks too much, focusing on grammar structures and new words, leaving us to sit silently and take notes, only answering when asked.” Additionally, 78.4% of students report that teachers use too much English and speak so quickly that they struggle to keep up, with insufficient survey data prompting further interviews Students expressed difficulty understanding teachers’ complex sentences and unfamiliar vocabulary, suggesting that using simpler language would benefit beginner students Moreover, fast speech in first-year classes was deemed unsuitable, as students with limited listening and speaking skills found rapid expressions particularly challenging, highlighting a need for improved teacher-student interaction strategies.

Table 4.3 indicates that teachers often maintained a distant relationship with their students, contributing to a stressful classroom environment This suggests that the teacher-learner relationship may be a significant factor affecting the development of English speaking skills Student feedback revealed that teachers generally lacked closeness, citing attitudes as serious, unfriendly, and unhelpful First-year students reported feeling tense and stressed due to the distant teacher-student relationships, highlighting the impact of personal connections on language learning success.

4.1.2 The lack of confidence in English communicative competance of the teachers

Table 4.4: Teachers‟ English communicative competence

Question Options No of teachers

4 How confident do you feel about teaching speaking? Are you able to cope orally with different situations?

Not self-confident at all 3 15

According to Table 4.4, 70% of English teachers lacked confidence when handling real-life communicative situations with students, primarily due to insufficient English communicative competence As explained in section 2.4.2.1, based on the work of Nunan, Canale, and Swain (1980), communicative competence encompasses not only linguistic skills but also sociolinguistic and conversational abilities that enable effective communication across different contexts Therefore, an English teacher's role extends beyond teaching grammar, vocabulary, and pronunciation to actively helping students practice speaking and applying their language skills in diverse real-world scenarios.

Difficulties from students

The analysis of Tables 4.5 and 4.6 shows that a significant majority of students (96%) face challenges in developing their English speaking skills, which aligns with VU teachers' perceptions that student-related issues are the primary obstacles According to survey questionnaires and interviews, both teachers and students attribute these difficulties to various factors, including limited prior learning experiences, low motivation, inadequate English proficiency, anxiety, shyness, and fear of losing face in oral language interactions.

Table 4.5: Teachers‟ difficulties in teaching speaking to non-English students at VU

Question Options No of teachers

5 What are the difficulties that you have experienced when teaching speaking to non-English major students at VU? (Tick more than one option)

Large class and multi-level class 20 100

Students‘ low level of English proficiency 20 100

Students‘ lack of background knowledge 12 60 Teachers‘ lack of confidence in English communicative competence 13 65

Table 4.6: Students‟ difficulties in learning speaking skill in English classes

4 Do you have any difficulties in English speaking lessons?

If yes, which following causes lead to your difficulties in English speaking lessons? (Tick more than one option)

Being afraid of losing face 56 58,3

Low level of English language proficiency 92 95,8

Many learners' reluctance to speak stems from their past educational experiences, where large classes and teaching methods focused primarily on grammar and accuracy, offering limited opportunities for speaking practice (Nunan, 1999) Students were often encouraged to listen quietly rather than speak out loud, a habit reinforced from primary school, making them hesitant to communicate freely in English (Huy) Teachers observed that first-year students at VU tend to depend on their teachers, prefer individual and quiet work, and favor structured learning approaches, reflecting typical Vietnamese learning styles that prioritize written tasks over oral communication.

4.2.2 Lack of background and social knowledge

Students today access a wide range of information through TV, radio, newspapers, magazines, and especially the Internet, but they mainly focus on entertainment and brief news such as football results, computer games, fashion trends, and pop singers Consequently, other life-related fields are often neglected, leading to poor understanding in both English and Vietnamese on topics like generation gaps, technological achievements, famous brands, discoveries, and major shopping centers This lack of knowledge makes it difficult for students to express themselves in English during discussions on such subjects, as they often have no relevant information, interest, or ideas to contribute Teachers confirm that this limited background knowledge hampers students’ ability to discuss these topics confidently, highlighting an urgent need for a more comprehensive educational approach.

―Most of the students are in poor participant The consequence is that they cannot say anything of the topics in the textbook” (M)

4.2.3 Anxiety or Shyness in class

Survey results reveal that learner anxiety and shyness, affecting 54.2% of students, significantly hinder participation in speaking lessons Many students hesitate to speak due to fear of being laughed at or judged by classmates when making mistakes or responding to teachers Additionally, unfamiliarity with speaking in front of peers contributes to their reluctance, emphasizing the need for supportive classroom environments to encourage oral communication.

4.2.4 Low motivation for learning English

Motivation in language learning can be classified as extrinsic when driven by external stimuli, such as grades or rewards, while intrinsic motivation refers to a learner's natural interest and enjoyment in acquiring the language (Fisher, 1990) Research shows that motivation plays a crucial role in developing all language skills, particularly speaking, by encouraging learners to practice and engage actively Enhancing motivation—whether extrinsic or intrinsic—significantly impacts the overall effectiveness of language acquisition and fluency development.

Table 4.7: Students‟ reasons for learning English

Question Options No of students

1 Why do you learn English?

(Tick more than one option)

It is obligatory subject in university curriculum 95 95

I am interested in English or enjoy learning English 16 16

It extends my future opportunities, i.e jobs, promotion etc 92 92

It is for the purpose of entertainment such as listening to music, playing games, reading books in

It widens my knowledge about countries in the world (i.e to learn about the language and culture of

It is an important means of communication 80 80

According to Table 4.7, 95% of students cited the compulsory nature of English in the school curriculum as their primary reason for learning the language, indicating predominantly extrinsic motivation Additionally, 92% of students stated they needed English to enhance future opportunities, further highlighting external factors driving their learning Conversely, only 16% expressed genuine interest or intrinsic motivation for learning English, suggesting a lack of personal engagement Overall, the findings reveal that extrinsic motivation significantly outweighs intrinsic motivation among non-English major students at VU, who view English as a secondary subject they are required to learn rather than a passion or hobby.

Table4.8: Students‟ opinions on the speaking skill

Most students recognize the importance of speaking skills, with over 50% rating it as quite important and 40% considering it very important This highlights that a significant majority value effective communication in language learning Conversely, only a small percentage (5%) believe that speaking skills are not at all important, indicating a general consensus on their significance Emphasizing the role of speaking proficiency can enhance language education strategies and student engagement.

Most students recognize the importance of developing their speaking skills in English However, many students remain reluctant to engage in English speaking activities Identifying the factors that hinder students from speaking English is essential to address their challenges effectively Teachers play a crucial role in motivating students to practice speaking by implementing supportive and engaging teaching strategies Understanding these reasons can help educators create a more encouraging learning environment that boosts students' confidence and willingness to speak English fluently.

4.2.5 Low level of English proficiency

According to the survey, learners‘ low proficiency in English is also a major factor preventing them from speaking

Although the student respondents of this study have learnt English since they were at secondary school, their vocabulary, grammar, and pronunciation are still so

Question Options No of students

2 How important is speaking skill to you?

Low English proficiency significantly hinders students' willingness to participate in oral activities, as those who struggle to express their ideas in English often feel discouraged and lose interest in speaking Factors such as difficulty in articulating thoughts and fear of making mistakes contribute to decreased confidence, leading students to avoid speaking in class Consequently, these challenges reduce students’ motivation to practice English verbally, impacting their overall language development Survey findings support that poor English skills are a primary barrier preventing students from engaging in English conversations during class.

Many students struggle with poor English skills, which negatively impact their confidence and speaking abilities Dung, an engineering student, expressed that his English proficiency is very bad, leading to a decline in his oral English skills Similarly, Hai, an economics student, shared that limited English ability causes her to feel anxious when speaking in class, fearing judgment and feeling nervous in front of others These challenges highlight how inadequate English skills can hinder students' confidence and participation in speaking situations.

Students often hesitate to participate actively in speaking lessons due to their passive learning style and reliance on traditional methods like Grammar-Translation and Audio-Lingual approaches In secondary and high school environments, where speaking practice is seldom encouraged or emphasized, students believe that mastering English simply involves listening to teachers, taking notes, and memorizing grammar and vocabulary Consequently, many students associate language proficiency primarily with grammar and vocabulary skills, neglecting the importance of speaking and listening development in their language learning journey.

Many students hesitate to speak in language lessons due to fear of losing face, often caused by low proficiency and lack of ideas This fear undermines their confidence, preventing them from seizing opportunities to express themselves and improve It’s important for students to understand that building confidence is crucial in language learning; making mistakes is a natural part of progress Teachers and friends should support students by providing constructive feedback rather than mockery, helping them correct errors and ultimately boost their language skills Overcoming the fear of losing face enables students to participate more actively and achieve greater fluency.

Difficulties from objective factors

As I have already mentioned, non-English classes in VU often consist of 40-

Our English classes consist of 50 to 75 students, creating a dynamic learning environment Students come from diverse backgrounds, with varying levels of English proficiency—some have studied English for seven years in secondary and high school, while others have only three years of experience Additionally, there are students who have never learned English before, and some who have already studied other languages such as French and Russian This diverse mix presents both challenges and opportunities for tailored teaching approaches.

Teachers frequently cited large, multilevel English classes as a significant challenge for teaching speaking skills, as varying student proficiency levels hinder effective cooperation and engagement In mixed-level classes, high-proficiency students often hesitate to partner with lower-proficiency classmates, leading to boredom and decreased motivation during pair activities Designing lessons that meet the diverse communicative needs of all students is often beyond teachers' capacity, and placing students in homogeneous classes would be ideal but is impractical since English is not the main subject During interviews, three teachers expressed that mixed proficiency levels are a major obstacle in English speaking instruction at VU, with one remarking on the pervasive nature of these student-related issues.

Many first-year students with strong English skills enjoy speaking lessons and find them engaging, while others feel demotivated and attend only because it is a compulsory subject in the curriculum.

Large English classes at VU, often with over 50 students, significantly hinder effective learning With less than a minute per student during sessions, practicing speaking becomes challenging, and teachers struggle to provide individual attention The high student-to-teacher ratio makes it difficult to manage class activities and ensure all students, especially quieter and less capable ones, stay engaged Consequently, these large classes can lead to decreased student interest in developing their speaking skills.

Teaching inhomogeneous and large classes presents a significant challenge for educators to meet the diverse needs of all students It is difficult to provide adequate attention to every learner, which can lead to decreased engagement, especially in oral English classes As a result, students may lose interest in speaking activities, impacting their language development and confidence Effective classroom management and tailored instructional strategies are essential for maintaining student motivation in large, diverse classes.

Many teachers (75% as shown in Table 4) expressed concerns about the limited teaching time and the extensive content required within that timeframe Interviews with subject teachers revealed that the current schedule restricts their ability to adequately cover all necessary material At VU, the New Headway Pre-Intermediate textbook for non-English major students allocates 105 periods (each lasting 50 minutes) to cover 12 units, encompassing all four language skills This translates to roughly 8 periods per unit, which is insufficient for thoroughly teaching and practicing each skill As a result, teachers experience significant pressure to manage the workload within the limited time, often feeling overwhelmed by the demands of delivering comprehensive instruction.

Our university has significantly reduced the duration of English courses from approximately 180 class hours to just 105 periods This change requires students to work much harder to complete the syllabus within a shorter timeframe Consequently, students must put in extra effort to ensure they meet their learning goals and succeed in their English language studies.

The shortage of classroom time forces teachers to adopt the grammar-translation method, which is time-efficient but limits student interaction According to teachers at VU, engaging students through speaking and asking referential questions is challenging within limited class periods, as it reduces the time available to cover essential content Additionally, preparing and designing interactive activities is labor-intensive and often discouraged due to teachers' heavy workloads Two teachers specifically highlighted time constraints as a significant obstacle, negatively impacting teaching quality and student participation.

―Because the time is limited, I often focus on grammar and vocabulary instead of the four language skills Obviously, speaking fluency is nearly neglected in my English class” (T)

Due to time constraints, I typically have students listen to the tape once or twice before reviewing the transcript and translating it into Vietnamese However, there are currently no speaking activities incorporated among students based on listening topics, which could enhance their language skills and listening comprehension.

Effective language learning relies not only on mastering grammar and vocabulary but also on developing practical communication skills While knowledge of linguistic rules is essential, it does not guarantee successful real-world communication, as demonstrated by students who excel in tests but struggle to apply their skills in context At VU, students particularly need to enhance their oral skills for effective communication both inside and outside the workplace To address this, teachers should adopt a communicative approach to teaching rather than relying solely on traditional grammar-translation methods However, interviewees noted that students still lack sufficient opportunities to improve their communicative competence, highlighting the need for more immersive and interactive learning experiences.

Due to limited class time, students have few opportunities for practical practice, which hampers their ability to develop language skills effectively I rarely incorporate pair or group work into lessons, and classroom interaction typically consists of brief questions and answers, restricting meaningful student engagement and active learning.

Textbooks have traditionally been a major challenge for teachers and administrators, as they form the backbone of the teaching and learning process in classrooms across the country In Vietnam's ELT context, there has been a lack of standardized English textbooks for non-specialized students over the years According to statistics, 65% of teachers believe that textbooks significantly contribute to teaching difficulties Interviews with teachers revealed that the commonly used "New Headway Pre-Intermediate" is often unsuitable for teaching speaking, as it is designed to teach four skills simultaneously rather than focusing solely on speaking The textbook's lessons tend to be too lengthy, complex, and culturally Western, making it hard for teachers to cover all content within the allotted time As a result, teachers tend to focus on language mechanics rather than developing speaking skills, leading to insufficient emphasis on speaking proficiency This situation creates significant obstacles for both teachers and students in effective speaking skill development in English classes.

Developing strong speaking skills is essential for students in modern society, as effective communication is a key competency However, due to the overwhelming amount of content and skills covered in textbooks, there is often limited time available in class to provide students with sufficient opportunities to practice speaking English.

Many English teachers feel frustrated because limited time prevents them from focusing sufficiently on developing students' speaking skills They often have to cover every lesson and textbook point, leaving little room for speaking practice This workload can lead to demotivation among teachers and impact the quality of language learning Prioritizing speaking skill development is essential for improved student engagement and language proficiency.

Table 4.9: Students‟ assessment of speaking topics and activities based on the textbook „New Headway Pre-intermediate the third edition‟

Question Options No of students

3 How do you find speaking topics and activities introduced in class, based on “New Headway Pre-intermediate”?

Many students express concerns about the suitability of English textbooks for developing speaking skills According to survey data, 45% of students find the speaking topics and activities in *New Headway Pre-Intermediate* challenging, while 40% consider them dull and unengaging, which diminishes motivation Interest plays a crucial role in encouraging active student participation in classroom activities; however, only 10% find the speaking topics interesting As one student, Anh, a law student, noted, “When something isn’t interesting, most people are not willing to talk about it, while one can talk as much as he can on what he is interested in,” highlighting the importance of engaging content for effective speaking practice.

SUGGESTIONS AND CONCLUSION

This study investigated the current teaching and learning situation among non-English major students at VU by collecting data through questionnaires and follow-up interviews The research involved 100 non-English major students and 20 non-English major teachers, providing comprehensive insights into the challenges and opportunities within the language education environment.

This study investigates the challenges VU English teachers face when teaching speaking skills to non-English major students It aims to identify common difficulties encountered in the English speaking instruction process and provide practical suggestions to help teachers overcome these obstacles The findings offer valuable insights into effective strategies for enhancing speaking proficiency among non-English majors at VU.

The study reveals that difficulties in teaching and learning English speaking skills stem from multiple sources, including teachers' pedagogical practices, students' characteristics, and external factors Many teachers rely on inappropriate methods such as excessive talk time, unsuitable correction techniques, incomprehensible input, and distant teacher-student relationships, often due to their own limited communicative competence Students face challenges like past educational experiences, lack of background knowledge, low motivation, and negative personal traits, which hinder their oral English development Additionally, objective factors such as large, multi-level classes, time constraints, and textbooks further obstruct effective speaking instruction Both teachers and students recognize the need for improved classroom strategies, with teachers aiming to enhance their communicative skills and adapt to class conditions, while students suggest creating a better learning environment and incorporating extracurricular activities to boost speaking proficiency.

Based on the study's findings, several effective strategies are recommended for English teachers at VU to address challenges in teaching speaking skills to non-English major students Implementing targeted approaches can significantly improve students’ speaking abilities and boost their confidence These suggestions aim to reduce common difficulties faced by students, enhancing their overall language proficiency By adopting these evidence-based methods, teachers can foster a more engaging and supportive learning environment for non-English majors.

5.2 Suggestions for minimizing the difficulties in teaching speaking skill to non-English major students at VU

The study highlights that challenges in teaching speaking skills are partly due to teachers' English proficiency, emphasizing the crucial role of educators in overcoming these issues Improving teachers’ English communicative competence is essential for enhancing students’ speaking abilities and ensuring more effective English language instruction.

A recent survey and interviews reveal that many teachers at Vinh University lack sufficient English communicative competence To address this issue, Vinh University should regularly organize training courses on teaching English based on the Communicative Approach (CLT) In addition to formal teacher training, promoting self-training among English teachers is a practical and immediate solution Moreover, adjusting teaching schedules and pedagogical practices can further enhance the effectiveness of English instruction at the university.

English teachers currently face significant time pressure, requiring them to adapt to fixed schedules without the possibility of extending classroom hours To optimize teaching effectiveness, educators should focus less on easy topics and allocate more time to difficult areas where students struggle The primary goal in teaching English is to enhance students' communicative competence, so lesson plans should prioritize active language use, student participation, and building confidence to foster meaningful communication skills.

To create an effective and engaging classroom, teachers should consciously evaluate and refine their pedagogical practices to eliminate those that hinder student learning Establishing a friendly, supportive, and non-threatening environment is crucial for catering to diverse student needs Building strong relationships with shy, timid, or anxious students encourages open communication and reduces classroom tension Teachers should adopt a friend-like approach rather than a strict authoritative role to foster trust and comfort Additionally, developing positive personality traits such as patience, humor, and considerateness can help students feel more at ease and motivated in their language learning journey, ultimately leading to better educational outcomes.

A tolerant attitude towards students' errors is essential, viewing mistakes as a natural part of language learning rather than something to be corrected immediately Teachers should avoid direct and intrusive correction methods to prevent making students feel criticized or anxious, instead modeling correct responses to foster a supportive environment Creating a motivating classroom where students feel safe to take risks encourages active participation, as they know they will not face embarrassment or criticism Incorporating peer correction can further reduce feelings of threat among students Timing of error correction is crucial; it is best to address mistakes at appropriate moments, such as at the end of a student's speech Providing constructive feedback not only clarifies language understanding but also demonstrates that teachers are attentive and invested in students' progress, ultimately motivating learners to improve.

Research indicates that students often experience incomprehensible input, highlighting the importance for English teachers to ensure student understanding Teachers should speak clearly and slowly, utilize repetition, samples, charts, pictures, gestures, and body language to enhance comprehension When necessary, using Vietnamese can also assist in effective communication Additionally, training students to become efficient learners is essential for their language development and overall success.

Besides teachers‘ effort and good materials, students also play a major part in the success of the course It is, therefore, important to help students become efficient learners

Research indicates that learners who lack an understanding of the learning process tend to approach language acquisition passively and negatively It is essential for teachers to clarify the nature of language learning, fostering positive attitudes and emphasizing that learning is an active process involving multiple skills and strategies Students should be made aware that effective language acquisition requires engaging with social, cultural, and linguistic knowledge, as well as critically analyzing teacher input rather than accepting it passively Moreover, encouraging learners to develop extensive learning habits outside the classroom is crucial for successful language development.

5.3 Some suggested classroom techniques for teachers to motivate non-English major students who are reticent in oral English classes

Motivating reticent students to communicate in English speaking lessons requires carefully selected techniques and activities tailored to specific contexts Teachers should consider the suitability of these methods for particular subjects and classroom situations to ensure maximum effectiveness While various strategies exist for teaching speaking skills, their success depends on the circumstances and individual student needs, emphasizing the importance of thoughtful implementation.

Students often mistakenly believe that speaking a language is solely the result of language learning, but speaking is actually a vital component of the overall language acquisition process Effective teachers should focus on teaching students speaking strategies—such as using minimal responses, recognizing common speech scripts, and talking about language itself—which help students expand their vocabulary and boost their confidence This approach is especially crucial for students at VU, many of whom have limited English knowledge According to Burkart (1998), incorporating these speaking strategies into instruction enhances learners’ ability to communicate effectively and develop their language skills more efficiently.

Language learners with low confidence in oral interaction often remain silent and leave others to speak To encourage participation, it's effective to help them develop a repertoire of minimal responses for various exchanges These simple responses are especially beneficial for beginner learners, boosting their confidence and facilitating successful communication.

Minimal responses are concise, idiomatic expressions used in conversations to signal understanding, agreement, doubt, or other reactions to what another speaker is saying These responses help conversational participants communicate effectively without the need to actively plan their replies, allowing students to concentrate more on the content of the discussion Building a repertoire of minimal responses enhances communication skills and facilitates smoother, more natural interactions in both everyday conversations and language learning contexts.