INTRODUCTION Error! Bookmark not defined
Rationale Error! Bookmark not defined
English has established itself as the global language over the past 1,400 years, playing a crucial role in social development As noted in David Crystal's book, *A History of the English Language* (2005), approximately 330 out of 360 people speak English as their first language Furthermore, a student blog indicates that over a quarter of the world's population, roughly 1.6 billion individuals, can understand, listen to, and speak English.
English serves as a vital link among people across the globe in various sectors, including tourism, education, business, and entertainment Research indicates that over 80% of websites use English as their primary language, while only 20% utilize other languages like Indonesian and Chinese This highlights the importance of learning English as a second language; without it, individuals risk missing out on more than 80% of new knowledge primarily shared online.
English offers numerous benefits, facilitating communication among people from Europe, Africa, and Asia without the need to learn their complex languages This underscores the importance of speaking English, which is often regarded as a crucial subject As noted by Brown, Burns, and Joyce (1997), "Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information."
Moreover, speaking English fluently is easy to make friend with foreigners and share valuable information Moreover, it not only helps us get a lot of knowledge, but
Becoming proficient in English communication not only boosts confidence but also enhances employment opportunities Students with strong English skills are more likely to secure better job positions, as employers prioritize candidates who can effectively speak and interact in English This proficiency is crucial for interviews, presentations, and networking at conferences, making it essential for university students aiming to work in international companies.
Many students struggle to express their ideas due to a lack of vocabulary, poor grammar, psychological factors, reliance on their mother tongue, and incorrect pronunciation While listeners can often understand mispronounced English words, it is particularly challenging for English major freshmen to accept their own mistakes This fear of making errors can lead some students to avoid speaking altogether, which ultimately hinders their fluency Unfortunately, many students do not recognize the significance of speaking skills until they graduate and seek employment, where they find that most companies require at least basic English speaking abilities.
This research aims to explore the common challenges faced by English-majored freshmen at Tay Do University in their speaking classes and to offer suggestions for improvement The study, titled “Some Common Errors in English Speaking Class of English Majored Freshmen at Tay Do University,” seeks to provide insights into the prevalent obstacles and errors in their speaking skills, ultimately assisting students in overcoming these challenges independently.
Research aim
This research aims to identify common errors in English speaking among English major freshmen at Tay Do University The findings will offer valuable insights into the significance of each student's role in the learning process.
3 speaking English in the classroom More importantly, some methods that help and support students to speak English well can be found by the researcher.
Research questions
The research was done to answer these two questions:
1 What are some common errors that English majored freshmen at Tay Do University often encounter when studying speaking English?
2 How do the students overcome some mistakes in speaking English?
This research aims to identify common errors faced by English major students at Tay Do University in their English speaking classes The findings will serve as a valuable resource, offering potential solutions to help students reduce their mistakes Ultimately, this study seeks to empower students to correct their errors and discover effective methods to improve their speaking skills, ensuring they do not encounter these issues in the future.
1.5 The organization of the research
The research contains five main chapters:
Chapter 1: Introduction provides the rationale, significance and organization of this research
Chapter 2: Literature review defines and reviews the definition of speaking, the common errors in English speaking and the previous studies
Chapter 3: Research methodology presents the method that employed in the thesis, including the research aim, research question, research participants, and research procedure
Chapter 4: Result and discussion question shows the results collected from the questionnaire in order to figure out the common difficulties that are troubling the participants when speaking English in class
Chapter 5: Conlucion gives the conclusion, implications, limitations, recommendations and suggestions for future research
Chapter 2 presents the definitions and the importance in speaking Besides, it also figures out some common errors in English speaking class of English majored freshmen at Tay Do University The related previous studies are also stated in this chapter
2.1 Definitions of speaking and its importance
Speaking has been variously defined The following definitions are selected because they are typical and meaningful in contents
Quianthy (1990) defines speaking as the oral transmission of ideas and information in various situations Similarly, Chaney (1998) describes speaking as the process of constructing and sharing meaning through verbal and non-verbal symbols across different contexts Leong and Ahmadi (2017) echo this sentiment, noting that speaking involves the creation and sharing of meaning using both verbal and non-verbal cues Both definitions highlight the importance of combining verbal communication with body language.
According to Harmer (2007), speaking fluently requires not just knowledge of language features but also the ability to process information and language in real-time Quick responses during conversation enhance its liveliness and engagement.
Next, in the Oxford Dictionary (2018), there is a speaking definition “speaking is the action of conveying information or expressing one's feelings in speech”
Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information, as noted by Brown (1994) and Burns & Joyce (1997) The context of speaking—including the participants, their experiences, the physical environment, and the purpose of communication—plays a crucial role in shaping its form and meaning Additionally, comprehension is an essential component of effective speaking.
Nunan (2006) defines speaking as the ability to use language quickly and confidently, characterized by minimal unnatural pauses, which is known as fluency The researcher emphasizes that speaking is essential for producing language and sharing ideas, highlighting its crucial role in communication and its function as a tool for conveying information to audiences.
Speaking is a productive skill that can be directly observed, with observations influenced by accuracy and fluency (Brown, 2004) It serves as a means to express thoughts and feelings orally (Djiwandono, as cited in Munir, 2005) In my view, speaking is the ability to articulate language through oral communication, enabling individuals to convey information, express ideas, and share emotions in an accurate, vivid, and convincing manner.
According to Tarigan (1990), speaking is the ability to articulate sounds or words to express thoughts, ideas, feelings, opinions, and wishes The researcher concludes that speaking involves the capability to convey these elements to another person through verbal communication.
Hornby (1995, p 37) “speaking mean to make use of words in an ordinary voice So, teaching speaking is giving instruction to a person in order to communicate”
Speaking is a multifaceted skill that encompasses various components such as grammar, vocabulary, pronunciation, fluency, and comprehension (Harmer, 2007) The development of speaking skills is primarily influenced by three key factors: phonation, articulation, and pronunciation.
According to Tarigan (1990, p.3-4), speaking is a fundamental language skill that develops during childhood, following the acquisition of listening skills This indicates that speaking is essential for effective communication, and the primary objective of teaching speaking skills is to enhance communicative efficiency.
Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information This communication can be verbal or non-verbal and varies across different contexts, influenced by the participants, their collective experiences, the physical environment, and the purpose of the interaction.
Speaking is the act of producing sound to express thoughts and feelings through spoken language, often aimed at conveying information This can vary from casual remarks to formal presentations and official speeches.
Zhang (2009) highlighted that speaking is often the most challenging skill for many English learners, leading to difficulties in oral communication I share this sentiment, recognizing the struggles faced by those learning English and empathizing with their experiences.
Speaking is an essential means for young learners to actively engage with a new language, enabling them to express meaning and practice their skills It serves as the primary medium through which they encounter, understand, and learn the language, emphasizing that oral skills are crucial for their overall language acquisition.
Instruments
To achieve the thesis goals, this research utilized questionnaires and statements as primary instruments for data collection These tools were instrumental in gathering essential information from students, drawing on theories discussed in chapter two The questionnaire aimed to reveal students' perceptions of common errors in English speaking classes, while the statements provided a means to compare responses for additional insights.
The questionnaire proved to be the most effective tool for gathering extensive information from a large population swiftly Its outcomes can be easily quantified using software, enhancing efficiency The survey is designed with three primary objectives: to assess students' attitudes towards speaking English skills, to identify the challenges they encounter in language proficiency, and to generate effective solutions for these issues.
The questionnaire consists of two parts: the first part includes 8 questions focusing on students' backgrounds in learning English, where participants select the most suitable answers, with a specific emphasis on providing detailed responses for question 8 The second part features 20 statements presented in a table format, utilizing a 5-point Likert scale ranging from strongly disagree to strongly agree, allowing students to indicate their level of agreement by ticking the corresponding column Overall, the questionnaire is organized into distinct sections for clarity and ease of analysis.
The article summarizes key aspects of students' learning experiences in speaking, highlighting their background, challenges with their mother tongue, vocabulary difficulties, pronunciation issues, and psychological problems Specifically, it addresses the students' foundational knowledge in speaking, identifies problems stemming from their native language, discusses struggles with vocabulary acquisition, examines pronunciation difficulties, and explores psychological barriers impacting their learning process.
RESULTS AND DISCUSSION Error! Bookmark not defined.1
Results of the questionnaire Error! Bookmark not defined.1
The analysis of the questionnaire revealed key findings regarding common errors made by English major freshmen at Tay Do University during speaking classes These findings are categorized into five main areas: students' backgrounds in learning to speak, challenges stemming from their mother tongue, difficulties with vocabulary, issues related to pronunciation, and psychological factors affecting their performance.
CONCLUSION AND RECOMMENDATION Error!
Conclusion Error! Bookmark not defined.2
This research identified common errors in English speaking among freshmen majoring in English at Tay Do University Key factors contributing to these challenges include interference from their mother tongue, limited vocabulary, pronunciation issues, and psychological barriers.
This 12-week study involved 91 English major students from three classes (14A, 14B, and 14C) at Tay Do University The research utilized a survey questionnaire as its primary instrument, and the collected data were statistically analyzed using Google Forms.
The study reveals that students struggle with speaking skills, despite recognizing their importance in both academic and everyday contexts This research aims to assist students in identifying their errors and understanding how to improve their English speaking abilities.
Implications Error! Bookmark not defined.2
Research findings indicate that Vietnamese students, particularly first-year English majors, face significant challenges in achieving fluency in spoken English, highlighting the need for a more focused approach to developing their speaking skills.
Therefore, I would like to suggest some implications for correcting and learning speaking skill for English majored students at Tay Do University as the following ideas
Self-practice Students can practice speaking on a specific topic, or writing a questionnaire and practice answering them.
Increase vocabulary The university students can talk about many different topics
Try and learn many useful new words in many contexts Using a large dictionary is an effective way to increase vocabulary
Take time to listen more Listen while reading the text with eyes and then read aloud
Try to imitate the pronunciation when hearing in the lesson
Sing along to favorite English songs that helps the learner speak
Students can enhance their knowledge and develop a more natural speaking style by engaging with foreigners Additionally, exploring YouTube videos focused on speaking techniques can provide valuable strategies for effective communication in English Implementing these suggestions is crucial for students in their journey to improve their speaking skills.
Limitations Error! Bookmark not defined.3
Despite receiving enthusiastic guidance and support from the supervisor, family, and friends, this study faces certain limitations that may impact the final results As this is the researcher's first experience conducting a real study, the constraints of time and knowledge have led to unavoidable mistakes throughout the process.
The primary limitation of this research was the small sample size, with only 91 students from three classes participating due to the impact of the Coronavirus disease (Covid-19) As students were unable to attend school, they transitioned to online learning, which disrupted the data collection process Consequently, I had to resort to using an online questionnaire, a method that proved time-consuming and contributed to the instability of the research results.
The research was conducted over a limited timeframe of sixteen weeks, encompassing all chapters This marked the researcher's inaugural thesis, making the exploration of this relatively new topic a time-sensitive endeavor.
The researcher faced challenges in locating reference materials due to the scarcity of studies related to speaking The pandemic further exacerbated this issue, as libraries and bookstores were closed, limiting access to information sources Despite these obstacles, the researcher remains optimistic about the outcomes of the study.
34 scope, is able to contribute its usefulness to the English majored students at Tay Do University as well as non-English majored students as well.
Recommendations Error! Bookmark not defined.4
Future research should aim to include a larger and more diverse group of students from various courses to enhance the reliability, practicality, and diversity of the results.
The researcher has completed an investigation into common errors made by English majored freshmen in speaking classes at Tay Do University It is hoped that future studies will explore additional mistakes and propose solutions to help minimize obstacles for students.
To enhance their speaking skills, students are encouraged to explore various recommended books that provide valuable insights into this area Engaging with these resources is essential, as practice leads to improvement Some suggested titles that can aid students in their journey include "Speak Now" and "Let’s Talk."
1 David Crystal (2005) In a book A History of the English Language
2 Nguyen Thi Tra My (2019) A Study On Common pronunciation Mistakes Of The Third Year English Major Students At Haiphong Private University And Some Suggested Solutions
3 Nunan (1999) Psychological Factors That Hinder Students from Speaking in English Class (A Case Study in a Senior High School in South Tangerang, Banten, Indonesia)
4 Khong My Huong (2018) How to help first year English majors at HPU avoid common mistakes in speaking lessons
5 Oxford Dictionary (2018) Definition of Speaking
6 Pradya Afisa, Sheila Yolanda (2015) The students‟ difficulties in speaking at the tenth grade of SMA Negeri 1 Sine in 2014/2015 academic year
7 Quianthy (1990) Using Skype Application For Improve Students' Speaking Ability
8 Samar Diaaba (2016) Role of Faulty Instructional Methods in Libyan EFL Learners‟ Speaking Difficulties
9 Samira (2014) Teacher Perception On Problem Of Teaching Speaking To Efl
10 Songsiri, (2007) Problems and Difficulties of Speaking That Encounter English Language Students at Al Quds Open University
11 Suzan Hammad Rafada, Abeer Madini (2017) Major Causes of Saudi Learners' Speaking Anxiety in EFL Classrooms
12 Tarigan (1990) http://eprints.iain-surakarta.ac.id/683/1/lengkap.pdf
13 Tarigan (1990, p.3-4) Students' Speaking Skill In Oral Descriptive Text By Using Video At Tenth Grade In Sma Negeri 1 Namlea
15 Zhang (2009) Speaking Difficulties Encountered by Young EFL Learners
Zua (2008) Student‟s anxiety in learning speaking
16 Alfitri (2012) http://repo.iain-tulungagung.ac.id/12146/5/BAB%20II.pdf
17 Brown, (1994); Burns & Joyce, (1997) Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature and Teaching English Language and Literature for Secondary Schools
18 Brown (2004) http://andikamil.blogspot.com/2013/10/proposal-binggris- effectiveness-of.html
19 Chaney (1998) Communicative Language Teaching In Speaking Class In One Of The Vocational High School In Koba, Bangka Tengah Regency, Bangka Belitung Province.
20 Chen (2010) Psychological Factors That Hinder Students from Speaking in English Class (A Case Study in a Senior High School in South Tangerang, Banten, Indonesia
21 Djiwandono, as cite in Munir, (2005 ) https://sites.google.com/site/wirmanvalkinz3/home/wirman/wirman2/wirman3
22 Gebhard ( 2000) https://www.academia.edu/37631869/Problems_and_Difficulties_of_Speaking_That_ Encounter_English_Language_Students_at_Al_Quds_Open_University http://www.cal.org/caela/esl_resources/digests/Speak.html
23 Hadijah ( 2014) Investigating The Problems Of English Speaking Of
The Students Of Islamic Boarding School Program At Stain Samarinda
24 Harmer (2007) Implementing Learning Community Strategy To Improve Students Speaking Ability In Junior High School
25 Harmer (2007) p 343 Improving Student‟s Speaking Ability on Descriptive Text through PPP Technique in Class X at Smkn 5 Madiun in Academic Year 2013/2014 Hornby (1995) p 370) http://blogbuleindonesia.blogspot.com/2015/03/improving- students-speaking-ability-on.html
26 https://en.wikipedia.org/wiki/Shyness
27 Kavin Hetrakul, (1995) Problems and Difficulties of Speaking That Encounter English Language Students at Al Quds Open University
28 Nunan (2006) Improvement Speaking Skill With YouTube
29 Kurtus, (2001) https://www.academia.edu/29386747/Psychological_Factors_That_Hinder_Students_f rom_Speaking_in_English_Class_A_Case_Study_in_a_Senior_High_School_in_Sout h
29 Leong and Ahmadi (2017) English Language Speaking Skill Issues in an EMP Context: Causes and Solutions
My name is Nguyen Thi Quynh Giao, I am a senior majoring in English at Tay
This questionnaire is part of my research on common errors in English speaking among freshmen majoring in English at Tay Do University Your participation is greatly appreciated, as your responses are vital to the success of this study Rest assured, all information provided will be used solely for research purposes and will remain confidential Thank you sincerely for your valuable assistance!
Part 1: Please read the following questions and choose the suitable answer for each question Give specific answers if necessary
1 How long have you studied English?
2 What do you think about learning speaking?
Very important Important Normal Boring Very boring
3 How is your speaking skill?
Very good Good Average Bad Very bad
4 How much time do you spend on practicing speaking per week?
5 How often do you make the mistake when speaking English in class?
Always Usually Sometimes Seldom Rarely
6 Do you like to communicate with foreigners?
Really like Like Normal Slightly like Don‟t like
7 Do you like to take part in English clubs?
Really like Like Normal Slightly like Don‟t like
8 What kind of mistakes do you usually make in speaking English? (Mother tongue, vocabulary, pronunciation, psychology …)
Part 2: Please check (√) on the column that best fits opinion in each statement in the following table according the 5-degree scale, including
Disagree Neutral Agree Strongly agree
Um, Ah, oh When speaking English in class.
10 I have often translated Vietnamese into
English in mind before speaking
11 I speak English in class, but sometimes add a few
12 Sometimes, I don‟t really understand what native speakers mean
Vietnamese more than foreigners Because of
Vietnamese accent easily to hear
14 Poor vocabulary, I cannot express my ideas easily
15 I rarely use slang, idioms, phrasal verbs
16.Mistakes in word stress are a common cause of misunderstanding when I speak English
17 I am lacking of vocabularies while speaking in class
18 I often use vocabulary that is not in the right context
19 It is not easy for me to pronoun correctly some difficult letters Ex: /p/, /t/…
20 Because of my past pronunciation habits, I usually make mistakes in pronunciation
21 I usually add “s” to the end of words or structures
22 Sometimes, I am omissible of final consonants
23 I was confused between words with similar pronunciation
24 I am a perfectionist so I blame myself when speaking something wrong
25 I am afraid of making mistakes and lacking in confidence in front of my classmates
26 It is hard to react quickly when speaking in class
Because I rarely communicate English in crowded places
27 I‟m afraid of being criticized or laughed at by my friends because I do not speak English smoothly
I have enough knowledge to be ready to communicate
Thank you for your kind help!