Difficulties in communicating with english speaking people of english majored juniors at tdu and their solutions

INTRODUCTION

Research aims and research questions

This research aimed to identify the communication challenges faced by juniors at Tay Do University when interacting with English speakers and to propose effective solutions for improvement The study focused on addressing key questions related to these difficulties.

- Do English majored juniors at Tay Do University have any difficulties in communicating with English speaking people?

- What are their difficulties in communicating with English speaking people?

- What are their solutions for improvement?

Significance of the study

This research investigates the barriers preventing students from effectively communicating with English speakers, aiming to identify solutions that can help them overcome these challenges By addressing these issues, students can enhance their speaking skills and avoid common communication problems.

LITERATURE REVIEW

Definition of speaking and its importance

Speaking is a crucial skill in learning English, allowing individuals to express thoughts, convey emotions, and connect with others While defining speaking can be challenging, researchers like Donough and Shaw (1993) describe it as a skill that enables people to produce utterances for effective communication and achieving specific goals, such as expressing ideas or negotiating Brown and Yule (1983) further emphasize that effective speaking requires the speaker to convey messages clearly, ensuring listeners understand and respond appropriately Additionally, speaking involves integrating non-verbal language within specific contexts Cunningham highlights the complexity of speaking, which necessitates an understanding of both linguistic and sociolinguistic elements, including the participants' backgrounds, the environment, and the purpose of the communication.

Speaking serves to convey information and express emotions, allowing listeners to grasp the speaker's intent and facilitating communication in diverse settings Mastering English speaking is challenging, as it requires the integration of multiple elements, including appropriate vocabulary, contractions, connected speech, linking words, and correct grammar Additionally, speakers must focus on stress patterns, rhythm, and intonation, necessitating regular practice to enhance their English speaking skills.

English is a globally recognized language, leading to an increasing number of learners today Among the four essential skills—listening, speaking, reading, and writing—speaking is often regarded as the most crucial and challenging, as it plays a vital role in effective communication across various life aspects Sesnan (1997) highlights that individuals typically learn to speak their native language first, and in public settings, the common inquiry is about one's ability to speak English rather than to read or write The true measure of language proficiency lies in how individuals express themselves verbally, as speaking skills are often seen as the primary indicator of a learner's success (Burkart, 1998) Additionally, speaking proficiency significantly influences listening skills; mispronunciations can hinder comprehension of native speakers, necessitating slower speech from foreigners to facilitate understanding.

Mastering speaking skills, particularly in English, significantly boosts confidence, paving the way for numerous achievements in life Fluent communication not only enhances self-assurance but also empowers individuals to succeed in their professional endeavors, alleviating anxiety and fear when addressing an audience.

RESEARCH METHODOLOGY t8

Design 1g

This study involved 34 English-major junior students from English 7 at Tay Do University, who completed a questionnaire regarding their challenges and proposed solutions Subsequently, 10 of these students were randomly selected for interviews to validate the information and gain deeper insights The analysis of both the questionnaire and interviews revealed a blend of quantitative and qualitative research methods.

Participants l g

The participants of this research consisted of 34 students of English class course VII

Between 2012 and 2016, a group of 34 students at Tay Do University, consisting of 5 boys and 29 girls aged 21 to 22, primarily spoke Vietnamese and had studied English for 9 to 14 years Despite their extensive English education, most participants felt their speaking skills were inadequate and unnatural when communicating with native English speakers, attributing these challenges to both linguistic and psychological factors.

Instruments lg

This research utilized questionnaires and interviews as key instruments for gathering vital information from students The questionnaire aimed to identify the challenges faced by juniors in communicating with English speakers and to explore potential solutions Additionally, student interviews provided an opportunity to validate the questionnaire findings and gather further insights.

3.3.1 Questionnaire The questionnaire was used to collect more information about the difficulties of English majored juniors and their solutions in communicating with English speaking people It included 8 multiple choices and 2 tables Students' learning background was mentioned in number l, 2,3 and 4 Additionally, the students, attitude toward learning English and communicating with native speakers were investigated in questions 4 to 8 On the other hand, the table which included a list of ideas about the difficulties in students' communicating with English speaking people from I to 23 was referred in part two In next part, ft was another table having 18 statements stating about some solutions to overcome these problems in the table 1.

The researcher posed four key questions in a paper interview to validate responses from a questionnaire The first question highlighted the significance of effective communication with English-speaking individuals for junior students The second question gathered data on the necessary skills and requirements for successful communication The final two questions addressed the challenges juniors encounter when interacting with English speakers and explored potential solutions to overcome these difficulties.

RESULTS AND DISCUSSTON

Results

According to the questionnaire data, 70.59% of English majors at Tay Do University come from rural areas, while only 29.41% are from urban settings This disparity may account for the significant differences in students' English proficiency upon entering the university Urban learners benefit from modern, practice-oriented teaching methods that emphasize speaking skills, whereas their rural counterparts are often taught through traditional, instructor-led approaches The following figure illustrates the differences in participants' living areas.

Urban place/ City Rural place/ Countryside Frgure 1 The participants' residences

Understanding the duration of English study before university is crucial, as over 82% of students reported learning English for 10 years, with 2.9% each having studied for 11 and 14 years, and 11.76% for 9 years This indicates that most students began their English education around grade 6 Despite an average of 7 years of English instruction during secondary and high school, many students struggled with standardized speaking skills, largely due to limited class time—typically only two to three classes per week—dedicated to developing all four language skills alongside other subjects for exam preparation The varying lengths of English study are illustrated in the accompanying pie chart.

Figure 2 Percentage of participants'English learrring yeans

In high school, only 16 out of 34 learners focused on speaking skills, while all participants studied grammar and reading Additionally, 16 students learned listening skills and 17 studied writing This indicates that the majority concentrated on grammar and reading, with only 13 out of 34 engaging in speaking practice Consequently, English majors faced challenges in speaking English naturally and smoothly.

The results from Question 2 indicate that learners have limited opportunities for practicing spoken English, as illustrated in Figure 3 A significant variation in practice frequency among participants is evident, with the majority engaging in 2 to 8 sessions per week Specifically, around 30.77% of high school respondents practiced speaking English twice a week, while only 7.69% managed to do so eight times a week Additionally, 15.38% of participants fell into other frequency categories.

3 periods a week and there was the similar percentage (23.08%) of 4 and 6 periods a week

2 periods 3 periods 4 periods 6 periods I periods a week a week a week a week a week

Frgure 3 The frequency of practicing speaking English in high schoolof participants

In summary, students' backgrounds significantly impact their learning outcomes Limited study hours in previous schools, a lack of conducive learning environments, and minimal opportunities for practicing spoken English contribute to challenges they face upon entering university.

Which subject(s) did you learn when you were in high school? Number

! obstacles in expressing their thinking in English and hardly communicate with English speakers naturally.

4.1.2 Students' attitude toward learning English and communicating with native speakers

In high school, students had limited opportunities to practice speaking, which has now become their preferred skill, accounting for nearly 61.76% In contrast, reading skills showed a significant decline from high school to university, with the percentage of learners dropping from 34% to around 6% English majors also expressed enjoyment in writing and listening skills, although these comprised only 14.71% and 5.88%, respectively.

Figurc 4 Percentage of students, favorite skills

A survey of junior learners revealed that 23 out of 34 participants rated their English speaking skills as average, while 5.88% considered themselves very good, matching the percentage of those who felt they were poor in this area Additionally, 20.59% of students reported that their English speaking abilities were good.

Students had positive outlook not only on speaking English but also on communicating with native speakers (in the pyramid figure 6) Indication from it,

24 lA0% of students believed that speaking with English speaking people was virtually signification Namely,24 in 34 respondents commented really important and just 10 of them admitted that it was important.

V"ry good Good Average Not bad Figure 5 Students'self evaluation on thelr Engltsh speaking

V*ry Important Normal Not important important

Figure 6, English majored juniors'viewpoint about the role of communicating with English speaking people

Students engaged in conversations with English speakers, as indicated in Chart 7 The data shows that 52.94% of students reported "sometimes" speaking with them, while 26.47% indicated they "usually" did Additionally, 7 out of 34 learners mentioned that they "rarely" communicated with foreigners.

Figure 7 Students' frequency in communicating with

Many students struggle to speak English naturally and fluently due to issues with vocabulary, pronunciation, and grammar Additionally, a lack of positive attitude, motivation, supportive environment, and time for learning further hinders their progress, making it challenging for them to achieve mastery in the language.

4.1.3 Learners' difficulties in communicating with English speaking peopte

English majors often struggle to find jobs due to insufficient communication skills with native speakers, as three years of university education may not adequately prepare them This gap is influenced by both linguistic and psychological barriers encountered during their learning process The following insights reflect students' self-assessment regarding their ability to speak English with native speakers.

Figure 8 Studentst opiuions about speaking with native speakers tr Strongly agree

According to Chart 8, over 50% of learners aged 50 and older reported difficulties in communicating with English-speaking individuals, while a smaller portion disagreed Notably, 41.18% of participants expressed agreement, with an additional 14.71% strongly agreeing Conversely, only 6 out of 34 students found communication easy, and approximately 5.88% deemed it very easy Additionally, 20.59% of respondents chose not to comment This indicates that a majority of students struggle to express their ideas to English speakers, despite recognizing the importance of effective communication for their future success.

Vocabulary plays a crucial role in learning English and effective communication A strong vocabulary allows individuals to express their opinions and thoughts clearly However, many students struggle with vocabulary due to time constraints, leading to difficulties in articulating their ideas Statistics reveal the challenges students face regarding their vocabulary skills.

Agree Agree No idea Disagree Strongly disagree

2 Lacking vocabulary makes you confused when trying to express your ideas.

3 You encounter difficulties in using appropriate word to the contexts.

4 Remembering vocabulary is hard to you.

Table 2 The results of statements about students, vocobulary

A majority of participants expressed agreement with the statement regarding vocabulary challenges, with nearly 90% indicating they felt embarrassed when unable to convey their thoughts due to limited vocabulary Only 2.94% disagreed, while 8.82% chose not to comment Additionally, over half of the participants (58.82%) reported difficulties in selecting appropriate words for various contexts, with 11.76% dismissing it as a concern and 29.41% not responding Notably, no juniors fully agreed or disagreed with this statement Furthermore, around 53% of respondents, including 32.35% who had no opinion and 20.59% who disagreed, believed they could easily remember vocabulary However, the overwhelming number of English words posed challenges for some, as only 3 out of 34 students strongly agreed with the ease of vocabulary retention, while 38.23% expressed difficulty.

Effective communication in English relies heavily on pronunciation, as learners with limited vocabulary or grammar skills can still convey their thoughts using simple words and structures However, poor pronunciation often leads to misunderstandings Despite students' efforts to improve their pronunciation, challenges remain The following table highlights the pronunciation difficulties faced by participants.

5 You have habits of using the pronunciation of Vietnamese to English pronunciation.

6 Consonants, vowels, word stress and intonation make you conlused when speaking with native speakers. t7.65% 38.24% 32.350h 1r.7 6% 0%

7 You usually forget to pronounce the final sound 20.59% 44.12% 14.7r% 2059% 0%

Table 3 The English majored juniors thinking about pronunciation

The findings revealed that no participants strongly disagreed with the statements, with the majority indicating agreement Specifically, in statement 5, it was noted that approximately 55.58% of students felt their native Vietnamese pronunciation did not significantly impact their English pronunciation, as evidenced by 32.35% selecting "no idea" and 23.53% choosing "disagree."

Whereas, only 8.82Yo of those completely consented and the rest one was 35.29% ooagree"

cONCLUTTONS AND RBCOMMENDATIONS

Conclusions 4g

English is a vital global language that serves as a gateway to success, prompting many to study it for better communication and relationship-building However, mastering English can be challenging, particularly for juniors majoring in the language Despite understanding its importance, learners often struggle with speaking and communicating effectively with native speakers This research aims to identify the difficulties faced by these learners and propose solutions to help them overcome these challenges.

After analyzing information from questionnaire and interview of students, it could be seen that almost juniors had restrictions relating to objective and subjective.

Many learners from rural areas face challenges in acquiring effective English communication skills due to limited educational resources and a reliance on traditional learning methods This lack of exposure to native speakers, English-speaking clubs, and volunteer opportunities hinders their ability to engage in conversations in new environments Additionally, students often prioritize leisure activities over reading, which restricts their vocabulary and understanding of grammatical structures Influenced by their mother tongue, they tend to skip final sounds and mispronounce words, leading to misunderstandings when communicating with native speakers Furthermore, their passive approach to learning prevents them from seeking opportunities to practice speaking English effectively.

Many learners struggle to achieve fluency in speaking despite having opportunities to practice, as they often depend on their study schedules or university volunteers Additionally, they tend to spend little time conversing with friends, even when they possess basic speaking skills and have free time outside of their studies This overemphasis on theoretical knowledge hinders their progress, making it difficult for them to reach their desired level of fluency.

Limitations

This study marks the researcher’s first attempt to conduct research in a real-world setting, leading to some unavoidable mistakes despite thorough guidance from instructors and support from peers Although the research topic was familiar, sourcing suitable reference materials proved challenging and time-consuming, relying heavily on documents from the supervisor, library, the Internet, and previous studies Additionally, the researcher faced obstacles with participant recruitment, initially gathering only 34 students during the first distribution of questionnaires and interviews, necessitating participation in the English VII class five times to collect sufficient data.

After conducting 20 interviews with students, only 11 responses were received, and among the 10 juniors, only 2 provided comprehensive information while the others offered minimal responses This made it challenging to select valuable insights and accurately analyze the data Consequently, the study's outcomes fell short of the researcher’s expectations due to these limitations.

Despite its limitations, this research aims to benefit both students and teachers in the learning process The data gathered will help students identify the challenges they face, enabling them to select appropriate solutions for overcoming linguistic and psychological barriers This not only enhances their speaking skills but also boosts their confidence in communicating with English speakers Furthermore, by understanding the issues students encounter, teachers can implement the suggested strategies to guide them effectively, ultimately facilitating the development of strong speaking skills in the future.

While the researcher made efforts to conduct the survey, it was not flawless Future researchers are encouraged to identify additional challenges and solutions to assist learners in overcoming their difficulties Moreover, conducting experimental research could help determine the effectiveness of certain solutions.

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Recommendations

Despite the researcher's efforts, the survey was not flawless Future researchers are encouraged to identify additional challenges and solutions to assist learners in overcoming their difficulties Furthermore, conducting experimental research could help determine the effectiveness of proposed solutions.