INTRODUCTION
Rationale
To effectively use English, learners must develop four essential skills: speaking, listening, reading, and writing Among these, speaking is widely recognized as a crucial skill that facilitates overall language learning Without proper input understanding at the appropriate level, language development cannot occur, making speaking vital not only as a productive skill but also as a means to enhance language proficiency.
English is a crucial subject in many colleges and universities across Vietnam, with a particular emphasis on developing speaking skills Speaking is recognized as a fundamental component of language courses, highlighting its importance in effective communication and language proficiency.
At Viet - Anh College, speaking skills are allocated equal time alongside other language skills, yet both teachers and students often underestimate its importance In classrooms, speaking is usually tested rather than actively taught, leading to students struggling with effective oral communication Among the four macro skills, speaking is generally considered the most challenging, highlighting the need for more focused instruction and awareness of its significance.
Many college freshmen struggle with speaking difficulties, which inspired me to investigate the common problems they face and identify the factors contributing to their challenges Understanding these issues allows for the development of effective strategies to help students overcome speaking obstacles Implementing targeted solutions can significantly improve their speaking skills and enhance overall language learning effectiveness at Vietanh College This research aims to provide insights into the problems and practical solutions for teaching speaking skills, thereby supporting students in achieving better communication proficiency.
aims of the study
The aims of the study is to investigate the speaking problems of the freshmen at Vietanh college Therefore, the specific purposes are :
- To find out kinds of speaking problems encountered by the freshmen at Viet Anh College
- To find out factors causing their difficulties in speaking
- To provide some suggestions on strategies to help the freshmen overcome those problems.
Scope of the study
This study, conducted at Viet - Anh College, aims to identify the difficulties faced by freshmen in learning speaking skills It specifically focuses on exploring the problems and contributing factors related to speaking competence within the framework of the communicative approach The research targets freshmen using the New Headway Elementary Book (Second Edition), providing valuable insights into challenges encountered in developing effective oral communication skills among beginner learners.
Research questions
How do students feel when speaking? What makes Ss feel difficult when speaking?
What difficulties do the teachers have in teaching speaking skill?
What can be done to motivate students’ learning English speaking lessons and to develop their speaking skill?
Design of the study
The study consists of the following main parts as described bellow
Present the reasons for choosing the topic, aims, scope, significance, methods as well as the organization of the study.
LITERATURE REVIEW
The history of communicative language teaching in Asia and Vietnam
Historically, language teaching methods have evolved with different aims and sequencing In response to globalization, the communicative language teaching approach (CLT) emerged as a prominent method in the 1970s and early 1980s Influenced by Chomsky's theories on the nature of language and Dell Hymes’ concept of communicative competence, CLT emphasizes language use over mere grammatical correctness This broad approach focuses on developing students' ability to communicate effectively in real-life situations, making it a significant advancement in modern language education (Canale & Micheal, 1980).
Over the past twenty years, Communicative Language Teaching (CLT) has been increasingly adopted in diverse ESL institutions worldwide, including Asia and Vietnam, gaining widespread acceptance However, in public schools, traditional grammar translation remains the primary method, while CLT is predominantly used in specialized language centers and private institutions Despite its popularity, CLT is often taught by non-native English-speaking teachers, which can impact its implementation and effectiveness (James P Lantolf, 2000)
Communicative Language Teaching (CLT) is currently regarded as the most popular approach in teaching English worldwide Many educators incorporate CLT into their English classes to enhance student communication skills However, there are concerns about teachers' understanding and effective implementation of CLT in practice While some believe CLT is an effective method, its suitability and appropriateness in Asian contexts, particularly in Vietnam, remain under debate.
Since 2006, the Communicative Language Teaching (CLT) approach has been widely implemented in Vietnam's education system, particularly in high school textbooks designed with a task-based methodology aligned with CLT principles Additionally, many colleges utilize commercial textbooks like "New Headway Elementary" and "Let's Talk" as effective teaching aids to enhance communicative competence among students.
The typical of characteristics and principles of CLT
Communicative Language Teaching (CLT) emphasizes learning to communicate effectively rather than simply mastering grammatical rules It involves diverse syllabus designs and teaching procedures aimed at developing learners’ communicative competence, which includes grammatical, sociolinguistic, and strategic skills To achieve this, learners should engage in meaningful communicative interactions tailored to their real-world needs Additionally, teaching the second language’s culture through social programs is essential for providing socio-cultural knowledge and helping learners understand social meanings and values behind utterances.
The concept of speaking
Speaking skills are a vital component of language proficiency, widely studied by educators and ESL teaching websites They are often characterized as interactive and communicative, emphasizing the importance of real-time conversation and effective verbal expression According to Burns and Joyce (1997), developing speaking skills enhances a learner’s ability to communicate effectively in diverse contexts, making it a crucial focus in language education.
Speaking is an interactive process of constructing meaning through producing, receiving, and processing information, heavily influenced by the context or situation Effective speaking depends on understanding the physical environment, the purpose of communication, and the spontaneous, open-ended, and evolving nature of conversation Learners must master not only language skills such as grammar, pronunciation, and vocabulary but also understand when, where, why, and how to use language appropriately in different situations, making speaking a complex and stage-dependent skill.
Therefore, a good speaking skill can help us a lot in communication.
The speaking process
Levelt (1989) proposed a comprehensive model of speech processing comprising three key stages: formulation, articulation, and conceptual preparation These stages may occur sequentially or overlap during speech production, influenced by various linguistic factors The formulation stage involves knowledge of grammar, vocabulary, and discourse structure, while articulation pertains to pronunciation Conceptual preparation relates to understanding the topic, context, and long-term memory, all of which play a vital role in producing coherent speech.
Students' perceptions of the speaking process are continually evolving as they actively participate, with their understanding shifting from moment to moment and week to week As learners acquire new information, their language use adapts to better make meaning Reflection on shared or received information allows students to revise their understanding, leading to the ongoing development of their schemas about language and the world.
Effective speaking involves a comprehensive process that includes preparation, delivery, and follow-up Prior to speaking, the speaker determines the message content, presentation style, and considers the audience During the speech, attention is given to delivering a clear message with appropriate tone, vocabulary, nonverbal gestures, and adapting to the environment After speaking, the speaker engages with the audience by accepting comments, answering questions, clarifying concepts, and evaluating the overall communication process.
Speaking competence
Effective communication begins with self-monitoring, which is a crucial aspect of developing speaking competence While speech monitoring is widely practiced, some individuals also utilize oral communication strategies to enhance their speaking skills Mastering these strategies is essential for improving overall oral communication effectiveness.
Mentioned by Bygate(1987) , the importance of speaking competence:
“to teach speaking effectively, as teachers, you need to understand what speaking competence entailed”
Speaking competence is the ability to communicate orally in a clear and coherent manner, enabling individuals to persuade their audience and achieve their goals Developing this skill involves gaining experience through presentations to both small and large groups, which helps improve language control and confidence in public speaking Effective speaking competence is essential for sharing ideas convincingly and engaging audiences successfully.
A successful speaking lesson
According to Brown and Yule (1983), spoken language is characterized by short, fragmentary utterances delivered in a variety of pronunciations Consequently, effective speaking lessons should focus on helping learners produce fluent utterances across different pronunciation styles Emphasizing the distinction between spoken and written language highlights the importance of practicing real-life speech patterns, pronunciation variations, and conversational skills to enhance overall communicative competence.
Effective speaking lessons should mirror real-life communication by focusing on unpredictable content, meaningful reasons and results, and authentic participants and means By aligning classroom language with real-world conversations, teachers can enhance students' communicative competence and increase their motivation Making the language used in speaking classes more authentic and closely related to outside communication creates a more engaging and effective learning experience.
Nunan, D (1989) came to an inclusion that successful oral communication involves developing:
- The ability to arculate phonological features of the language comprehensibility;
- Mastery of stress, rhythm, intonation patterns;
- An acceptable degree of fluency;
- Skills in taking short and lng speaking turns;
- Skills in management of intersaction;
- Conversational listening skills (successful conversations require good listeners as well as good speakers)
- Skills in knowing about and negotiating purposes for conversations;
- Using appropriate conversational formulae and fillers
Brown and Yule highlight that most language teaching focuses on developing skills through short, interactional exchanges In these scenarios, learners are typically expected to produce only one or two utterances at a time, emphasizing practical, conversational proficiency This approach underlines the importance of mastering brief, functional communication for effective language use.
Problems with speaking lessons
The teacher of speaking must address key questions about the form of spoken language to effectively teach students, focusing on the importance of pronunciation, grammar in spoken production, and other essential aspects Unlike written language, spoken language presents unique challenges that require targeted instruction to improve students’ conversational skills Emphasizing correct pronunciation helps learners communicate more clearly, while understanding spoken grammar enhances fluency and naturalness in speech Addressing these fundamental areas ensures a comprehensive approach to teaching spoken language, enabling students to speak confidently and accurately in real-life situations.
- What is the appropriate forms of spoken language to teach?
- From the point of view of pronunciation, what is a reasonable model?
- Is it any more important than teaching appropriate handwriting in the foreign language?
It is not appropriate to teach spoken language as if it were identical to written language, even with the addition of some "spoken expressions." Spoken language and written language differ significantly in structure, style, and usage; therefore, teaching them as the same can hinder effective communication Emphasizing the differences between these language forms is crucial for developing comprehensive language skills Incorporating authentic spoken language features into teaching can improve learners' conversational abilities and fluency Ultimately, a differentiated approach that recognizes the distinct characteristics of spoken and written language enhances overall language proficiency and aligns with effective language instruction strategies.
- Is it appropriate to teach the same structures to all foreign language students, no matter what their age is or their intensions in learning the spoken language?
- Are those structures which are described in standard grammars the structures which our students should be expected to produce when they speak English?
- How is it possible to give students any sort of meaningful practice in producing spoken English?
In the above part, we have experienced with the problems faced by the teacher These can be traced from the below problems of the students
Inhibition is a common barrier in language learning, as speaking involves producing oral language and engaging with an audience in real time Many learners feel hesitant to speak in a foreign language classroom due to fears of making mistakes, concerns about criticism, or embarrassment from attracting attention This inhibition can significantly hamper language development and speaking confidence Overcoming this psychological barrier is essential for creating a supportive learning environment that encourages active participation and fluency.
Students often feel unsure of what to say despite not being inhibited, as they lack a clear motive to express themselves Instead, their act of speaking is driven mainly by a guilty feeling that they should be talking, rather than a genuine desire to communicate This highlights the internal struggle students face when their silence is not due to fear, but a lack of motivation to engage in meaningful conversation.
Uneven or low participation in the classroom often stems from challenges in managing time division, where only one person can speak at a time, limiting effective engagement In large groups, this results in limited speaking opportunities for most learners, especially when some tend to dominate while others remain silent or speak very little, hindering collaborative learning and overall participation.
Using one's mother tongue is a natural language habit that makes speakers feel comfortable and fluent In monolingual classrooms where students share the same native language, they tend to default to their mother tongue because it is easier and feels more natural than speaking a foreign language Group discussions often present challenges, especially with less disciplined or motivated students, as they may find it difficult to stick to the target language during conversations Encouraging the consistent use of the target language enhances language acquisition and classroom communication.
2.7.3 Factors affect on oral performance:
According to Brown (2001: 270-271), there are eight elements that make oral performance easy as well as difficult:
Learners can organize their output both cognitively and physically through clustering
The speakers have opportunities to make meaning clearer through the redundancy of language Learners can capitalize on this feature of spoken language
It consists of contractions, elisions, reduced vowels…Students who do not learn colloquial contractions can sometimes develop a bookish quality of speaking that in turn stigmatizes them
Learners can actually be taught how to pause and hesitate One of the most salient differences between native and nonnative speakers of a language is in their hesitation phenomena
Students should get acquainted with the words, idioms, and phrases of colloquial language and that they get practice in producing these forms
One of teachers’tasks in teaching spoken English is to help learners achieve an acceptable speed along with other attributes of fluency
These are the most important characteristics of English pronunciation They convey important messeges
Learning to produce waves of language in a vacuum-without interlocutors-would rob speaking skill of its richest component.
Solutions to speaking problems
Incorporating group work into language learning significantly increases the amount of learner talk within a limited time, promoting more active participation It also reduces learners' inhibitions, making them more willing to speak in front of their peers While group work may limit the teacher's ability to monitor every utterance and may lead to occasional errors or native language use, the overall opportunity for meaningful oral practice remains much higher than in full-class settings This approach enhances speaking skills effectively by encouraging more frequent and spontaneous communication among learners.
When designing language activities, use simple, easy-to-understand language that participants can quickly recall and produce This approach helps learners speak fluently with minimal hesitation, making the activity more effective To support this, it's beneficial to review or teach essential vocabulary beforehand, ensuring learners are prepared and confident during the discussion.
- Make a careful choice of topic and task to stimulate interest: On the whole, the clearer the purpose of the discussion is more motivated participants will be
To improve discussion skills, it is essential to provide clear instructions for group activities When conducting a group discussion, instruct participants to ensure all members contribute actively, fostering inclusive and balanced participation Designate a chairperson in each group to facilitate the discussion, regulate turns, and maintain order Such guidelines promote effective communication, teamwork, and a productive learning environment.
To effectively encourage students to speak the target language, appointing a group monitor can be beneficial; their role is to remind participants to use the language and report on the group's adherence, which increases awareness and effort Even without penalties, knowing someone is monitoring helps students stay attentive to using the target language Ultimately, the most effective way to ensure students speak the target language is for the teacher to be actively present, consistently reminding and modeling the language use—there is no substitute for persistent encouragement.
Discussions serve various purposes, primarily to share ideas about events or to find solutions for problems Setting a clear goal for the discussion activity before it begins is essential, as guided by the teacher, to ensure that students focus on relevant topics and avoid irrelevant chatter For effective student engagement, teachers can organize students into small groups of four or five and introduce controversial statements to stimulate meaningful debate and critical thinking Properly structured discussions enhance learning by fostering idea exchange and problem-solving skills.
Research indicates that people learn most effectively through reading compared to travel experiences In classroom settings, students are divided into groups to explore these perspectives, dedicating a set amount of time to discuss and develop their opinions Each group then presents their findings to the class, emphasizing the importance of balanced participation, ensuring all members contribute equally to the discussion.
The activity concludes with the group that best defends their idea being declared the winner, promoting critical thinking and quick decision-making skills It encourages students to express and justify their opinions politely, even when disagreeing To ensure effective group discussions, smaller groups are preferable, as they create a comfortable environment for quieter students to contribute Groups can be formed by the teacher or self-selected by students, but reassigning groups for each activity helps students collaborate with different peers and become more receptive to diverse ideas.
Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on
Role play is a widely used and effective communicative activity that prepares students to handle unpredictable real-life conversations in English It immerses students in realistic social situations, helping them develop essential language skills and improve social interactions Particularly beneficial for shy students, role play allows learners to assume different roles without self-expression pressure, boosting their confidence This engaging technique promotes classroom interaction, enhances speaking fluency, and increases student motivation, making it an indispensable tool in language teaching.
Simulation is a role-playing approach focused on creating a realistic environment where students can immerse themselves Students participate either as themselves or assume different roles to mimic real-world scenarios To foster an authentic simulation experience, classrooms are often rearranged or transformed into relevant settings that match the scenario This method enhances experiential learning by providing a lifelike atmosphere for students.
According to Thornbury (2005), information gap activities involve a knowledge gap among learners that can be bridged through effective communication These tasks require learners to exchange information by using the target language, promoting meaningful interaction and language practice By engaging in these activities, students enhance their communicative skills and build confidence in real-life language use Implementing information gap tasks is a proven method to foster active learning and improve language proficiency.
The most common information gap activities include spotting differences between pictures, exchanging personal information, and engaging in guessing games Additionally, creating stories based on randomly shown flashcards promotes interaction, as students work together within their groups for a limited time, with only one flashcard visible at a time These activities encourage students to cooperate and communicate effectively to identify missing information and strengthen their language skills.
Effective brainstorming allows students to quickly generate ideas on a given topic, either individually or in groups, depending on the context This method encourages free and rapid idea production, fostering creativity and open thinking One of the key advantages of brainstorming is that students are not criticized for their ideas, creating an inclusive environment that promotes sharing and innovation Incorporating brainstorming into the learning process enhances student engagement and helps develop critical thinking skills.
Storytelling enhances students' creative thinking by encouraging them to summarize stories they've heard or create their own narratives with clear beginning, development, and ending It helps students develop skills in organizing ideas, defining characters, and setting scenes, fostering expressive communication Additionally, telling riddles or jokes can serve as engaging classroom activities; for example, teachers can start each class by inviting students to share short riddles or jokes, promoting a lively and interactive learning environment Incorporating storytelling and humor into lessons boosts student engagement and improves their verbal communication skills.
Students can conduct interviews on selected topics with various people
Providing students with a clear rubric helps guide their interview questions and research approach However, students should also prepare their own questions to foster engagement and critical thinking Conducting interviews enhances students' speaking skills both inside and outside the classroom, promoting socialization After interviews, students can present their findings to the class, strengthening their communication skills Additionally, peer interviews enable students to introduce their partners, further building confidence and interpersonal skills.
This engaging, whole-class free-speaking activity encourages students to sit in a circle and collaboratively build a story The teacher begins narrating and pauses after a few sentences, allowing each student to continue from where the previous one left off Students are tasked with contributing four to ten sentences, adding new characters, events, or descriptions to enrich the narrative This activity promotes creativity, spontaneous speaking, and collaborative storytelling, making it an enjoyable way to enhance oral communication skills in the classroom.
RESEARCH METHODOLOGY
The setting of the study
3.1.1 The facts of CLT and teaching speaking in Vietnam:
Communicative Language Teaching (CLT) is widely regarded as the most popular approach to teaching English, serving as a prominent syllabus that emphasizes real-life communication skills As interest in CLT grows, numerous training centers are opening to equip teachers with effective methodologies Many people view the CLT syllabus as a sequence of human interactions that facilitate active learning, often incorporating engaging games that make language learning enjoyable Despite being one of the most challenging subjects in schools, English is also considered one of the most fun to learn, especially as the demand for language proficiency continues to increase worldwide.
The limited duration of classes combined with a high number of learners makes the CLT syllabus controversial and less effective This time constraint prevents students from gaining sufficient opportunities to communicate in English, hindering meaningful language acquisition Additionally, teachers are unable to closely monitor each student's progress, reducing the overall effectiveness of the method Consequently, English classes at specialized centers are better suited for implementing the CLT approach, as they often provide more focused and interactive learning environments.
Effective material preparation is crucial in CLT curricula, as materials significantly enhance students' language acquisition opportunities Well-designed materials also enable teachers to manage their classes efficiently and stay within allocated time frames However, Vietnamese teachers often face challenges due to limited time to enrich their syllabus and the reluctance of many to incur additional costs for teaching materials due to low income.
In conclusion, it is a big question how to apply CLT effectively at schools and colleges in Vietnam nowadays
3.1.2 An overview of teaching speaking at Viet Anh college:
Viet Anh College is a specialized institution focused on job training, initially established as a technical economics college Over the years, it has undergone significant developments in teaching methods and training programs Currently, the college offers programs in chemical technology and teacher training, reflecting its commitment to adapting to industry needs and enhancing student skills for the job market.
Societal needs are driving changes in training methods, particularly in English education At Viet Anh College, English is a compulsory subject for first-year students, reflecting its importance in modern curricula The college’s English teaching team consists of four teachers with diverse backgrounds, having graduated from various universities and ages, enriching the learning environment Students come from different ethnic minority backgrounds and possess varying English proficiency levels, necessitating tailored teaching approaches to effectively meet their diverse learning needs.
Leading the group allows researchers to observe and evaluate teachers' varying educational backgrounds and language proficiency Teaching trained in Communicative Language Teaching (CLT) introduces new methods, such as incorporating games and diverse materials to enhance speaking lessons and encourage student communication These efforts foster an open classroom atmosphere, making lessons more engaging and appealing to learners Despite improved classroom dynamics, students often do not achieve high grades, highlighting challenges in the implementation of CLT at colleges Common issues include unstructured lesson plans, inappropriate pair and group work without effective feedback, and inconsistent teaching practices Some teachers claim to use CLT but in reality, rely on traditional grammar-translation methods, revealing gaps between teaching philosophy and practice.
Many teachers experience confusion when teaching oral skills, highlighting the need for clearer instructional methods The application of Communicative Language Teaching (CLT) in speaking lessons requires improvement to enhance student engagement and language proficiency This issue appears to be consistent across various colleges, including my own institution, indicating a widespread challenge in effectively teaching spoken English.
Participants
As presenting at the scope of the study, we work on four teachers at Viet- Anh College and four groups of one hundred students
Teachers employ diverse teaching methods to enhance elementary students' speaking skills, despite having similar levels of expertise Students' attitudes towards English speaking and varying language backgrounds pose challenges in the speaking classes Addressing these factors is essential for improving speaking proficiency in young learners.
A comprehensive study should include a large, randomly selected sample of societies implementing the Communicative Language Teaching (CLT) approach across various colleges and regions, focusing on diverse speaking activities Currently, the paper does not cover all situations related to CLT in teaching speaking across different institutions, limiting its ability to generalize findings The research is based on the author's experience and knowledge, aiming to clarify current practices in English teaching at Viet Anh College and evaluate the application of CLT specifically for speaking skills in today's educational context.
FINDINGS AND DISCUSSION
Findings
Teacher Hometown Time of teaching
2 nd T 8years high school, college
4 th T Surburb 8 years home, college
Table 4.1: Teachers’ qualifications and their experience
The questionnaire for the teachers showed that three teachers come from rural area where high school didn’t teach speaking and listening
Approximately 25% of teachers have been teaching for five years, indicating many recently graduated educators lack extensive classroom experience This short teaching tenure suggests they may not have received comprehensive training in speaking skills during high school Additionally, experienced teachers often develop practical speaking skills through on-the-job training, which differs significantly from formal education received during their own schooling.
4.1.2 Teachers’ opinions about speaking skill
According to Table 4.2, 25% of teachers believe that speaking is the most difficult language skill for students Despite this challenge, all teachers enjoy teaching speaking, with half expressing a strong preference and the remaining quarter liking it very much or a little Importantly, teachers recognize the essential role of speaking skills in students' language development and acknowledge its significance for their own professional growth and qualification improvement.
Teachers’ assessment of the difficulty of speaking
Speaking difficulties very much Much a little not at all
Teachers’ attitudes towards speaking skill
Very neccessary neccessary A little neccessary Not neccessary at all
Very much Much A little Not at all
Table 4.2: Teachers’ assessment and attitudes towards speaking skill
I conducted interviews with teachers to gain deeper insights into their passion for teaching speaking When asked, “What makes you love teaching speaking?” they highlighted several key factors, including the open and supportive classroom atmosphere and flexible time arrangements that enhance student engagement Teachers also appreciated the opportunity to re-design lesson plans, allowing for more innovative and tailored learning experiences Overall, their reasons reflect various extensive factors that contribute to their enthusiasm for teaching speaking.
The wonder of teaching effectiveness is raised The researcher asks about text book and students assessment
Half of the teachers find the topics and activities in "New Headway Elementary 2nd Edition" interesting, while others consider them to be average They mentioned that some topics are outdated and lack excitement, which affects student motivation Notably, themes like love, country, and emerging jobs such as PR, DJ, and blogger are absent from the textbook Additionally, the book relies heavily on questions and answers, paired works, and dialogue practice, with limited variety in activities.
Teachers’ assessment of speaking topics and tasks in the textbook
Table 4.3: Teachers’ assessment of speaking topics and activities in the textbook
4.1.3 Teachers’ opinions about students’ attitudes toward speaking lessons
A Yes, They like speaking very much 0 0%
C No, they are never willing to speak 1 25%
Table 4.4: Teachers’ opinions of students’ attitudes towards speaking lessons
Teachers perceive that students are generally reluctant to participate in speaking classes, with only three teachers observing occasional willingness among their students Conversely, one out of four teachers reported that their students are consistently unwilling to speak This reluctance is likely due to students' limited vocabulary and fear of making mistakes, while pronunciation issues are considered a minor contributing factor These insights highlight the challenges in encouraging active student participation in speaking activities.
4.1.4 Teachers’ difficulties in teaching speaking skill for the freshmen
Through interviews and classroom observations, I identified two main types of teaching difficulties: extensive factors such as materials, classroom management, and student issues; and intrinsic factors like teachers' application methods and confusion over the integrated course book Data revealed that the integrated course book causes difficulties for 50% of teachers, especially in managing teaching time These findings highlight key challenges faced by educators in implementing integrated curricula, emphasizing the need for targeted support and resource development to improve teaching effectiveness.
N0 Teachers’ difficulties Number of teachers
9 Lack of update communicative approach 2 50
10 Lack of communcative situation outside the classroom 4 100
Table 4.5: Teachers’ difficulties in teaching speaking skill
One of the key challenges faced by both teachers and students is the issue of imprecise pronunciation, with teachers feeling insecure about their own unnatural speech and their students' local accents, which hinders effective communication Additionally, the teachers' background and experience constitute the second most significant difficulty, highlighting that most challenges stem from these extensive factors Overall, pronunciation and teacher qualifications are critical areas needing improvement to enhance language learning outcomes.
Difficluties in teaching speaking teacher overlapped students facilities
Chart 4.6 Analysis of difficult factors in teaching speaking
As far as can be seen, the difficult come form facility and students most This can be a great problem faced by the teachers
An analysis is done in a period of speaking, unit 3 “The world of work” as chapter 3
- A questionaire – How do you live?
- What is your favorite season? (Topic)
Students face challenges with cellus activities, as they are hesitant to participate in questionnaires despite knowing the relevant words and structures for asking and answering questions Their lack of confidence prevents active engagement with the topics Additionally, administering questionnaires in large classrooms caused delays and logistical difficulties, making the process time-consuming and less efficient.
4.1.5 Teachers’ solutions to improve the speaking lessons
N0 What teachers did to improve the speaking lessons
2 Increase the speaking time in intergrated skill period
3 Re- design the speaking task 2 50
5 Work on teaching module with different students 0 0
Table 4.7: Teachers’ solutions to improve the speaking lessons
The table 4.7 shows the efforts of the teachers to overcome the problems
Less than 50% of teachers have attempted to improve speaking lessons using a Communicative Language Teaching (CLT) approach, with some relying on teaching aids like PowerPoint presentations, flashcards, and worksheets to motivate students Approximately 25% of teachers increased speaking time during integrated skills lessons by reducing reading and writing activities At the college level, teachers found it challenging to incorporate games into their lessons, with only 25% utilizing communicative games to enhance student interaction Additionally, none of the teachers adapted teaching modules for different student groups, citing large classroom sizes as a primary obstacle.
In their interview, the teachers explained that they often re-design speaking lesson tasks to improve student understanding, although limited time meant they only adapted a few activities They typically reduce activities from the textbook and categorize each into sub-activities, allowing more time for student engagement They reported that 75% of the difficulty stemmed from the topic and 25% from the activities, indicating the need for better lesson planning Additionally, none of the teachers found the textbook particularly interesting, rating it as either normal or only moderately interesting.
According to Table 4.8, all teachers believe that careful lesson plan preparation and the use of effective teaching aids are essential The majority (75%) advocate for increasing speaking practice during integrated skill lessons, with half of the teachers suggesting re-designing speaking tasks and incorporating communicative games as effective strategies Only 25% recommend involving different students in teaching modules to enhance engagement Additionally, half of the teachers support flexible testing methods, including both oral and written assessments, to better motivate and evaluate students About 25% propose using authentic teaching aids, such as films and songs, to create engaging and motivating discussion topics.
N0 What teachers think they should do to improve students’ speaking skill
1 Prepare the lesson plans carefully, Use teaching aids 4 100
2 Increase the speaking time in intergrated skill period 3 75
3 Re- design the speaking task 2 50
5 Work on teaching module with different students 1 25
6 Others: - use authentic teaching aids: films, songs to make dicussions
- Flexible in tests at class
Table 4.8: Teachers’ suggested solutions to improve the speaking lesson
4.1.6 Students’ background and their experience of learning and speaking English
Of 100 students, there were 11 students (11%) coming from ethnic minorities, 61 students (61%) from rural area; 19 students (19%) from suburb;
9 students from cosmopolitian (9%) The variety of hometown leads to differences in learning and speaking English experience
Students’ experience of studying and speaking English
Duration of learning English students Percent
15 – 18 years old 36 36 at the first year of college training 5 5
Table 4.9: Students’ experience of studying and speaking English
Most students begin learning English between the ages of 10 to 15 years old, with 49% of learners having studied for more than five years The second most common age group is 15 to 18 years old, comprising 36% of students who have been learning English for 2 to 4 years Additionally, some students start learning English at around 7 years old, highlighting the importance of early language education in their development.
According to Table 4.10, only 0.8% of students had opportunities to learn English outside of school, while 3% learned at home, indicating limited exposure outside formal education The majority of students exclusively learned English in school, with 65% not practicing speaking skills during high school years Students explained that focusing on grammar and vocabulary tests made oral skills seem unnecessary at that stage Notably, speaking is the second most neglected skill in high school English education.
Students’ background of leaning and speaking English The places to learn
At school At home At language center
Table 4.10: Students’ background of leaning and speaking English
Most students have limited opportunities to speak English outside the classroom, with 96% reporting they rarely or never practice English in real-life situations Only 4% of students have occasional chances to converse in English, primarily through informal chats Just two students have partnered to practice English outside of class, highlighting the lack of practical language practice opportunities for learners.
Students’ chance to speak English outside your classroom
Table 4.11: Students’ chance to speak English outside classroom
4.1.7 Students’ opinions towards speaking skill and the speaking lessons in New Headway elementary 2 nd edition book:
This article analyzes factors affecting students' speaking process by exploring their opinions on speaking skills and lessons in the New Headway Elementary 2nd Edition It highlights key issues such as the necessity of developing speaking abilities, the difficulties students encounter, and their level of interest in speaking lessons Understanding these aspects can enhance teaching strategies and improve student engagement in language learning.
Very necessary Necessary Normal Unnecessary
Very dificult Difficult A litle difficult Not difficult
Table 4.12: Student’s opinions towards speaking
Solutions to improving freshmen’s speaking skill
Both teachers and students encountered numerous challenges in teaching and learning speaking skills during the first year of college The ten primary difficulties identified are shared by both groups, indicating significant overlap and common underlying causes that hinder effective language acquisition.
Basing on the questionaire and interview, as well as classroom obsevation, the author suggests the following solutions for the teacher:
Using communicative games in language teaching significantly boosts learner talk in a short period, encouraging active participation These games help reduce learners' inhibitions, making them more willing to speak comfortably in class Furthermore, a variety of game types can be incorporated to make speaking lessons more engaging and enjoyable for students.
Using authentic language in classroom activities encourages participants to recall and produce language naturally, enabling them to speak fluently with minimal hesitation This approach reduces confusion among students and facilitates smoother activity management, even in large classes It is effective to use short, clear instructions in English and prioritize teaching perceptive skills and vocabulary first to enhance language acquisition and communication skills.
Establishing a habit of using the target language is essential for language acquisition, even though it may be challenging at first Students might feel confused initially, but teachers should create a structured teaching process that emphasizes instruction in English Implementing a consistent schedule that balances English and Vietnamese can help learners gradually adapt and improve their language skills.
As regularly as teachers try to apply, students will get used to listening and replying in English Step by step, they will communicate in target language well
Creating a positive classroom environment is essential for motivating students to speak actively; reducing their nervousness and fear through encouragement and a light-hearted atmosphere encourages participation Recognizing that students often struggle with finding suitable words or fear of making mistakes, teachers should foster a supportive space that eases anxiety and promotes confidence Providing consistent positive reinforcement after speaking activities helps students feel a sense of achievement and progress Utilizing diverse teaching methods and activities keeps students engaged and prevents boredom, starting with simple tasks and gradually increasing complexity to enhance communication skills Finally, teachers should serve as guides, actively facilitating a lively classroom while encouraging student initiative and respecting their efforts, ensuring a balanced approach between guidance and independence.
Teachers should continuously improve themselves by participating in international language proficiency exams such as TOEFL, IELTS, and FCE to enhance their language skills and credibility Despite the importance of maintaining strong communicative competence, many teachers experience a decline in their English fluency after years of teaching at high school, often relying on Vietnamese to explain vocabulary, grammar, and instructions This frequent switch to the mother tongue can lead to decreased speaking skills and difficulty expressing themselves fluently in English To address this issue, teachers should practice speaking English regularly at home and strive to serve as language models for their students Setting clear goals and objectives can motivate teachers to improve their language proficiency, ultimately benefiting their students' learning experience and fostering a more engaging classroom environment.
Redesigning speaking sections in course books can significantly enhance language learning by incorporating more communicative activities By reducing time allocated to other skills, students gain more opportunities to express their ideas in English, boosting their confidence and motivation It is recommended to include sub-activities within each speaking section to facilitate task completion and encourage active participation Common challenges in speaking activities include student inhibition, uneven participation, low motivation, lack of confidence, reliance on the mother tongue, and difficulty in generating ideas.
To overcome these challenges, the college's English teaching team has developed a list of topics based on the course book, enabling students to dedicate more time to preparation This approach helps students expand their background knowledge, and teachers should encourage them to actively share their ideas in class, fostering a more engaging learning environment.
Teachers should provide students with more opportunities to engage in part-time activities like film shows, which can enhance their learning experience Organizing traditional clubs at college can be challenging due to students’ hospital visits as observers, making alternative activities necessary Hosting film screenings offers a convenient and effective substitute, allowing students to watch short films and participate in brief discussions afterward This approach not only encourages active engagement but also boosts students’ motivation, especially when they are inspired to watch the films again.
Objective challenges such as large class sizes and limited time can hinder the teaching and learning of speaking skills To address these issues effectively, careful preparation for implementing the Communicative Language Teaching (CLT) approach is essential Proper preparation ensures the successful application of the communicative approach, leading to more effective speaking skill development.
Despite many Vietnamese teachers having a positive attitude toward the communicative approach, several challenges hinder its effective implementation These include large class sizes, limited access to modern facilities and teaching materials, and a shortage of qualified English teachers To address these issues, reducing class sizes should be a priority to create a more conducive environment for communicative language teaching.
Managing a class of 45 students makes it challenging for teachers to deliver effective communicative lessons Teachers often spend excessive time addressing discipline issues, leaving limited opportunity to monitor each student's progress Consequently, students have minimal chances to actively participate and speak, which hampers individualized instruction This situation prevents teachers from providing targeted support and personalized learning modules to meet each student's needs.
Teachers should enhance their lessons by incorporating additional activities alongside the tasks in the textbook The textbook includes beneficial activities such as discussions, mini dialogues, role plays, picture descriptions, and storytelling, which teachers are encouraged to follow Moreover, teachers can introduce further engaging activities to enrich students' learning experiences and improve language skills.
3 The world of work Brainstorming
7 Then and now Picture narrating
8 How long ago Find the difference
10 Bigger and better Playing card