INTRODUCTION
Rationale
In today's globalized world, mastering English, particularly spoken English, is increasingly vital for effective communication across international platforms and various life aspects In Vietnam, proficiency in English speaking is crucial for professional success, making the pursuit of English language skills more important than ever.
At Tay Do University (TDU), many second-year English majors struggle with speaking skills, often focusing excessively on grammar, writing, and reading while neglecting speaking practice This has resulted in a passive approach to speaking, with students showing reluctance to participate in speaking activities during lessons Consequently, their English speaking proficiency remains low, and only a few can communicate fluently in English.
Teachers must adopt effective teaching methods to address the challenges in English speaking education This study examines the current state of English speaking instruction for second-year English majors at TDU and proposes key techniques to improve teaching practices By implementing these methods, students can significantly enhance their English speaking skills, ultimately enabling them to communicate fluently in English.
To enhance the English speaking skills of second-year English majors at Tay Do University (TDU), this study titled “A Survey on the Effective Techniques to Improve English Majored Sophomores’ Fluency in Speaking Skill at Tay Do University” aims to identify effective methods for improving fluency The research is designed to benefit students in the Foreign Languages Department, ultimately paving the way for a brighter future for these aspiring professionals.
The significance of study
This research aims to assist sophomore English majors in identifying effective techniques to enhance their speaking fluency The findings demonstrate that the implementation of these techniques significantly contributes to improved fluency in speaking skills.
The organization of study
The research consists of five chapters
Chapter 3: Research aims – Research questions – Hypothesis
LITERATURE REVIEW
Definitions of speaking
There are several definitions on speaking presented in language learning methodology
Speaking is an interactive process that involves both producing and processing information, as highlighted by Brown (1994) and Burns & Joyce (1997) The form and meaning of speech are influenced by the context, which includes the participants, their shared experiences, the physical setting, and the objectives behind the communication.
Speaking is the physical delivery of language, involving various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips It can be categorized into two styles: informal and formal Informal speaking is commonly used with family, friends, or familiar individuals, while formal speaking is reserved for business, academic contexts, or initial meetings with new acquaintances.
Speaking is a fundamental language skill that students must develop alongside reading, writing, and listening It serves as a vital tool for communication, enabling learners to convey their opinions, intentions, hopes, and viewpoints effectively Mastering speaking skills is essential for achieving various personal and academic goals.
4 language are referred to as ‘speakers’ of that language As Rivers (1981) argues that
“speaking is used twice as much as reading and writing in our communication”
Many language teachers believe that speaking is the most effective way to achieve fluent reading skills, with correct speech serving as the foundation for good writing They argue that individuals are likely to speak more throughout their lives than they write Consequently, teaching speaking effectively is a crucial focus for educators in the ESL/EFL field.
Speaking in a second language involves constructing and conveying meaning through verbal and non-verbal symbols in diverse contexts This process allows individuals to express ideas, opinions, or feelings using words and sounds to inform, persuade, or entertain Effective speaking skills can be developed through various teaching and learning methodologies.
Definition of fluency in speaking
Fluency in English speaking refers to the ability to communicate easily and quickly without frequent pauses Achieving fluency can take years of practice Effective speakers convey their messages smoothly, despite occasional errors in grammar, pronunciation, or word choice The key to successful speaking lies in natural communication of ideas.
Fillmore (1979) defines the first type of fluency as the ability to engage in conversation without frequent pauses for thought or phrasing This fluency relies on various factors, including quick access to and practiced control over the language's lexical and syntactic elements, as well as the ability to make prompt decisions during communication.
5 appropriate and efficient to use them, as well as having familiarity with interactional and discourse schemata
Day and Shapson (1987) defined fluency as the ease and flow of a student's speech compared to native speakers They developed a four-point fluency rating scale with specific descriptors for each level.
Speech fluency can be categorized into four levels: (1) halting and slow, marked by noticeable breaks between words and requiring significant effort; (2) uneven speech with some breaks, also demanding effort and occasionally halting, typically slower than level three; (3) relatively smooth and effortless, yet slower than native speakers or noticeably non-native; and (4) smooth speech at a native-like rate The authors note that using fluency as a measure of speaking ability has faced criticism, as it often inaccurately equates a native speaker's fluency with an ideal standard, ignoring the natural pauses, hesitations, and false starts that can occur in speech.
For Beatens Beardsmore (1972), “oral fluency is understood to imply a
Communicative competence encompasses the ability to create accurate and appropriate multi-sentence utterances Fluency is defined as the immediate access to this competence, allowing for the formulation of suitable responses in real time This involves strategic construction of sentence structures and careful selection of vocabulary, ensuring that individual sentences are cohesively integrated into connected discourse.
Despite various scientific perspectives on fluency, there remains a lack of widely accepted evaluation tools, with the notable exception being the speed rate criterion.
The importance of fluency English speaking skill
Zaremba (2006) emphasizes the significance of both receptive skills—reading and listening—and productive skills—writing and speaking—in language learning Among these four macro English skills, speaking is highlighted as the most crucial for effective communication.
“speaking skill or communication skill are usually placed ahead of work experience, motivation, and academic credentials as criteria for new recruitment for employment”
Fluency in English is crucial for learners of English as a second language, as it significantly impacts career opportunities and job quality Success in international companies often hinges on effective communication with global clients and colleagues In management roles, a strong command of English is essential not only for making a stylish impression but also for articulating important ideas clearly Individuals who can engage effectively and present their points confidently are more likely to achieve their goals and foster positive relationships in the workplace.
Main factors affecting students’ fluency English speaking
To enhance students' speaking fluency, teachers must identify the various factors influencing their performance These factors include linguistic elements such as vocabulary, grammar, pronunciation, accent, and listening comprehension Additionally, psychological aspects like fear of mistakes, shyness, anxiety, lack of confidence, and motivation play a significant role Other contributing factors include learners' strategies, the speaking environment, practice time, and students' background knowledge.
A strong vocabulary is essential for students learning English as a foreign language, as it enables them to comprehend others and articulate their own thoughts Understanding a word encompasses various aspects, including its literal meaning, connotations, spelling, derivations, collocations, frequency, pronunciation, syntactic constructions, morphological options, and a range of semantic associates like synonyms and antonyms (Nagy and Scott, 2000, as cited in Taylor, 1990).
Liu & Jackson (2008) claim that “lack of vocabulary was regarded as a main obstacle for the spoken communication English learners in China”
A strong vocabulary is essential for anyone learning English or any language, as it enhances communication skills Knowing a wide range of words enables effective speaking, writing, and translation Without understanding the meanings of words, learners will struggle to express themselves in English.
Proper grammar is crucial for students as it prevents misunderstandings, enhances fluency, and facilitates clear communication Mastery of grammatical structures enables learners to construct correct written forms, allowing them to express meaning through phrases, clauses, and sentences (Doff, 2000) Additionally, grammar is vital not only for sentence formation but also for achieving fluency in speech With a solid grasp of grammatical rules, learners can articulate their ideas smoothly and skillfully, minimizing difficulties in communication Thus, prioritizing grammar education is essential for effective language learning.
8 grammar will help learners do exercises or write passages as well as help them speak English well
Mastering English pronunciation is often one of the most challenging aspects for non-native speakers, leading to misunderstandings and potential communication issues To enhance pronunciation skills, consistent learning and practice are essential Poor pronunciation can hinder comprehension for listeners, making it crucial to focus on this skill According to Fraser (2000), pronunciation is a vital sub-skill in effective speaking.
Everyone has a unique voice, and accents often indicate a person's origin According to the accent prestige theory, individuals assess a speaker's characteristics based on their accent (Fuertes, Potere, and Ramirez, 2002) Accents can create barriers to understanding, prompting many to attempt to modify their own However, it is important to note that completely eliminating an accent is challenging; individuals can only slightly alter their accent by studying and imitating another.
Listening comprehension is a very basic skill one must have in order to be a good English speaker
“Speaking skills cannot be developed unless we develop listening skills” (Doff,
Effective communication requires students to comprehend spoken language, as highlighted by Doff (1998) and supported by Shumin (1997) In a conversation, each individual alternates between the roles of speaker and listener, actively engaging in the listening process to respond appropriately.
Therefore, one is certainly unable to respond if he or she cannot understand what is said It means speaking is closely related to listening
Robby (2010) highlighted that the fear of making mistakes significantly impacts students' willingness to speak English in the classroom This fear is closely associated with concerns about correction and negative evaluation, as well as the anxiety of being laughed at by peers or criticized by teachers Consequently, many students withdraw from speaking activities To address this issue, it is crucial for teachers to reassure students that mistakes are a natural part of the learning process and provide valuable learning opportunities.
Shyness is a common emotional challenge for students, particularly when speaking in English class, and it can hinder their learning and speaking performance Addressing this issue is crucial to support students in maximizing their speaking abilities in the classroom (Gebhard, 2000) Baldwin (2011) emphasizes the importance of recognizing and managing shyness to enhance student participation and confidence.
Public speaking is a prevalent phobia among students, often leading to feelings of shyness that can cause their minds to go blank or forget their words Research indicates that many students struggle to perform optimally in speaking tasks due to this shyness Consequently, it is evident that shyness significantly impacts students' speaking performance.
Anxiety is a significant barrier to effective language learning, as it encompasses feelings of tension and apprehension (Horwitz et al., cited in Nascente, 2001) Nascente emphasizes that anxiety is a primary affective variable that can hinder students' ability to learn a foreign language, leading to issues such as stuttering, vocabulary recall difficulties, and challenges in expressing opinions Park & Lee (2005) note that increased anxiety correlates with decreased performance, underscoring the importance of addressing this factor in the learning process Additionally, Horwitz (1991) supports the notion that anxiety can adversely impact students' fluency in speaking a foreign language.
Creating a comfortable learning environment is essential for enhancing oral language production, as it can significantly impact students' perceived fluency Teachers should strive to foster an atmosphere that encourages students to engage more freely in their learning activities.
Research indicates that students with self-confidence tend to perform better, while those lacking confidence struggle to improve their speaking skills (Dửrnyei, 2001; Krashen, 2002; Viswat and Jackson, 1993).
Students often experience a lack of confidence in communication when they feel misunderstood or struggle to understand others This leads them to remain silent, highlighting their communication apprehension Nunan (1999) emphasizes that students with low self-confidence in their English skills are particularly affected by this issue Therefore, it is crucial for educators to prioritize building students' confidence as a key aspect of their teaching approach.
Learners often complain that they cannot think of anything to say and they have no motivation from their friends, family and teachers to express themselves Rivers
In 1968, it was suggested that students may struggle to express themselves if the teacher selects unfamiliar topics This challenge is particularly evident in foreign language learning, where students often feel at a loss for words, unsure of the vocabulary and grammar required to articulate their thoughts effectively.
Some suggested techniques in teaching English to improve English majored sophomores’ fluency in speaking skill at Tay Do University
Teaching English speaking can be challenging, problems seem to arise from all directions However, this challenge can be overcome The following are ideas and
15 techniques to spice up English speaking classroom and make lessons more interesting and effective In addition, through these techniques, students can think and speak smoothly
Dramatic techniques in the classroom offer numerous benefits, as many scholars, including Dougill (1987), Livingstone (1985), Maley and Duff (1982), and Phillips (2003), emphasize their entertaining and motivational qualities for students According to Maley and Duff (1982), these activities leverage individuals' innate abilities to imitate and express themselves through gestures.
2.6.1 Repeat and Re-phrase (Recast)
A recast, defined as the repetition of a student's utterance with modifications to create a correct phrase or sentence (Lightbrown and Spada 2006), allows teachers to demonstrate the proper usage of language naturally, without explicitly pointing out the student's mistakes.
The repeat and re-phrase technique is highly effective in classrooms as it helps students connect new vocabulary with familiar terms, enhancing their understanding of the English language By incorporating repetition, teachers facilitate the learning of new words while allowing students to utilize their existing vocabulary to reformulate questions, leading to deeper comprehension This approach can be applied during oral instructions or question-and-answer sessions, providing students with the chance to grasp questions more clearly and respond independently Ultimately, these strategies promote and ensure a better understanding of various topics, enabling students to engage more effectively in their learning process For instance, when a student struggles with the question, “What is the meaning of an adjective?”, the teacher can either repeat or rephrase the question to aid in comprehension.
Understanding the role of adjectives is crucial for students, as it enhances their comprehension of language Rephrasing questions, such as "What does an adjective do?" allows learners to grasp the meaning of the inquiry more effectively This technique can also be applied to assess understanding of vocabulary For instance, in the sentence "The girl avoided the water," the teacher can ask, "If she avoided the water, then she isn’t wet," to clarify the term "avoid." This interactive questioning helps students better understand the meaning and usage of words.
Cooperative learning involves students collaborating in small groups to achieve a shared objective, as noted by Slavin (1980) When implemented effectively, this approach has been demonstrated to enhance traditional academic performance, including results on standardized assessments.
This technique enhances personalized learning by allowing each student to receive individualized attention, even in the absence of direct teacher involvement It enables teachers to facilitate activities by moving among groups, providing support as needed This approach fosters a community atmosphere where students collaborate and learn from one another By utilizing various methods to form cooperative groups, educators can deliver tailored lessons that meet students at their specific levels.
This strategy enhances students' ability to absorb information while fostering relationships and community among peers By learning from one another, students often respond better to their classmates than to adults, making the process more engaging and enjoyable Group work not only facilitates knowledge acquisition but also creates a more entertaining learning environment.
17 the teacher with many new lesson options to keep the classroom engaging and motivating
According to Buckner (1999), simulations are immersive and interactive experiences that engage participants in meaningful activities, reflecting real-life scenarios they may encounter in specific environments This involvement fosters a deeper connection to the content and roles assumed during the simulation.
Simulation activities engage learners in discussing problems within a structured environment, allowing them to either portray themselves or assume different roles These activities involve interactive dialogues, including social formulas such as greetings, farewells, introductions, compliments, and complaints By participating in simulation exercises, students learn to navigate social situations effectively, mastering the necessary social niceties.
A simulation activity creates a unique environment for students to enhance their communication skills, including self-assertion, opinion expression, persuasion, argumentation, and group problem-solving This hands-on approach allows learners to analyze situations effectively and engage in meaningful discussions.
Ladousse (1976) emphasized that role play is a versatile communicative technique that enhances language development, fosters classroom interaction, and boosts student motivation He noted that this approach promotes peer learning and shared responsibility for education between teachers and students With appropriate role play exercises, teachers can address a diverse range of learning needs effectively.
Kowalska (1991: 113) believes that “role-playing develops learners’ fluency in speaking The wide range of language functions, for example apologizing, greetings, etc., is exercised more than in any other activities”
Role play serves as an effective educational tool for examining complex social situations It focuses on common scenarios such as family dynamics, school interactions, and playground incidents, fostering opportunities for interaction and group discussion.
Role play in language teaching offers significant advantages by facilitating natural language production that may be challenging to achieve otherwise It allows students to practice and recreate language relevant to various real-life situations, equipping them with the skills they are likely to need beyond the classroom.
In their book, *ESL/EFL Teaching: Principles for Success*, Yvonne S Freeman and David E Freeman (1998, p 16) emphasize the importance of recording lesson materials to enhance oral communication and reading skills This practice is equally vital when teaching both new English learners and proficient speakers to utilize braille as a literacy tool, highlighting the significance of audio recorders in the learning process.
Effective strategies for teaching Braille to adults include utilizing audio recordings during lessons, as suggested by the American Foundation for the Blind These recordings serve as valuable resources, aiding students in reinforcing their learning and practicing reading in Braille between sessions.
Previous study
In this part of the study, some previous studies relating to this study will be reviewed
Liu & Jackson (2008) highlight that a significant barrier for English learners in China is the lack of vocabulary, which hinders their spoken communication While students have the opportunity to select appropriate words during writing, they often struggle to recall them when speaking, leading to difficulties in expressing their intended meanings Their study on Chinese EFL learners revealed that, although many students are eager to engage in interpersonal conversations, a considerable number are reluctant to risk speaking English in class due to anxiety Additionally, over one-third of the learners reported feeling anxious and fearful of negative evaluation.
Park and Lee (2005) explored the connections between anxiety, self-confidence, and speaking performance among second language learners Their study involved 132 Korean college students enrolled in English conversation classes The findings revealed a negative correlation between learners' anxiety levels and their oral performance Similarly, Tanveer (2007) conducted research on this topic.
Language anxiety significantly affects speaking skills among learners, as highlighted by a study involving twenty individuals This research aligns with the findings of Park & Lee (2005), indicating that feelings of stress and nervousness can hinder language learning and performance It is emphasized that increased anxiety correlates with decreased performance in communication within the target language.
Nam (2006) researched the use of a voice journal for the speaking practice of one male student in the second year of middle school Unlike Allan (1991) and Foley
In 1993, a participant utilized a tape recorder, while in 2006, another individual employed a computer's recording function to maintain an oral English diary, with the recorded files sent to the researcher via email The results indicated that the participant experienced fewer pauses and mumbling during English speaking, increased their vocabulary usage, and favored general English verbs over less common ones.
Participation in the voice diary practice led to improved fluency, although accuracy remained unchanged According to Nam (2006), this could be attributed to the participant being a first-year middle-school student with limited exposure to English language structure Despite this, the participant gained more confidence in speaking English Nam (2006) noted that voice journals can positively impact fluency and enhance speaking proficiency, while also helping learners reduce anxiety and develop automaticity in their English speaking skills.
RESEARCH AIMS – RESEARCH QUESTIONS –
Research aims
This study aims to identify effective techniques for improving speaking skills among English major sophomores, focusing on their current fluency levels and providing suggestions for enhanced communication The author seeks to transform students' attitudes toward speaking English, making it a more engaging and enjoyable experience The ultimate goal is for sophomores at Tay Do University to embrace English speaking as a preferred activity.
Research questions
This study is expected to improve students’ fluency in speaking English at Tay Do University The study was undertaken with the purposes of dealing with the research questions:
- Question 1: Are there any techniques to help English majored sophomores improve their speaking skill?
- Question 2: What are some effective techniques to improve English majored sophomores’ fluency in speaking skill at Tay Do University?
Hypothesis
The study hypothesizes that there are effective techniques to enhance students' fluency in speaking English, and the researcher aims to identify these techniques.
RESEARCH METHODOLOGY
Design
The research titled “A Survey on Effective Techniques to Improve English Majored Sophomores’ Fluency in Speaking Skill at Tay Do University” aimed to identify strategies that students can employ to enhance their English speaking fluency Conducted as a quantitative study, it focused on techniques applicable to both students and teachers in the learning and teaching processes The study involved 100 students from two English course 10 classes at Tay Do University Data were gathered through questionnaires and interviews with both students and English teachers, with the analysis of this information intended to reveal effective methods for improving speaking skills.
Participants
The study involved 85 sophomore students majoring in English at Tay Do University, comprising 24 males and 61 females aged between 18 and 22 years After excluding invalid responses from two classes of English course 10, all participants had studied English for 7 to 13 years and hailed from diverse backgrounds Vietnamese was their mother tongue, while English was regarded as their second language, with all students possessing an equal proficiency level.
Instruments
Questionnaire and interview questions were the instruments of this research Questionnaire was used to find out the problems of students in learning English
To enhance students' speaking fluency in English, various techniques can be employed, reflecting the method's high reliability In addition to questionnaires, interviews serve as an effective tool for gathering insights The responses from these interviews reveal students' attitudes towards English speaking subjects, providing valuable information for improvement.
The questionnaire was divided into two parts The first part contained six questions aimed at gathering information about students' backgrounds, including their hometowns (urban or rural), years of English study, and frequency of practice The second part featured twenty-two statements in a table, with the first two focusing on students' attitudes towards speaking Statements three to seventeen examined various factors influencing students' fluency, categorized into linguistic causes, psychological causes, and other factors Statements eighteen and nineteen addressed how often students speak English in class and their perceptions of speaking lessons Statement twenty discussed the effectiveness of techniques used in teaching and learning English speaking Finally, statements twenty-one and twenty-two captured students' opinions on current teaching methods and their expectations, aiming to help teachers meet students' needs and foster a greater love for speaking English while enhancing their speaking skills.
The paper interview included six questions focusing on students' attitudes, challenges in studying speaking, and techniques to enhance speaking fluency, allowing students the freedom to express their thoughts.
Procedure
Duration (12 weeks) Activities in study process
Step 1: from the 1 st week to 4 th week
- Designing the framework of the study
Step 2: from the 5 th week to 7 th week
- Asking the teacher for the permission of delivering questionnaire
- Delivering the questionnaires to students and interview to teachers and students
- Collecting the data from questionnaire and interview
Step 3: from the 8 th week to 12 th week
- Analyzing the collected data from questionnaire and interview
EXPECTED OUTCOME
In this chapter, the researcher presents the expectation from the study and the difficulties in this research
Speaking is essential for learning English, and achieving fluency is a key objective for second language learners This study aims to help English sophomores at Tay Do University enhance their speaking skills through effective techniques The author seeks to shift students' attitudes towards speaking English, making the experience more engaging and enjoyable.
This study aims to enhance the speaking fluency of sophomore students at Tay Do University While numerous techniques exist for improving English communication, they often demand significant time and effort Given the constraints of time, resources, and knowledge, this research investigates the current state of English speaking instruction for second-year English majors at Tay Do University It evaluates the effectiveness of the university's teaching methods and proposes strategies to help students improve their speaking skills.
Achieving fluency in speaking a foreign language within classroom settings is widely acknowledged as a challenging endeavor Even those at advanced levels frequently complete language courses feeling unprepared for real-world conversations outside the classroom.
Common issues in language classrooms often stem from the personalities and attitudes of individual learners, particularly regarding the process of learning to speak One significant challenge is inhibition, which can hinder students' willingness to engage in speaking activities.
Many learners experience a fear of making mistakes, losing face, facing criticism, or feeling shy Additionally, they often struggle to generate ideas for speaking, articulate opinions, or make relevant comments Participation levels can be low or inconsistent, frequently due to certain individuals dominating group discussions Furthermore, the use of the mother tongue is prevalent, especially in less disciplined or motivated classes, as students tend to find it easier to express themselves in their native language (Ur 1995: 121).
Teachers observe that various situations arise in language classrooms, regardless of students' proficiency levels or group sizes Each learner brings their unique personality and past experiences—both positive and negative—into the learning environment This individual aspect is especially evident among older, more advanced learners, who tend to have a clear understanding of their specific challenges, an accurate evaluation of their existing skills, and well-defined needs.
English serves as a global means of communication, making it essential to learn as an international language However, mastering English as a foreign language presents significant challenges.
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My name is Nguyen Anh Thu, a senior majoring in English I sincerely appreciate your time in assisting me with this questionnaire, which is part of my research on effective techniques to enhance English fluency among sophomores at Tay Do University Your thoughtful responses to the following questions are crucial for my study Thank you once again for your invaluable support!
Please read the following questions and marking (v) the appropriate answer for each question Give specific answers if needed
1 How long have you studied English? ……… Years
3 According to you, learning English is
4 What are your purposes of learning English?
☐ Finding a good job with good salary
☐ Living in English speaking countries
5 Which subjects did you learn when you were in high school? (You can choose more than one options)
6 How many periods a week did you practice speaking to English?
Please read the following statements and mark (v) in suitable column to express your opinion
Statement Strongly agree Agree No ideas Disagree Strongly disagree
1 Learning English speaking subject is not easy for you
2 You have faced difficulties when learning speaking subject
3 You do not have enough vocabulary to express your ideas, thoughts and emotions
4 Grammar plays a key role in speaking skill
5 Improving pronunciation is really necessary for you to be a good speaker
6 You feel embarrassed when listening to the sound connections and intonation spoken by native speakers with different accents
7 Sometimes, you feel confused because you have no background knowledge about what you are listening to
8 You are often afraid of making mistakes and being laughed by your friends
9 You feel shy when speaking in front of many people
10 You often give up chances to speak English because of your anxiety
11 When speaking in front of many people, you often lack confidence
12 Enhancing your motivation is one of the keys to improve your
English learning in general and English speaking in particular
13 Speaking is not a simple skill, so learners should have effective strategies to master it
14 You have very few chances to speak English outside the classroom
15 The practicing time in class is not enough for you
16 Sometimes, you cannot speak fluently and naturally because of lack of background knowledge
17 Sometimes, you get difficulties with unfamiliar topics
18 You have much time to speak English in class
English lessons in class are very interesting
20 You think that using some techniques in teaching and learning can help improving fluency speaking very well
21 You interested about the current teaching method
22 Do you want to have more activities to learn
My name is Nguyen Anh Thu, a senior majoring in English, and I am conducting research titled “A Survey on Effective Techniques to Improve English Majored Sophomores’ Fluency in Speaking Skills at Tay Do University.” I kindly request your participation in answering the questions below, as your responses are crucial to my study Thank you for your valuable contribution!
1 Why do you choose English as your major?
2 Do you like learning speaking subject? Why?
3 Do you think speaking subject is the most difficult one? Why or why not?
4 What are your problems when studying speaking subject in class?
To enhance fluency in speaking, the most effective technique is role play, as it immerses learners in real-life scenarios, fostering confidence and spontaneity in conversation This method encourages active participation and collaboration, making it easier to practice language skills in a supportive environment Additionally, using audio recorders as diaries allows individuals to track their progress and identify areas for improvement Overall, combining these techniques with games can make learning engaging and enjoyable, ultimately leading to better fluency.
6 Do you think teachers should use these techniques in teaching speaking in class? Why or why not?
My name is Nguyen Anh Thu, a senior majoring in English I am conducting research titled “A Survey on Effective Techniques to Enhance English Majored Sophomores’ Speaking Fluency at Tay Do University.” Your participation in answering the questions below is crucial for my study Thank you for your valuable input!
1 Why do you choose teaching English as your work?
2 Do you like teaching speaking subject? Why?