INTRODUCTION
Rationale
In today's globalized world, English has emerged as the predominant international language, leading to its widespread teaching across Vietnam, particularly in educational institutions where it is a compulsory subject Society invests significant time and resources into learning English, with a strong emphasis on developing four key skills, particularly speaking, which is deemed essential for language proficiency As David Nunan noted, the ability to speak a language is a critical indicator of language knowledge However, research by Cao Thanh Nguyen indicates that English instruction often prioritizes grammar and vocabulary from textbooks, neglecting other vital skills, resulting in many college and university students struggling with spoken English This issue is exacerbated in remote and impoverished areas, where challenges such as limited general knowledge, classroom organization, and student motivation hinder effective speaking skill development.
Kontum Technical-Economic College (KTEC), located in the remote West Highlands of Vietnam, is one of the four junior colleges and vocational schools in Kontum City English is a mandatory subject at KTEC, but the focus of English teaching and learning primarily revolves around grammar.
The absence of speaking tests in the final exams at KTEC has resulted in inadequate teaching of essential language skills As an experienced teacher at KTEC, I have observed that while students achieve high scores in reading and writing, their speaking abilities remain significantly underdeveloped To enhance students' proficiency in spoken English, it is crucial for educators to identify the challenges they face in learning to speak effectively.
For the mentioned reasons, I would like to conduct a study on “ An investigation into challenges of learning English speaking faced by students at Kontum Technical Economic College.”
Research aims
This research aims to explore the perceptions of teachers and students regarding the teaching and learning of English speaking skills at KTEC, as well as the challenges students encounter in this area Additionally, the study offers recommendations to address these challenges effectively within the college.
Objectives
The objectives of the research are:
- to investigate the important role of learning speaking skill through teachers and students’ perception
- to explore the challenges that students at KTEC have faced in learning speaking English
- to give some measures to overcome these challenges in order to improve teaching and learning English speaking at KTEC.
Research questions of the study
This study is aimed to answer the following questions:
1 What are teachers and students’ perceptions toward teaching and learning English speaking skill at Kontum Technical Economic College?
2 What are the challenges that students have faced in learning English speaking at Kontum Technical Economic College?
3 What should be done for overcoming these challenges?
Scope of the study
The study conducted at KTEC focuses on the challenges faced by 100 students and 12 teachers regarding the teaching of speaking skills It examines the limitations in teaching staff, student engagement, and learning facilities that impact English speaking proficiency Additionally, the research proposes targeted measures to enhance speaking skills specifically for students and teachers at KTEC.
Significance of the Study
This study investigates the challenges students face in learning to speak English, aiming to raise awareness among teachers and students at KTEC about these difficulties The findings will serve as a foundation for improving English speaking instruction at KTEC and can also be beneficial for teaching and learning speaking skills in other educational institutions.
Structure of the study
This study includes five chapters
Chapter 1: Introduction This chapter is about the rationale, research aims, research objectives, research questions, scope of the study, significance of the study and structure of the study
Chapter 2: Literature review This chapter presents the theoretical background of the study and revises some relevant studies in Vietnam as well as in other countries
Chapter 3: Methodology It presents the details of the study, participants, research instruments and data analysis
Chapter 4: Findings and Discussions This chapter deals with the results of the questionnaire analyzed by Excel software and clearly described in tables and charts
This chapter also covers the analysis and interpretation of the prominent findings that consequently lead to the discussion of the findings
Chapter 5: Conclusion and Implications This chapter first summarizes the main findings from the study and then informs the readers with the pedagogical implications, limitation of the study Suggestions for further study successfully end the chapter as well as the whole study
LITERATURE REVIEW
Theoretical background
Speaking is one of the four essential skills in learning English, crucial for effective language communication According to Hornby (1995), speaking is defined as "the delivery of language through the mouth," and it is the skill upon which students are most often evaluated in real-life situations This skill plays a vital role in daily interactions, as a person's ability to speak fluently and comprehensively often forms the basis of first impressions Furthermore, the Oxford Advanced Learner's Dictionary emphasizes the significance of speaking in language mastery.
Speaking is the process of conveying information and expressing feelings through verbal and non-verbal symbols in various contexts, as defined by Chaney (1998) Nunan (2003) further elaborates that speaking involves producing systematic verbal utterances to communicate meaning He also distinguishes speaking from writing, highlighting the unique characteristics of each form of communication.
Temporary; immediate reception Permanent; delayed reception Prosody (rhythm, stress intonation) Punctuation
Immediate feedback Delayed or no feedback
Planning and editing limited by Unlimited planning, editing,
Luoma (2004) defines speaking as an interactive, social activity rooted in specific situations, highlighting its significance in daily life This view emphasizes that most interactions in everyday activities occur through spoken communication.
Speaking is a productive skill, akin to writing, that involves using speech to convey meanings to others (Spratt & Williams, 2005) Due to its complexity, learners often require substantial support in the classroom to prepare for effective speaking This includes practicing essential vocabulary, organizing their ideas, pronouncing new words, and executing tasks before speaking freely Particularly for beginners and children, it is crucial to allow time for processing the new language they encounter before they begin to produce it verbally.
Moreover, Harwood (2010) states that the speaking is an unique form of communication that have differs with another skill, that are:
1 Speaking is different with other language skill, speaking is related to how we produce the words and sound, how well understood, and how to project our self in a range of discourse contexts
2 Speaking is a spontaneous it can never erase or struck out entirely and a polished final draft presented to the recipient This makes speaking something of a
“high- risk” business for all speakers
Speaking skills encompass two key aspects: accuracy and fluency Accuracy pertains to the correct use of vocabulary, grammar, and pronunciation, which can be developed through structured activities Fluency, on the other hand, is defined as the ability to speak spontaneously without interruption According to Bryne (1986), accuracy involves using correct forms to avoid errors in phonological, syntactic, semantic, and discourse elements of a language Fluency enables individuals to convey their communicative intent effectively and smoothly.
7 hesitation and too many pauses to cause barriers or a breakdown in communication
In this case, instant correction may be inappropriate and could interfere with the aims of the speaking activity
Speaking involves articulating ideas, opinions, or feelings to communicate with others effectively It serves the purposes of informing, persuading, and entertaining, and can be developed through various teaching and learning methodologies.
Speaking competence is essential not only in theoretical contexts but also in everyday life and personal growth Chomsky, as cited in Garnham (1985), defines linguistic performance as the practical use of language in specific situations, while O’Grady et al (1996) describe linguistic competence as the ability to produce and comprehend an infinite number of utterances This indicates that speaking skill encompasses both linguistic competence and performance, functioning as a mental motor skill that involves the coordination of sound production through muscle mechanisms and cognitive processes According to Tarigan (1990), speaking is the ability to express, explain, and convey thoughts, feelings, and ideas, highlighting that speaking ability is intrinsically linked to the capacity for thought.
Based on the explanations above, Syakur (1987) gave at least five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, and fluency to measure the students’ speaking ability
Effective oral communication relies on comprehension to prevent misunderstandings between the speaker and listener It involves understanding the context and conditions in which the communication occurs Additionally, successful oral communication necessitates an active participant who can respond, speak, and initiate the conversation.
Students must learn to construct correct sentences in conversation, as emphasized by Heaton (1978), who highlights the importance of manipulating sentence structure and recognizing appropriate grammatical forms Mastery of grammar is essential for achieving proficiency in both spoken and written language.
Vocabulary refers to the specific words used in communication, and a robust vocabulary is essential for effective expression in both spoken and written forms A limited vocabulary can hinder language learners from fully grasping a new language, making it crucial for language teachers to possess the skills to create engaging classrooms that foster vocabulary development As noted by Willid (1990), while grammar allows for minimal communication, vocabulary is fundamental; without it, conveying meaning is impossible Therefore, vocabulary encompasses the collection of words that individuals or groups can utilize in their communication efforts.
Pronunciation is essential for students to articulate language clearly, involving the phonological processes that shape sound variation and patterns in a language Key aspects of pronunciation include phonemes and suprasegmental features Mispronunciation of phonemes can significantly hinder mutual understanding between speakers from different language communities (Gerard, 2000).
Fluency refers to the ability to speak a language smoothly and accurately, which is a primary goal for many language learners Key indicators of fluency include a relatively quick speaking pace and minimal interruptions, such as pauses or filler words like "ums."
Effective communication in speaking requires minimal effort in searching for the right language items (Brown, 1997) While teaching speaking may seem straightforward (Nunan, 2003), many commercial language schools employ untrained individuals to teach conversation To succeed in speaking, students must integrate various language components, enabling them to communicate effectively.
Speaking is a vital productive oral skill that presents unique challenges, particularly when using a foreign language It requires the integration of various language levels, making it essential to implement diverse teaching strategies These strategies aim to provide language learners with ample opportunities to practice speaking in their target language (Nunan, 2003a:64).
To make it clearer, Nunan (2003a) proposes at least five principles for teaching speaking Below are the descriptions:
1) Be aware of the differences between second language and foreign language learning contexts
Teaching English at university in Vietnam
In her 2008 research, "Management of a University-Based English Language Program in Asia’s Non-Native Contexts: An Innovative Approach from Vietnam," Ngo Tuyet Mai highlights the high demand for English language training in Vietnam, yet many universities still treat English as a mere subject focused on grammar rather than practical skills ELT programs face significant challenges, including inadequate resources, unqualified teachers, outdated methodologies, and inappropriate materials, leading to a curriculum that does not align with learner or market needs Consequently, Vietnamese students often learn English primarily to pass exams rather than for effective communication or career preparation.
English proficiency is a crucial requirement for employment in Vietnam, with 48% of local companies and 91% of foreign firms conducting interviews in English Despite its importance, many individuals face significant barriers in accessing opportunities for studying abroad and working in international companies A study titled “Improving Effectiveness of Teaching English at University Educational System: From Teacher Perspective” by Ha Thi Thieu Dao (2004) identifies four key factors contributing to this issue: unsuitable teaching schedules, lack of student motivation and effective learning strategies, an inadequate curriculum, and a challenging learning environment.
Preliminary findings from a study conducted by Lilian Utsumi and Doan Thi Nam Hau (2008) at five major universities in Vietnam indicate a significant shift in teaching practices towards more communicative approaches This research highlights the growing emphasis on speaking skills in English language education, particularly within university settings in Vietnam.
Current situation of teaching and learning English at Kontum
Kontum Technical Economic College (KTEC) serves as a vital educational institution in Kontum, a poverty-stricken province in the highlands of Vietnam where agriculture is the primary economic activity Many families struggle financially, limiting their ability to afford English learning opportunities, such as courses or clubs outside of school Additionally, Kontum's unique geopolitical position at the Indochinese crossroads of Vietnam, Laos, and Cambodia results in a lack of foreign visitors, further diminishing students' opportunities to practice English in real-life situations.
The English Department at KTEC boasts a dedicated team of 8 full-time and 4 part-time teachers, with four holding MA degrees in TEFL and over 15 years of teaching experience The remaining instructors are nearing the completion of their MA courses, contributing to a dynamic and enthusiastic teaching environment This team not only embodies youthful energy and expertise but also employs modern teaching methods that resonate with students Their friendly approach fosters open communication, allowing for a deeper understanding between teachers and students, ultimately enhancing the quality of English language instruction at the school.
Kontum Technical Economic College hosts around 400 students primarily in business and agroforestry programs, many of whom hail from mountainous and remote areas These students often lack adequate English instruction in high school and are accustomed to traditional teaching methods where teachers lecture and students passively take notes This approach limits their opportunities to practice speaking, resulting in poor listening and speaking skills Despite memorizing numerous vocabulary words and grammatical structures over the years, they struggle to apply this knowledge effectively in communication, particularly during exams and assessments.
Many English language programs, including those at Kontum Technical-Economic College, primarily emphasize writing and reading skills, often neglecting speaking proficiency This oversight leads to challenges for both teachers and students, as learners struggle to adapt to new language skills and environments Individual factors such as attitudes, motivation, and study methods further complicate the learning process Additionally, the large class sizes, often exceeding 40 to 50 students, create significant obstacles for effective teaching, resulting in fewer opportunities for students to practice speaking English.
The English course at KTEC is divided into two stages, each stage contains
Over a 20-week period, students engage in three 45-minute English learning sessions each week, with a focus on enhancing speaking skills through integrated lessons designed for both accuracy and fluency The first stage, lasting two terms, introduces students to essential vocabulary, phonology, and grammar using the "Face-2-Face" Elementary textbook by Chris Redston & Gillie Cunnington from Oxford University Press During this stage, students must complete two progress tests, a midterm, and a final exam The second stage, English for Specific Purposes, consists of 45 periods and equips students with terminology and structures relevant to their future careers, utilizing tailored materials created by KTEC teachers that emphasize specific vocabulary, reading, and translation skills.
Teachers typically employ the communicative method of teaching, where students take on a central role as the primary speakers in lessons In this approach, the teacher serves primarily as an advisor during communication activities, facilitating rather than dominating the conversation.
The assessment structure for the course consists of two mid-term tests, attendance, and class participation, with specific weightings: class attendance and participation account for 10%, mid-term tests contribute 30%, and the final examination comprises 60% of the overall grade.
Relevant Studies
There are some researches regarding to the topic of this research in Vietnam as well as in other countries
A study by Nguyen V Minh (2008) examined the challenges faced by learners in developing speaking skills using Tieng Anh 11 at four high schools in Quang Tri The findings indicated that while students expressed a desire to engage in speaking activities, many struggled due to various difficulties Additionally, the research highlighted that students were more inclined to participate when teachers addressed their needs, including motivation and assessment.
Another research studying in Vietnamese context was conducted by Nguyen
T T Huong (2010) with the cooperation of the 100 students of law, economics, information technology, education and business administration and 12 teachers of English at VNUH through questionnaires and interviews The research revealed that due to various reasons such as variety in students’ level of language proficiency, lack of interesting topics, prior experience in learning speaking, and fear of losing face, more than two-thirds of the students remained reluctant to respond to the teacher and kept quiet until they were asked to answer questions Moreover, many of them seem to be helpless about being reticent when the teacher asks a question and expects a response
Nguyen T T Hoai (2011) conducted a study on teaching English speaking skills to second-year English Major students in large heterogeneous classes at Kontum Junior College of Pedagogy The findings indicated that teachers held a positive perception of teaching English speaking to these students, while also highlighting the challenges they faced in this educational context.
In the context of enhancing students' speaking skills in English, effective strategies must be employed to increase talking time while minimizing cultural and language barriers Research, such as Kroeker's (2009) study titled “The Reality of English Conversation Classes: A Study in A South Korean University,” highlights that English conversation classes often fall short of fostering genuine conversational skills, instead focusing on general English learning.
Ramírez (2010) found that students experienced an enhancement in their oral skills after participating in the Oral Skills course The study highlighted that, despite recognizing the significance of engaging in class activities, students tended to rely on the teacher to facilitate interaction, emphasizing the necessity of the teacher's presence to encourage the use of the target language during lessons.
A study by Riasati (2012) revealed that various factors influence the willingness to speak in a foreign language classroom Key classroom-specific elements affecting this willingness include task type, discussion topics, teacher influence, classroom atmosphere, and the grading criteria related to speech accuracy.
In their 2013 thesis, Kayaoğlu and Sağlamel identified several factors contributing to language anxiety, including linguistic difficulties such as vocabulary, grammar, and pronunciation issues They also highlighted cognitive challenges like fear of failure in social situations, exam anxiety, communication apprehension, low self-esteem, and the fear of making mistakes Additionally, the role of teachers, a competitive environment, and insufficient information were noted as significant correlates of language anxiety.
This study aims to explore the perceptions of teachers and students regarding the challenges of learning speaking skills at KTEC It builds on previous research that examined factors influencing speaking skill acquisition and the difficulties encountered The challenges identified pertain to both the teaching staff and the students themselves, highlighting the complexities involved in effectively teaching speaking skills at the college level.
The researcher identifies 17 learning facilities and suggests measures to address challenges faced by the school, aiming to enhance the teaching and learning of English speaking skills.
Summary
This chapter reviews relevant literature on English speaking skills, focusing on studies from Vietnam and other countries It defines English speaking and outlines its key components The discussion on teaching speaking includes the rationale and methodologies employed, with a particular emphasis on integrating skills in the teaching process It also addresses challenges related to learning facilities Additionally, the chapter provides an overview of English language instruction at universities in Vietnam, concluding with an analysis of the current state of English teaching and learning at KTEC.
METHODOLOGY
Participants
To facilitate data collection and analysis for the study, a sample of 12 English teachers and 100 students from the Faculties of Economics and Agroforestry at KTEC was randomly selected The researcher, currently teaching at KTEC, found it easier to invite participants for the survey questionnaires The findings of this research aim to provide valuable recommendations for teachers, students, and the administrative board at KTEC.
The study reveals that 87.5% of the teacher participants are female, with only one male teacher, highlighting the predominance of female English educators at KTEC All teachers are in their 30s, indicating a young and dynamic faculty dedicated to enhancing English teaching and learning Among them, three teachers boast nearly ten years of experience, while the remaining teacher has approximately 15 years in the field Additionally, four teachers hold MA degrees in English education, and the others are nearing completion of their MA studies Notably, none of the teachers have had the opportunity to visit English-speaking countries.
The study focuses on KTEC students aged 19 to 25, comprising 70 first-year and 30 second-year students, including both males and females Among these, 60 students are from the Faculty of Agroforestry, while the remainder belongs to the Economic Faculty First and second-year students were selected for the investigation due to their experience with Basic English courses, providing them with foundational knowledge in English teaching and learning At KTEC, students are required to complete a three-year training program, with English being a compulsory subject taught in a formal classroom setting.
Instruments
The study utilizes a survey questionnaire as the primary method for data collection, as it allows for objective scoring and analysis (Oxford, 1990) Genesee and Upshur (1996) highlight that questionnaires are particularly effective when used systematically to gather uniform feedback from students In this research, two questionnaires were employed to achieve the study's objectives.
(1) The Questionnaire for the teachers
(2) The Questionnaire for the students
The study utilizes two identical questionnaires to explore both teachers' and students' perceptions of learning to speak English, identify the challenges students encounter, and propose potential solutions Initially, the questionnaires gather general demographic information from participants, including age, gender, years of teaching or learning English, and the specific course books used Additionally, participants have the option to omit any personal information they prefer not to disclose.
The questionnaire is designed in 3 parts:
Part 1: This part includes 5 questions (1-5) aiming to look for teachers and students’ perceptions toward learning English speaking skill at KTEC The participants are asked to tick the expressing extent of agreement The questionnaires mainly focus on five ideas: the need for learning all four language skills at KTEC, the perception about the important role of speaking skill, the elements students need to speak English well (vocabulary, grammar, and pronunciation), the effect of integrating speaking skill with other communicative skills, and the requirement for level B1 in CEFR of speaking skill for non-major English students at this school Part 2: This part includes 22 questions (6-27) and is divided into 3 categories The first category is about challenges that students have to face in terms of teaching staff, the second one is challenges by students, and the last challenge is about learning facilities (see the table below for details)
Table 3 1 Describing challenges in questionnaire
1 Challenges in terms of teaching staff
6 Not many teachers have good ELT methodology
7 Some teachers lack of experience in teaching speaking integrated with other skills
8 Teachers do not know how to use speaking activities
9 Teachers do not know how to organize speaking class with group work, pair work
10 Teachers feel unsure of ways of encouraging students to participate in speaking activities in large class
11 Teachers do not feel self-confident to teach
21 speaking skill to mixed-level large classes
12 No teachers have C1-level speaking competence
13 Teachers do not know how to assess B1-level speaking competence
14 Teachers do not know clearly levels of students before teaching them
15 There is lack of English-native teachers of English
17 Students are not aware of required minimal B1-level speaking competence after the course
18 Students pronounce sounds with difficulty
19 Students are unable to build correct simple sentences in speaking
20 Students do not have enough vocabulary to express ideas easily in speaking
21 Students feel very anxious in attending speaking activities
22 Students are not active in speaking activities
23 Students have no clear motivation in learning speaking English
24 The number of students in speaking class is large (more than 35 students)
25 Classroom is not equipped enough with necessary facilities for learning speaking English such
Part 3: This part presents some measure that teachers, students and the board of administrators have to do to help students overcome these challenges if speaking skill is taught at KTEC
In addition, the questionnaires for students will be presented in the Vietnamese in order to receive reliable answers from all students irrespective of their level (see appendix 2)
The questionnaires are structured into three main sections: perception, challenges, and measures, designed to ensure participants feel comfortable and relaxed while responding This approach aims to yield satisfactory and credible information for the researcher’s analysis.
To gather quantitative data on the perceptions of teachers and students, the researcher distributed questionnaires to 8 teachers and 100 students, receiving completed responses from all participants After collecting the data, the researcher meticulously analyzed the responses to gain insights and facilitate statistical comparisons The data was organized using Excel software and presented in clear charts and tables, supplemented by visual aids such as pronunciation charts, reference materials, and multimedia resources like radio, TV, computers, and projectors, as well as an English corner.
26 The speaking section is not designed separately and clearly in the textbook
27 Time for practicing speaking English is limited
The data are classified into 3 groups based on the research questions and the questionnaires, then processed and presented percentage in tables and charts
In summary, this chapter details the research methodology, beginning with an overview of the study design and a brief description of the participants It also provides an in-depth explanation of the research instrument used, followed by a discussion on data analysis and the administration of these instruments to interpret the data effectively.
FINDINGS AND DISCUSSION
This chapter presents the study's findings related to the research questions, starting with an analysis of statistical data from questionnaires It compares teachers' and students' perceptions of learning the speaking skill at KTEC, highlighting the challenges students face in this area Additionally, the researcher discusses potential measures to address these challenges based on the comparative analysis of perceptions The results focus on the attitudes of both teachers and students toward learning English.
4 1 Teachers and students’ perceptions toward learning speaking skill at KTEC
Chart 4 1 Teachers’ and students’ perception toward learning English
Question 1: Do you think all four English skills (reading, writing, speaking and listening) should be learnt at Kontum Technical Economic College? The result from teachers’ questionnaire shows that 83.3% of teachers agreed that all the four English skills (reading writing, speaking, listening) should be learned at KTEC
Teachers' perception toward learning English skills
Students' perception toward learning English skills
A significant 85 percent of students at KTEC support the idea of learning all four language skills, while only 15 students express disagreement, likely due to a lack of interest in learning English.
At KTEC, both teachers and students share positive perceptions of English teaching and learning, recognizing the essential role of language skills They view these skills as crucial and necessary for anyone learning a new language.
Chart 4 2 Teachers’ and students’ perception towards learning English speaking skills
Question 2: What do you think about learning speaking skill at KTEC?
A recent questionnaire revealed that 83.3% of teachers believe speaking skills are crucial for learning English, while 62% of students also recognize the importance of speaking, showing a positive attitude towards it Notably, only 2% of students at KTEC consider speaking skills to be unimportant.
The results from the second questionnaire reveal that both students and teachers hold a positive attitude toward learning speaking skills at the college Overall, the findings from both questionnaires highlight a favorable perception among students and teachers regarding the importance of developing speaking abilities.
Teachers' perception towards learning English speaking skill
A- very important B- important C- not important
A- very important B- important C- not important
26 skill They are aware of the vital role of learning English with all four skills, especially speaking skill if they want to become perfect
Chart 4 3 Teachers’ and students’ perception towards the elements needed in learning English speaking skills
Question 3: To speak English well, what do students need? It can be clearly seen that the percentage of the teachers for this question are: 75.0 % pronunciation, 100% vocabulary and 66.7 % grammar Whereas the smallest percentage of students’ choice is 77% pronunciation, 80% for grammar and the highest one is 98% for vocabulary
At KTEC, both teachers and students recognize that pronunciation, vocabulary, and grammar are essential components for mastering English speaking skills This understanding highlights the collective awareness among the KTEC community about the importance of these three elements in effective language learning.
Chart 4 4 Teacher’s and students’ perception towards teaching and learning English speaking skills integrated with other communicative skills
Question 4: “ Is it more effective to teach speaking skill in integration with any of other communicative skills?” The data in Chart 4.4 show 75.0 % of the teachers and 72% of the students choose YES for the question compared with 25.0% of and 28.0 % of those who think it is impossible to integrate speaking skill with the other skills Speaking skill integrated with listening, writing and reading is supposed to help students absorb language better
Students prefer to incorporate grammar, vocabulary, reading, and writing skills into their speaking lessons, as they believe that skill integration enhances realistic communication They are eager to apply their language knowledge in real-life situations, emphasizing the importance of practical usage in their learning process.
According to a 2002 study, effective reading instruction requires the extensive integration of writing, speaking, and listening skills It emphasizes that students gain the most from practicing these language skills in meaningful and communicative contexts.
Single-skill activities often lack effectiveness, yet learners may focus on talking, reading, or writing when appropriate It is essential for both teachers and students to seek opportunities to integrate these skills, reflecting real-life communication Typically, spoken language, such as dialogue, is complemented by related writing tasks, creating a cohesive learning experience.
Indeed, this pattern-oral work leading to reading and writing- has almost become the classical model for the organization of learning materials into “lesson” or
The implementation of skill linking in teaching materials is influenced by factors such as course level, the importance of skills for learners, and the optimal sequencing of those skills Overall, this approach is considered pedagogically effective.
Question 5: “ Do you think teaching speaking skill at your school should be based on speaking skill’s criteria of level B1 in CEFR Framework for non major English students?”
Chart 4 5 Teachers and students' perception towards teaching speaking skill based on speaking skill's criteria of level B1 in CEFR for non major English students
As seen in Chart 4.5, the percentage 75% of the teachers agree with question
5 Additionally, 62% of the students share the same thought to their teacher
Teachers and students generally hold a positive view of the Common European Framework of Reference for Languages (CEFR), despite facing challenges and high expectations They recognize the importance of their achievements in successfully learning a foreign language CEFR emphasizes the necessity for learners to adhere to the conventions of effective communication.
Teachers' perception towards teaching speaking skill based on speaking skill's criteria of level B1 in
CEFR for non major English students
Students' perception towards teaching speaking skill based on speaking skill's criteria of level B1 in CEFR for non major English students
29 task in generally appropriate ways to communicate straightforward ideas if they want to get B1 level
Assessment plays a crucial role in the teaching and learning process, allowing teachers to gauge students' comprehension of classroom lessons According to Fulcher and Davidson (2006), assessment is not merely a series of activities but a method of evaluating evidence from learning experiences that enhance students' engagement as both learners and researchers Therefore, it is essential for students to actively practice the concepts explained by their teachers to improve their understanding and skills.
In a word, the results show good perspective of the teachers and students on English teaching and learning in general as well as speaking skill
4.2 Challenges in teaching and learning speaking
Table 4 1 Challenges deal with teacher staff (Teachers’ teaching methodology)
6 Not many teachers have good ELT methodology Teachers 16.7 75.0 8.3
7 Some teachers lack experience in teaching speaking integrated with other skills
8 Teachers do not know how to use speaking activities Teachers 66.7 33.3
9 Teachers do not know how to organize speaking class with group work, pair work
10 Teachers feel unsure of ways of encouraging students to participate in speaking activities in large class