INTRODUCTION
Statement of purpose
This study investigates the perceived difficulties faced by first-year English-major students at BDTTC in speaking English The research aims to identify key challenges that hinder their spoken communication skills Based on the findings, relevant recommendations will be provided to help students enhance their spoken English proficiency The goal is to enable these students to communicate more effectively in real-life situations.
Research questions
Students at BDTTC struggle to improve their speaking skills due to limited vocabulary and inadequate grammar knowledge When they perceive the language as beyond their competence, they tend to give up, leading to communication breakdowns However, many are unaware of effective strategies to overcome these challenges and maintain fluent communication.
This study aims to identify the speaking difficulties faced by first-year English majors at BDTTC and to propose effective strategies for overcoming these challenges The research explores common obstacles impacting students' speaking proficiency and offers targeted recommendations to enhance their English speaking skills Additionally, the study suggests practical techniques to help students improve their fluency, confidence, and overall communication ability in English.
1 What are the difficulties as perceived by the first-year English majors at BDTTC when they practice the speaking skill?
2 What strategies are employed by the students to get around their difficulties?
Significance of the study
Many students equate language proficiency with speaking ability, often viewing language learning solely as mastering oral communication, as Nunan (1991) states, "Success is measured in terms of the ability to carry out a conversation in the (target) language." When students lack opportunities to practice speaking in the classroom, they may lose interest in learning However, incorporating engaging speaking activities done the right way can make language learning enjoyable, boost students’ motivation, and foster successful language acquisition.
In today's evolving society and increasing global integration, effective communication in foreign languages, particularly English, has become increasingly essential English learners now focus not only on language proficiency but also on developing the ability to communicate across diverse backgrounds and cultures To address these challenges, innovative teaching methods, especially in speaking—considered the most difficult language skill—have been implemented First-year English majors face significant obstacles in speaking due to differences in backgrounds, interests, and personalities, which hinder their communication skills This study aims to investigate the difficulties encountered by these students when speaking using the "New Interchange" Book 1 textbook.
This study aims to improve teaching and learning approaches to enhance the communicative competence in spoken English among first-year English majors at BDTTC By identifying effective strategies, the research contributes to positive educational changes that foster better oral proficiency Implementing these findings can lead to more engaging and effective language instruction, ultimately benefiting students’ ability to communicate confidently in English.
Identifying students’ challenges in learning spoken English allows teachers to better understand their students' needs This understanding enables educators to provide targeted support, helping students overcome their difficulties As a result, students can develop their speaking skills more effectively, leading to improved communication abilities.
(3) Owing to the application of appropriate approaches to teaching spoken English, teachers can improve the students’ speaking ability in English as much as possible.
Limitations of the study
The study only focuses on difficulties the students cope with and some recommendations in improving the speaking skill of the first–year English majors at BDTTC
1.6 The organization of the thesis
The thesis is structured in five main chapters:
Chapter 1 is the introduction providing the background information of the study which consists of the outline of the English teaching and learning situation in Vietnam, the description of speaking syllabus and teaching material at BDTTC and the characteristics of the teaching staff and of the students in the Foreign Language Department
Chapter 2 presents literature review to the study which consists of the theoretical background of the study from which recommendations for the students’ difficulties can be found and then the related studies
Chapter 3 mentions the methodology employed including research questions, research design, characteristics of subjects, instruments, and procedures of the study
Chapter 4 reports the results of the study and discussions of the findings Chapter 5 presents some recommendations to the improvement of the teaching and learning of spoken English at BDTTC and then some conclusions.
Organization of the thesis
This chapter provides an overview of key concepts and characteristics of the speaking skill, highlighting its importance in EFL learning It explores various factors influencing EFL learners' speaking abilities and examines effective methods and techniques for teaching speaking skills Additionally, the chapter discusses strategies for enhancing both teaching and learning of speaking, supported by prior research on EFL speaking instruction This review establishes a foundational background for addressing the challenges faced by first-year English majors at BDTTC and offers practical suggestions for improving their speaking skills.
2.1 Concepts and characteristics of the speaking skill 2.1.1 Definition of the speaking skill
According to the Oxford Advanced Dictionary, speaking is defined as the act of expressing or communicating opinions, feelings, ideas, and more through talk It involves various activities on the part of the speaker, encompassing psychological, physiological (articulatory), and physical (acoustic) stages Effective speaking combines these stages to convey messages clearly and confidently.
According to Chaney (1998: 13), speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts”
Language is fundamentally speech, serving as a primary means of communication through sounds, as emphasized by Theodore Huebner (1960) Speaking, a vital skill used in daily life both at school and outside, is developed through repeated practice and is primarily a neuromuscular process rather than an intellectual one It involves competence in effectively sending and receiving messages, making it essential for interpersonal communication.
From the above definition, it can be inferred that speaking is expressing ideas, opinions, or feelings to others by using words or sounds of articulation in
LITERATURE REVIEW
Concepts and characteristics of the speaking skill
According to the Oxford Advanced Dictionary, speaking is defined as the act of expressing or communicating opinions, feelings, and ideas through talking It involves various activities on the part of the speaker, encompassing psychological, physiological (articulator), and physical (acoustic) stages Effective speech skills require an understanding of these interconnected processes to enhance communication ability.
According to Chaney (1998: 13), speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts”
Language is fundamentally speech, serving as a primary means of communication through sounds, as noted by Theodore Huebner (1960) Speaking is a vital skill used daily in various contexts, including at school and outside, and is developed through repeated practice This skill is primarily neuromuscular rather than intellectual, involving the ability to send and receive messages effectively.
Speaking involves expressing ideas, opinions, or feelings to others through words or sounds to inform, persuade, and entertain Developing speaking skills can be achieved through effective teaching and learning methodologies In today's world, the primary goal of teaching speaking is to enhance students' communicative skills, enabling them to express themselves confidently and adhere to social and cultural norms in various communication contexts.
Teaching speaking is to teach English language learners to:
• Produce the English speech sounds and sounds patterns
• Use words and sentence stress, intonation patterns and the rhythm of the second language
• Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter
• Organize their thoughts in a meaningful and logical sequence
• Use language as a means of expressing values and judgments
• Use the language quickly and confidently with few unnatural pauses, which is called fluency (Nunan 2003)
2.1.2 The importance of the speaking skill
Speaking is a crucial aspect of learning English, as it enables effective communication and interactions with others From birth, humans naturally learn to speak, which helps them connect and communicate with those around them Developing strong speaking skills is essential for clear, confident conversations and building meaningful relationships.
Mastering a second or foreign language like English requires learners to memorize extensive vocabulary, understand grammar rules, and acquire proper pronunciation Modern communicative language teaching emphasizes developing all four key skills—listening, speaking, reading, and writing—for effective language acquisition To achieve fluency, learners should practice these skills diligently and integrate them into their learning process.
According to Ur (1996), speaking is considered the most vital and indispensable language skill because people who know a language are often seen as speakers, implying that speaking encompasses all other language knowledge Many ESL and EFL learners believe that learning to speak is the primary goal of language learning, but they often find speaking challenging because it appears to require mastery of various other language skills.
Effective speaking skills require continuous practice, as emphasized by Yorkey The teacher's role becomes increasingly important in aiding students' language development To enhance speaking abilities, students should engage in various activities such as listening to audio cassettes, watching television and films, practicing with foreigners, and partnering with peers Incorporating these methods can significantly improve speaking fluency and confidence.
Speaking is both a skill and a form of knowledge, involving a dynamic two-way process between speakers and listeners It encompasses the productive skill of speaking and the receptive skill of understanding, making it a complex and multifaceted activity To effectively develop speaking abilities, teachers must focus on enhancing learners' practical skills alongside their theoretical knowledge, ensuring well-rounded communication proficiency.
Byne (1991: 8) shows the following diagram that states how all four skills are related:
Speaking is one of the fundamental language skills, as highlighted by Nunan (1999), emphasizing its importance in language learning When asked about knowing another language, the common response often revolves around speaking ability, illustrating its practical significance According to Lewis (1999), speaking enhances not only fluency but also accuracy and supports other language skills such as writing, reading, and listening, making it essential for comprehensive language development Ultimately, speaking involves actively producing and utilizing the knowledge stored in our brains, underscoring its vital role in mastering a new language.
According to Ur (1996), many foreign language learners prioritize developing their speaking skills Classroom activities that help students express their ideas, thoughts, and feelings are essential for effective language acquisition Incorporating speaking-focused activities into language teaching enhances learners' ability to verbalize their communication, making speaking a central component of successful language learning courses.
Generally, to emphasize language speaking skills’ importance, Davies & Pearse
(2000) says that the main goal of English language teaching is to enable learners to use English effectively in real communication
2.1.3 Characteristics of the speaking skill
Effective communication relies on mastering the four basic language skills: listening, speaking, reading, and writing These skills are often categorized based on their medium and activity, with speaking and listening related to the aural medium, and reading and writing associated with the visual medium Speaking and writing are considered productive skills because they involve actively producing language, while listening and reading are receptive skills focused on understanding and comprehending information Mastery of these core skills is essential for successful communication in any language.
Speaking skills are primarily developed during the output stage of language learning, where students actively produce spoken and written language Classroom activities can be categorized into those that provide input and those that promote output, with the latter essential for enabling learners to retrieve and effectively use stored language items Merely receiving input results in knowledge of language components but does not guarantee the ability to access them when needed It is through producing language that students strengthen their ability to select and retrieve appropriate language, making productive exercises like speaking and writing crucial in developing communicative competence.
Here are the summary of the features of speaking: receptive productive input output aural visual speaking x √ x √ √ x
Communicative competence, introduced by Dell Hymes and extensively discussed by subsequent scholars, refers to the knowledge and skills necessary for effective communication in culturally significant situations According to Hymes (1971), it encompasses what a person needs to know to communicate effectively across different social contexts Richards, Platt, and Weber (1985) further define it as including not only knowledge of grammar and vocabulary but also understanding the rules of speech, such as how to initiate and conclude conversations, select appropriate topics for various speech events, and use suitable address forms with different interlocutors Additionally, communicative competence involves proficiency in using and responding to different speech acts, including requests, apologies, thanks, and invitations, ensuring language is used appropriately in diverse social interactions.
Communicative competence relies heavily on the context of interaction, as effective communication with one group in a specific situation may not be perceived as competent with a different audience or in a different setting.
To speak English fluently and appropriately, possessing linguistic competence—such as knowledge of pronunciation, vocabulary, and syntax—is not sufficient (Nunan, 1999:226) Instead, learners must also develop communicative competence to effectively use language in real-life situations Building communicative competence involves more than just knowing grammatical rules; it requires the ability to convey and interpret meaning appropriately across various contexts Focusing on both linguistic skills and communicative abilities is essential for achieving true fluency in English.
Methods and techniques of teaching EFL speaking skill
To define the term "method" in language teaching, we can refer to Edward Anthony’s tripartite framework of Approach, Method, and Technique (Anthony, 1963) This foundational distinction was later expanded by Richards and Rodgers (1982, 1985) into Approach, Design, and Procedure, collectively encompassed within the broader concept of Method As they explain, Method is an umbrella term that describes the interrelation of theoretical principles and practical implementation in language teaching (Richards & Rodgers, 1985).
• Approach refers to the beliefs and theories about language, language learning and teaching that underlie a method
• Design relates the theories of language and learning to the form and function of teaching materials and activities in the classroom;
• Procedure concerns the techniques and practices employed in the classroom as consequences of particular approaches and designs
Brown (2001:15) distinguishes methods as identifiable clusters of classroom techniques that are theoretically compatible, while viewing methodology as encompassing broader pedagogical practices In this context, ‘methodology’ can be equated to Richards and Rodgers’ concept of ‘Procedure,’ emphasizing the comprehensive approach to teaching strategies within language education.
Effective teaching methods are essential for delivering content that ensures students acquire the targeted knowledge, skills, and attitudes outlined in learning objectives To enhance student engagement and facilitate a more dynamic learning experience, teachers can employ various instructional approaches in the teaching-learning speaking process Utilizing diverse methods makes the material more interesting and helps students develop communication skills more effectively.
The Grammar-Translation method is a traditional approach to language learning that emphasizes written exercises, memorization of vocabulary, and translating texts and prose passages into the target language Despite the rise of newer teaching methods, it has remained a popular and enduring technique in modern language pedagogy Internationally, the Grammar-Translation method continues to be practiced today, highlighting its continued relevance in language education.
• Classes are taught in the mother tongue, with little active use of the target language;
• Much vocabulary is taught in the form of lists of isolated words;
• Long, elaborate explanations of the intricacies of grammar are given;
• Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words;
• Reading of difficult classical texts is begun early;
• Little attention is paid to the context of texts, which are treated as exercises in grammatical analysis;
• Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue;
• Little or no attention is given to pronunciation
The direct method is based on the idea that learning a second language should mirror how children acquire their first language It emphasizes oral communication, spontaneous language use, and minimal reliance on translation This approach encourages immersive practice, focusing on speaking and listening skills rather than detailed grammar analysis.
Richards and Rodgers summarized the principles of the direct method as follows (2001: 12)
• Classroom instruction was conducted exclusively in the target language;
• Only everyday vocabulary and sentences were taught;
• Oral communication skills were built up in a carefully graded progression organized around questions-and-answer exchanges between teachers and students in small intensive classes;
• New teaching points were taught through modeling and practice;
• Concrete vocabulary was taught through demonstration, objects, pictures; Abstract vocabulary was taught through association of ideas;
• Both speech and listening comprehension were taught;
• Correct pronunciation and grammar were emphasized
The Audio-lingual/Audiovisual Method, also known as "The Army Method," was developed by the U.S military and emphasizes habit formation through pattern drills and conversation practice Rooted in behaviorist psychology and structural linguistics, this approach focuses on memorization rather than fostering genuine communicative skills.
Characteristics of the audio-lingual method:
• New material is presented in dialogue form;
• There is dependence on mimicry, memorization of set phrases, and overlearning
• Structures are sequenced by means of contrastive analysis taught one at a time;
• Structural patterns are taught using repetitive drills;
• There is little or no grammatical explanation Grammar is taught by inductive analogy rather than by deductive explanation;
• Vocabulary is strictly limited and learned in context;
• There is much use of tapes, language labs, and visual aids;
• Great importance is attached to pronunciation;
• Very little use of the mother tongue by teachers is permitted;
• Successful responses are immediately reinforced;
• There is a great effort to get students to produce error-free utterances;
• There is a tendency to manipulate language and disregard content
• (adapted from Prator & Celce-Murcia 1979)
2.3.1.4.1 An overview of communicative approach (CA)
Communicative Language Teaching (CLT), also known as notional-functional, teaching for proficiency, or proficiency-based instruction, emphasizes helping students use the target language in diverse contexts Building on the notional-functional syllabus, CLT focuses on developing practical language skills by prioritizing language functions and real-life communication scenarios.
Communicative Language Teaching (CLT) should be regarded as an approach rather than a strict method, as its core principles emphasize a communicative view of language and language learning This learner-centered, experience-based approach prioritizes interaction and real-world communication, viewing language primarily as a system for expressing meaning According to Richards (2001), CLT posits that the main function of language is to facilitate interaction and effective communication between speakers.
According to Harmer (2001), Communicative Language Teaching (CLT) emphasizes both "what to teach" and "how to teach." The focus on "what to teach" prioritizes language functions over traditional grammar and vocabulary, promoting practical communication skills The "how to teach" aspect advocates for abundant exposure to authentic language use through diverse activities CLT aims to engage students in real or realistic communication contexts, enhancing their ability to communicate effectively in real-life situations.
2.3.1.4.2 Communicative activities in the speaking skill
Communicative activities play a vital role in providing students with opportunities to use language for meaningful communication, fostering fluency and real-life interaction These activities are primarily "fluency-based" tasks that encourage purposeful exchange of information, opinion sharing, and authentic communication between students (Tait, 2001) For effective implementation, classrooms should be student-centered, ensuring activities are "interactive, authentic, purposive, and contextualized" to promote genuine language use (Richards & Rodgers, 1982) Key characteristics of successful communicative activities include a strong desire to communicate and engaging, real-world tasks that facilitate meaningful language practice.
(2) a communicative purpose, (3) a focus on language content not language forms,
(4) a variety of language used, (5) no teacher intervention, and (6) no control or simplification of the material
Classroom activities used in CLT
2.3.2 Techniques in teaching the speaking skill
A teaching technique is a practical implementation used directly in the classroom to achieve specific immediate objectives It involves specific tricks, strategies, or methods that support effective teaching and learning For optimal results, teaching techniques must align with the overarching instructional method and approach, ensuring coherence and consistency in the educational process.
Effective language transfer to students requires the use of appropriate techniques to create a dynamic classroom atmosphere Implementing diverse methods helps prevent student boredom and actively stimulates engagement in the teaching and learning process To enable students to communicate effectively in the target language, English teachers must be skilled in managing the classroom speaking process According to Brown (2001), adopting effective strategies is essential for successful language acquisition and active student participation.
1) Techniques should cover the spectrum of learners needs, from language- based focus on accuracy to message-based focus on interaction, meaning and fluency, 2) technique use also encourage the use intrinsically motivating, 3) technique uses should also encourage the use of authentic language in meaningful context, 4) provide appropriate feedback and correction, 5) capitalize on the natural link between speaking and listening, 6) give the students opportunities to initiate oral communication, 7) encourage the development of speaking strategies (1994 :
Effective English teachers must be thoroughly prepared with supportive activities before lessons to boost student motivation in developing speaking skills Implementing communicative language teaching techniques ensures more effective and efficient language learning outcomes.
2.4 The characteristics of a successful speaking activity
According to Ur (2000: 120), there are some characteristics of a successful speaking activity in the classroom
Effective speaking tasks in language learning involve students actively using the foreign language throughout the class, ensuring that the majority of class time is dedicated to learner talk rather than teacher talk According to Ur, successful speaking activities maximize student verbal participation, promoting fluency and confidence in the target language.
Strategies of teaching and learning the speaking skill
According to Walker (1994), a teaching strategy is a combination of student activities supported by appropriate resources designed to deliver a specific learning experience and achieve desired learning outcomes This definition highlights the importance of focusing on students' needs rather than the teacher's role Effective teaching strategies prioritize student engagement and ensure that learning processes lead to meaningful and measurable results Incorporating varied activities and suitable resources is essential to facilitate successful learning experiences tailored to students’ requirements.
A teaching strategy refers to the methods teachers use to enhance student learning According to Walker (1994), one of the intriguing aspects of teaching is that a technique effective with one group of students may not work as well with a similar group in a different context This highlights the importance for teachers to interpret student signals, such as body language, and adapt their approach accordingly to ensure successful learning outcomes.
According to Walker (1994:110), the choice of teaching strategy is closely connected to the teacher's individual style, but it should also consider essential guidelines Key factors include the specific learning objectives students aim to achieve and the number of students in the class Teachers should evaluate these aspects collectively to determine the most effective teaching strategy Additionally, Walker categorizes teaching strategies into distinct types, providing a framework for selecting appropriate instructional methods.
• Choice of teaching related to objectives to be achieved
• Choice of teaching strategies based on group size
• Choice of teaching strategy related to needs and characteristics of students
• Choice of strategies related to students’ ability
• Choice of teaching strategies related to motivation of students
Speaking learning strategies are essential behaviors and techniques used by language learners to improve their speaking skills and become proficient in the target language These strategies encompass meta-cognitive approaches for planning and monitoring progress, cognitive tactics for practicing and automating language use, social strategies that involve interaction with others, and affective methods to build confidence and reduce anxiety Incorporating diverse speaking learning strategies can greatly enhance language acquisition and fluency.
Meta-cognitive strategies are essential for effective learning, encompassing activities such as planning your learning process, monitoring comprehension during tasks, and self-evaluating after completing lessons These strategies also include directed and selective attention to focus on key information, self-management techniques to regulate learning behaviors, and problem identification skills to address challenges promptly By incorporating meta-cognitive strategies, learners can enhance their awareness and control over their learning process, leading to improved academic outcomes.
• Cognitive strategies are more directly related to individual learning tasks and entail direct manipulation or transformation of the learning materials (Brown, 1982) These strategies include: repetition, resourcing, and inference
• Social strategies are cooperative learning, which involve peer interaction to achieve a common goal in (Slavin, 1980), and asking questions for clarification
Affective strategies, such as lowering anxiety and encouraging individuals to assess their emotional state through self-talk, play a crucial role in enhancing performance These strategies involve redirecting negative thoughts about one's abilities with positive assurances, reinforcing that the task is achievable By practicing self-talk, individuals can boost their confidence and manage emotional barriers effectively, leading to improved task execution Implementing these affective strategies is essential for fostering a positive mindset and supporting successful performance.
Numerous studies have explored effective approaches to teaching spoken English to high school and university students, as well as learners of various ages at English centers Vietnamese researchers have also investigated the unique challenges faced by Vietnamese students and adult EFL learners in developing their spoken English skills These studies highlight specific difficulties that significantly impact Vietnamese learners' ability to communicate fluently in English.
English will, hereafter, be reviewed as a useful reference for this study The following are research studies done on problems related to Vietnamese students’ difficulties in speaking skill
Nguyen Thi Thuy Ngoc's 2000 research provides a comprehensive overview of teaching spoken English to first-year English majors at HCMC College of Social Sciences and Humanities The study profiles both teachers and students, examining their backgrounds, knowledge, and teaching and learning experiences It identifies key difficulties faced by students in learning spoken English and offers practical suggestions to improve instructional methods for first-year English majors at the college.
Bui Thi Minh Hong (2003) conducted a research project titled “Teaching Speaking Skills at a Vietnamese University and Recommendations for Using CMC,” which provides an overview of the current oral skill teaching practices at HCS Her study emphasizes the importance of integrating technology, specifically Computer-Mediated Communication (CMC), to enhance the English speaking abilities of science students The research offers valuable insights and practical recommendations for leveraging technological tools to improve speaking skills in a Vietnamese university context.
Nguyen Thi Phuc Hoa (1999) explores the pronunciation difficulties badly affecting Vietnamese students’ quality of learning spoken English in her research-
Learners at Hue University face significant pronunciation challenges when speaking English naturally, particularly among fourth-year English students These pronunciation difficulties pose a serious barrier to effective oral communication To address these issues, various strategies can be implemented, which are also applicable to adult EFL learners striving to improve their English speaking skills through consistent practice.
A survey titled “Problems of Binh Duong provincial senior cadres in learning spoken English,” conducted by Nguyen Van Hung, aimed to identify learners’ challenges and needs in studying spoken English The study highlights the key difficulties faced by senior cadres in Binh Duong province when learning oral English, providing valuable insights into their specific problems and requirements for effective language acquisition.
In 2005, a study identified key factors affecting learners' spoken English, including psychological inhibition in speaking classes, inappropriate teaching materials, and ineffective teaching techniques The research highlighted the importance of addressing learners' lack of self-study at home and understanding their genuine needs for improving spoken English skills To overcome these challenges, the study proposed effective teaching strategies and techniques aimed at boosting learners' self-confidence, enhancing speaking task performance, and improving overall oral English proficiency in a communicative and engaging manner.
The research titled “Teaching Speaking to First-Year Students at the Faculty of Economics, Vietnam National University-Ho Chi Minh City” by Nguyen Hoa Nguyen aims to help teachers overcome challenges in implementing Communicative Language Teaching (CLT) for first-year students The study identifies the difficulties teachers face when applying CLT and gathers their suggested solutions to enhance teaching effectiveness This research provides valuable insights into improving speaking instruction for first-year students in higher education.
This chapter provides an overview of human oral communication, emphasizing the importance of speaking skills in language teaching and learning It highlights the need for teachers to consider students' psychological factors and effective teaching strategies to create a communicative classroom environment The chapter discusses various factors affecting students' speaking abilities and presents teaching methods in Vietnam that prioritize communicative approaches for practical language use Additionally, it reviews related studies that offer insights into the real profiles of adult EFL learners and the common challenges they face in speaking English These insights help us understand the actual difficulties learners encounter, laying the groundwork for future research, whose methodology will be detailed in the next chapter.
Summary
This chapter provides an overview of the key characteristics of human oral communication and the importance of speaking in language teaching and learning To create a communicative classroom for English learners, teachers must pay close attention to students' psychological factors and adopt effective teaching strategies for speaking skills Several factors influencing students' speaking abilities are discussed, along with teaching methods used in Vietnam that emphasize communicative approaches for practical application The chapter also reviews related studies, offering valuable insights into the real profiles of adult EFL learners and highlighting the common difficulties they face in speaking English The next chapter will detail the research methodology employed in this study.
METHODOLOGY
Research design
This research utilized a comprehensive survey and class observations to assess BDTTC students majoring in English and their teachers The questionnaire aimed to examine students' profiles, including their age, gender, English learning history, and educational background, to understand factors influencing spoken English proficiency A primary focus was to identify students' difficulties and needs in speaking English, enabling the development of effective solutions to overcome speaking obstacles and enhance fluency Additionally, the study considered insights from previous Vietnamese and international research to analyze common challenges in learning spoken English and propose effective teaching strategies for future educators and learners.
Characteristics of subjects
There were two groups of subjects in my study: teachers and students at BDTTC This section provides characteristics of these two groups
Table 3.1: Summary of the students’ subject characteristics Gender Years of learning English Age range
Despite studying English for 8 to 12 years, students struggle with speaking skills due to traditional teaching methods focused primarily on grammar during secondary and high school education As a result, many students face difficulties with spoken English when they reach college Enhancing speaking proficiency requires adopting more engaging and practical language learning approaches beyond conventional grammar-focused instruction.
For these subjects, they were from different age groups: most of the students of the survey, 93 were under 20 (76.2%), 20 were from 20 to 22 (16.4%), 8 were from 23 to 25 (6.6%), and one was over 25 (0.8%)
Table 3.2: Summary of the teachers’ subject characteristics
Teachers Gender Age Years of teaching
Teacher 1 female 36 10 MA in Tesol
Teacher 2 male 39 13 Attending post-graduate course in Tesol
Teacher 3 male 41 16 Attending post-graduate course in Tesol
Teacher 4 male 4 17 Attending post-graduate course in Tesol
Teacher 5 female 41 17 MA in Tesol
Teacher 6 male 42 17 BA in Tesol
Teacher 7 female 48 22 MA in Tesol
Teacher 8 female 54 26 MA in Tesol
The group of English teachers at BDTTC's Foreign Language Department comprises five female and three male Vietnamese educators, with ages ranging from 36 to 54 years old Most of them (four out of eight) hold Master of Arts degrees, while three are enrolled in postgraduate courses, and one has a Bachelor of Arts degree Their teaching experience varies from ten to twenty-six years, reflecting a diverse range of expertise At the time of data collection, all teachers were actively working as English instructors at BDTTC, demonstrating their commitment to professional development and extensive teaching background.
Instruments
This study aimed to investigate students' challenges in developing their English speaking skills and to provide effective recommendations for overcoming these difficulties To achieve these objectives, data collection was a crucial step, conducted through questionnaires to gather insightful feedback from students.
According to Brown (2001:77), questionnaires are a cost-effective and time-efficient method for large-scale surveys, making them an ideal tool for data collection In this study, interviewing 122 students was impractical due to the time constraints, so questionnaires were chosen as the most suitable instrument To gather comprehensive data, two separate questionnaires were utilized—one addressed to students and the other to teachers—ensuring a balanced perspective in the research.
3.3.1 Questionnaire for students (see Appendix 1, 2)
The student questionnaire was written in Vietnamese to ensure participants' full comprehension regardless of their English proficiency It was specifically designed to focus on key issues relevant to the study, ensuring accurate and meaningful responses.
1 The students’ difficulties in the speaking skill;
2 Strategies employed by the students to get round their difficulties
The multiple choice format with various options is chosen for reasons of convenience and efficiency
The questionnaire for students consists of three parts:
Part I of the questionnaire is the background questions concerning students’ personal information such as gender, age, time of learning English
Part II consists of 11 questions focusing on the following aspects:
• The students’ learning English (questions 1, 2)
• The students’ feelings in speaking English classes (questions 3, 4, 5)
• The students’ needs in learning spoken English (question 6)
• Students’ opinion about the course-book (question 7)
• The students’ difficulties in speaking English (question 8)
• The factors causing students’ difficulties (question 9)
• Students’ opinion about teaching styles and techniques (question 10)
• Students’ opinion about speaking tasks and activities (question 11) Part III refer to the students’ strategies in speaking skill (questions 12, 13, 14)
3.3.2 Questionnaire for teachers (see Appendix 3)
Apart from the questionnaire for students, the questionnaire prepared for teachers of English consists of two parts:
Part I of the questionnaire is of the teachers’ background information such as: age, qualification, gender and time of teaching experience
Part II consists of 8 questions focusing on the following aspects:
• The teachers’ remark about the students’ feeling in the English speaking classes (question 1)
• The teachers’ difficulties in teaching the speaking skill (question 2)
• The teachers’ viewpoint about students’ problems in speaking English (question 3)
• Teachers’ opinion about factors causing students’ difficulties (question 4)
• The teachers’ opinion about the course-book “New Interchange”-book 1 (question 5)
• The strategies in learning and teaching the speaking skill (questions 6, 7, 8)
Procedures
A total of 122 English-major students and 8 teachers participated in the questionnaire survey conducted during the 2009-2010 school year The study aimed to identify students' profiles, difficulties, and needs in learning spoken English The survey was successfully administered with the support of speaking teachers who generously allotted 60 minutes for students to complete the questionnaires Collected data were carefully recorded for subsequent analysis to better understand the challenges faced by students in spoken English proficiency.
Summary
Chapter 3 has just stated the methodology used in the study so as to investigate the first year students’ difficulties in the English speaking skill Five sections including the research questions, the research design, descriptions of the subject, the instruments and data collection procedures were presented The data from these sources would be analyzed in the next chapter.