INTRODUCTION
Background of the study
As global economics evolve, the importance of English in Vietnam is increasing significantly, mirroring trends worldwide English has emerged as the most widely spoken global language, with approximately 670 million people using it proficiently (Crystal, 1997) This widespread use underscores the necessity of mastering English, particularly in spoken forms In many Vietnamese cities, English has become a mandatory subject in secondary education; however, the curriculum often emphasizes grammar, reading, and writing, while listening and speaking skills are frequently overlooked.
Language teaching has historically focused on written language, particularly due to the National Entrance Examination's emphasis on grammar, reading, and writing Consequently, many secondary school teachers neglect to teach listening and speaking skills, making it challenging for EFL students to learn to speak English Mastering speaking is crucial for learning a foreign language, yet many EFL students find it difficult as they must memorize vocabulary and grammar while also understanding how native speakers communicate In traditional speaking classes, teachers often lecture extensively, resulting in passive learning for students.
As we all know, speaking is ―the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts‖(Chaney,
In today's globalized world, teaching speaking skills is essential for helping students express themselves and adhere to cultural norms during communication (Kayi, 2006) The primary aim of learning to speak English extends beyond mere language proficiency; it encompasses the ability to communicate effectively with individuals from diverse backgrounds As highlighted by Mo (2011), foreign language learners often find effective oral communication challenging due to the necessity of using the language appropriately in social contexts.
Teaching speaking skills presents significant challenges in non-English speaking countries To support EFL students in mastering these skills, researchers have concentrated on identifying the requirements and obstacles faced in language learning.
According to a study by Abbas (2011), students with poor pronunciation struggle to be understood, which can lead to avoidance of speaking English and hinder their academic progress Fu (2006) found that 90.5% of students remained silent in speaking classes due to feelings of inadequacy regarding their English skills, compounded by nervousness and a lack of confidence when speaking in front of peers and teachers Furthermore, Bao (2010) highlights that large class sizes make it challenging for effective communication between teachers and students, resulting in fewer opportunities for personalized support To address these issues, educators must develop tailored teaching strategies based on students' needs and actively monitor their engagement to improve speaking skills Additionally, the fields of Communicative Practice (CP) and Communicative Interaction (CI) are rapidly evolving within contemporary linguistics.
This study focuses on the significance of meaning as conveyed by speakers and writers and interpreted by listeners and readers, particularly in the context of foreign language teaching The research aims to assist second-year English major students at Hue University, College of Foreign Languages, in overcoming speaking anxiety (AD) during their weekly speaking classes Despite their lack of prior knowledge in English speaking, many students experience challenges such as fear of speaking, nervousness, and difficulty generating ideas for their speeches Ultimately, while most students struggle with AD in learning speaking skills, they remain hopeful about improving their speaking abilities.
Problem statement
EFL students aim to communicate effectively with native English speakers; however, many encounter academic difficulties (AD) while learning spoken English Although research on speaking skills in non-English speaking countries is growing, there is a lack of studies focusing on AD from a linguistic perspective To address this gap, the researcher explores the relationship between AD and students’ perceptions of English speaking skills among second-year English major students at Hue University, College of Foreign Languages This focus led to the title, "An Investigation into the Academic Difficulties among the 2nd-Year Students of English Major in Speaking Classes at Hue University, College of Foreign Languages."
Purpose of the Study
This research will aim to find out the academic difficulties when the 2 nd – year students of Hue University, College of Foreign Languages develop their English speaking skills in classes
This study will be based on the Conversational Implicature (CI) and Cooperative Principle (CP)
Significance of this Study
Traditional English teaching has historically emphasized usage over practical language skills (Zhu, 2009) With Vietnam's increasing openness, there is a rising demand for English proficiency to facilitate effective verbal communication and access to technology (Le, 2001) Consequently, traditional teaching methods are no longer aligned with the evolving needs of Vietnamese society.
Many EFL students have long struggled with speaking skills due to anxiety and difficulties in communication, often referred to as AD This study aims to raise awareness among teachers and researchers about the importance of using Communication Instruction (CI) and Communicative Practice (CP) to help students overcome this challenge Notably, this research is the first of its kind at Hue University, College of Foreign Languages The author hopes that the findings will assist students in overcoming AD and achieving success in their speaking skills.
Research Questions
This study will answer the following questions:
1 What are students‘ perceptions on CP and CI in learning English speaking skills?
2 How have 2 nd year students of English major learnt speaking skills in Hue University, College of Foreign Language?
3 What suggestions should be recommended improving to overcoming AD in learning English speaking skills in Hue University, College of Foreign Language?
Scope of this Research
This study focuses on various factors affecting English speaking skills among second-year English Major students at Hue University, College of Foreign Languages Key elements examined include students' English speaking abilities, their learning backgrounds, their attitudes toward language learning, and the teaching methodologies employed by instructors Notably, the research excludes practical or technical skills that also play a role in speaking proficiency.
AD, not related to the students of other colleges or universities in Vietnam.
Structure of this thesis
Chapter 1: Includes a general introduction to the research, which presents the background, problem statement and the purpose of the study;
Chapter 2: Provides a review of the literature and the theoretical background on
AD, and CI and CP, and describe what kind of the AD did the second year EFL students meet in speaking classes;
Chapter 3: Deals with the methodology of this research
Chapter 4: Reports the research findings with discussions
Chapter 5: Consists of a brief summary of the research, as well as suggestions, limitation of this study and suggestions for future studies.
LITERATURE REVIEW
Academic Difficulties
According to the Berea College Catalog & Students Handbook (Burch, 2010), Academic Difficulty (AD) indicates that students are experiencing challenges in acquiring skills that are not directly linked to practical or technical abilities Students facing AD often struggle with essential skills such as effective study habits, self-confidence, and lesson preparation.
Teaching oral English presents significant challenges, particularly in enhancing students' discourse fluency (Qi, 2003) To address these challenges, the study of interactional discourse (AD) in English as a Foreign Language (EFL) classes has been implemented to assist students in overcoming difficulties in learning English Bygate (1987) emphasized the importance of developing interaction management and meaning negotiation skills, which include effectively introducing topics and sustaining conversations Research by Brice and Mackibbin (1999) highlighted that many Asian students tend to be conservative and hesitant to express their opinions or ask questions in class Despite being second-year EFL students, many still struggle with discourse fluency after two years of speaking practice due to language limitations, making it difficult to comprehend native English speakers Additionally, factors such as reluctance to speak and a lack of ideas further hinder their fluency (Thornbury, 2005) EFL learners must cultivate a range of skills to interact with native speakers, including the ability to formulate thoughts in English confidently and possessing foundational linguistic knowledge to effectively use the language.
The Importance of Studying Students‘ AD in English Speaking Classes
Learning is a multifaceted process that requires the development of various skills and strategies for success (Offner, 1997) EFL students, particularly those from Asian backgrounds, often encounter challenges in acquiring foreign languages, largely due to the influence of their native language Many students struggle with communication, finding it difficult to initiate conversations or articulate their thoughts in English.
Bygate explored the interactive aspects of spoken language, emphasizing the importance for learners to cultivate skills in managing conversations, including how to effectively introduce topics and maintain dialogue.
Nunan (1989) emphasizes that negotiating meaning is essential for ensuring effective communication between speakers and listeners Many second-year students often struggle with speaking skills, which can hinder mutual understanding This challenge is a common occurrence among low-level English as a Foreign Language (EFL) learners.
According to Bailey (2003), speaking is a productive aural/oral skill that involves producing systematic verbal utterances to convey meaning Analyzing the language development (AD) in students' English speaking can provide language teachers with valuable insights into how to tailor their teaching methods according to students' language backgrounds, ultimately assisting them in overcoming their challenges.
Researchers have proposed various solutions to address anxiety in learning English speaking Wang (2003) emphasized the importance of incorporating small group activities in English classes, allowing anxious students to practice speaking without the pressure of a full audience Local EFL teachers face the challenge of encouraging students to speak English as much as possible Group discussions provide students with ample time to practice Zhou (1999) highlighted the teacher's role in engaging students, offering feedback, and utilizing both group and individual activities to foster student initiative Additionally, DeRolf (1995) noted that learning outside the classroom is crucial for practical language acquisition J King (2002) found that learners who are less anxious and more relaxed tend to acquire language more effectively.
Many students experience anxiety when speaking English in front of the classroom To alleviate this, teachers can implement strategies that help students relax and enjoy the learning process.
The significant of this study
Students' perceptions and attitudes significantly influence the effectiveness of teaching methods in the classroom (Xi, 2011) It is essential for teachers to understand how students view active learning (AD) in developing their speaking skills Research by Wheeler & Ryan (1973) and Okebukola (1986) indicates that students who favor cooperative learning achieve better outcomes with collaborative methods compared to those who prefer competitive approaches Kouros and Arami (2006) emphasized that students' attitudes can reflect the quality of their learning experiences Therefore, examining EFL students' attitudes toward learning English speaking can enhance their interest and improve their speaking proficiency Furthermore, the integration of linguistics in EFL and ESL instruction has been widely recognized as an effective language teaching strategy over the years.
Understanding students' perceptions of Communicative Instruction (CI) and Content-Based Instruction (CP) can assist educators in developing effective language teaching strategies aimed at enhancing students' proficiency in foreign or second languages.
Conclusion
In this chapter, the researcher presents the definition of AD, literature about
Understanding students' attitudes towards Autonomous Learning (AD) is crucial in English speaking classes, as it significantly impacts their speaking skills development This article explores the importance of studying AD in this context, defines Collaborative Interaction (CI) and Cooperative Learning (CP), and reviews previous research on the roles of CI and CP in enhancing language learning By examining these elements, we can gain insights into effective teaching strategies that foster student engagement and improve speaking proficiency.
This study will undertake an investigation of AD among 2 nd -year EFL students
This article explores strategies to assist students in overcoming Attention Deficit (AD) through the implementation of Cooperative Instruction (CI) and Collaborative Practice (CP) Additionally, it will include recommendations from both teachers and students aimed at enhancing English speaking skills The subsequent chapter will outline the research design and methodology employed in this study.
RESEARCH METHODOLOGY
Research Design
This study utilizes a survey and interviews to investigate students' strategies for learning speaking skills By employing a questionnaire that includes both closed and open-ended questions, the research gathers quantitative data on the frequency of specific strategies and qualitative insights for a deeper understanding The combination of these data types enhances the validity of the findings by corroborating the quantitative results with detailed qualitative information.
Research Subjects
This study focuses on second-year English major students at HUCFL, with a sample of 100 randomly selected participants, comprising 12% male and 88% female students Additionally, 9 out of the 100 students participated in follow-up interviews.
In terms of students‘ general background, the role of speaking skills in English language learning, most of them perceived it be ―Most Important‖ (65% )，whereas
35% of the total students thought it was ― Important‖ , and no one responded with
Among 100 surveyed students, 61% believe that speaking English consistently impacts their learning, while 30% feel it has an influence only sometimes Additionally, 9% indicated that speaking English rarely affects their learning, and none of the students considered it unimportant.
Students consider English speaking a crucial aspect of their education, with 38% emphasizing the importance of "Speaking Confidently." Following this, 28% believe that "A Good Idea to Go on Speaking" is essential, while 25% highlight the need for "Abundant Vocabulary." Only 9% of students feel that "Sufficient Grammar Rules" are necessary for effective speaking.
Figure 3.1 Students’ Perceptions on Learning Speaking Skills
The role of speaking skills in English language learning
Speaking English Influence on Their English Learning
Conditions Makes Students Go Smoothly in English Speaking
A good idea to go on speaking 28 28
Research Instruments
There were two instruments for this research: a questionnaire about students‘ academic difficulties in English speaking classes and a semi-structured interview
The questionnaire was divided into three sections: Part A included five questions focused on students' perceptions of Content Instruction (CI) in developing speaking skills Part B, the main section, aimed to gather insights into the realities of learning speaking skills at Hue University, College of Foreign Languages Additionally, three open-ended questions sought student suggestions on adhering to Collaborative Pedagogy (CP) and CI to address Anxiety Disorder (AD) in speaking skills, as well as recommendations for preparations that both teachers and students should undertake prior to speaking instruction The survey targeted a total of 100 students.
To ensure clarity in the questionnaire, an additional question regarding its difficulty was included during the pilot data collection Twenty randomly selected students participated in the pilot study, where they received an introduction to the basic concepts of CI and CP They were then asked to underline any words or phrases they found confusing Based on their feedback, the author revised certain items in the questionnaire, replacing the underlined terms with simpler alternatives The final modified version was subsequently utilized in the official study.
The study's questionnaire, consisting of 25 items, was carefully reviewed by an associate professor to ensure content validity before being distributed to 100 EFL students After introducing the fundamental concepts of CI and CP, students provided their agreement or disagreement regarding the item content Upon collecting the completed questionnaires, the researcher analyzed the data using SPSS to assess reliability, with the results presented in Table 3.3.1.1.
Table 3.3.1.1: Reliability of the data collected from the students
Number of Cases Number of Items Cronbach‘s Alpha
From Table 3.3.1.1, we can see that the reliability of data reach up to 853, which indicates that the data collected is reliable
An interview was conducted with nine second-year English-speaking students and their teachers Two distinct question forms were utilized: Form 1 for teachers, focusing on their perceptions of students' speaking abilities and the use of Communicative Interaction (CI) and Content-Based Instruction (CP) in teaching, along with questions about their preparation for teaching speaking Form 2 for students aimed to confirm and clarify information gathered from a prior questionnaire survey Each interview lasted approximately 15 minutes, and all sessions were recorded, transcribed, clarified, and subsequently categorized.
Data Collection Procedures
The data collection process consisted of two main stages: a questionnaire survey and an interview survey The questionnaire featured both closed and open-ended questions to effectively address the research questions This survey was completed over a two-week period, with each student allotted twenty minutes to finish To ensure clarity in the data collection, students were organized into groups of four or five, where they carefully reviewed the instructions, and those needing assistance received brief explanations to enhance their understanding.
After sorting the preliminary questionnaire data, the researcher initiated interviews to gather additional insights for the study Participants, including teachers and students, were informed that the interviews would be recorded, and they were given a few minutes to review the questions and consider their responses Individual student interviews took place after the questionnaire survey was completed, with 10 voluntary participants selected, one from each interview period Teacher interviews were scheduled by appointment, with one teacher interviewed at a time.
Data analysis Methods
The data from closed questions in the questionnaire survey were quantitatively analyzed using SPSS, while the responses from open-ended questions and interviews were examined for key themes alongside the closed question data.
Summary
This chapter outlines the methodology for data collection, including participant profiles, data collection instruments, and the procedures involved It also details the analysis of the research data The subsequent chapter will present and discuss the study's findings.
FINDINGS & DISCUSSIONS
Research Q2: How have 2 nd year students of English major learnt speaking
skills in Hue University, College of Foreign Language?
To investigate students' learning methods, the researcher developed a survey consisting of 12 closed-ended questions and two open-ended questions, administered to 100 students Additionally, two interview questions were posed to 9 students and 5 teachers The results were subsequently summarized.
Table 4.3 The Organization of Speaking Classes
How have your speaking classes been organized?
Organization of speaking classes Frequency Percent
Small class (not exceeding 15 students) 10 10
Among 100 surveyed students, 78 attended large classes, while only 12% were in normal classes and 10% had the chance to study in small classes Additionally, 17% of the students expressed that they would perform better if their teachers utilized small groups or pair work This suggests that many students prefer engaging in discussions with a few peers rather than delivering speeches in front of the entire class.
Research indicates that large class sizes pose significant challenges for both teachers and students Teachers struggle to manage the entire class effectively, especially during group activities, and find it difficult to provide timely feedback to all students Consequently, offering individual attention to students becomes a considerable challenge for educators.
2001) So the students who learn speaking in large class size are more difficulty than those who in small class size
Table 4.4 the length of time in studying speaking skills How many hours have you learnt English speaking skills per week?
The Table 4.4 shows that， 33 students spent over 3 hours in learning speaking
Most students engage in limited English speaking practice, with only 2 students studying for less than an hour per week In contrast, 40 students dedicate 1 to 2 hours and 25 students spend 2 to 3 hours on speaking skills, aligning with the second-year curriculum This indicates that the majority of students primarily practice speaking under teacher supervision, with little effort made outside of class.
A significant 45.6% of students believe that practicing English at home is essential for effective learning, while 17.2% emphasize the importance of conversing with native speakers to enhance their speaking skills The researcher suggests that students experiencing anxiety disorder (AD) can benefit from practicing English in pairs through collaborative interaction (CI) and cooperative pairs (CP) during their free time Starting with phrases and simple sentences, they can gradually progress to more complex structures, fostering not only language skills but also the ability to collaborate effectively and engage in successful conversations.
According to Table 4.5, 43% of teachers incorporate multimedia into their speaking skills instruction, while 37% utilize CDs, 18% opt for movies or VCDs, and only 2% use tapes Additionally, a survey revealed that 41% of students believe teachers should provide multimedia resources to enhance their learning experience This aligns with Ni's (2012) theory that emphasizes the importance of learning in a supportive environment with appropriate materials Overall, effective use of multimedia can significantly enhance students' speaking skills.
Table 4.6 Organization of Classroom Activities
Mean Rank small groups 100 1.75 435 3.35 present individual 100 1.24 429 2.33 free talk 100 1.28 451 2.40
Table 4.6 illustrates the organization of classroom activities for second-year English major students focusing on English speaking skills The data indicates that all techniques were utilized by the teachers, with mean ranks ranging from 1.93 to 3.35 Notably, small group activities had a medium usage level, reflected in a mean rank of 3.35 The findings reveal that 78% of students engaged in speaking activities within large class settings, highlighting teachers' efforts to create an environment conducive to speaking English Additionally, personal presentations and free talks were implemented, with mean ranks of 2.33 and 2.40, respectively, while the overall use of the three techniques averaged a mean rank of 1.93.
Table 4.7 Students’ Satisfaction after Speaking Class
Table 4.7 shown that the students‘ satisfaction after English speaking classes, respectively with 5%, 35%, 55% and 5% of students‘ feeling with the statement
A recent study reveals that only 40% of students are satisfied with their speaking class, while a significant 60% express dissatisfaction According to Long (2011), student interest in a course is crucial for optimal performance Therefore, it is essential for teachers to adapt their teaching methods to foster greater student engagement and interest in learning speaking skills.
Table 4.8 Students’ Role in Speaking Classes
According to Table 4.8, 75% of students recognize the importance of their role in speaking classes, with 31%, 44%, and 24% rating it as most important, important, and less important, respectively This indicates a strong desire among students to improve their English speaking skills Therefore, it is essential for teachers to find effective strategies to help students overcome their anxiety in these classes.
Table 4.9 Evaluation of Speaking Level
As to students‘ selves-evaluation shown in table above, 73% students thought their speaking level was average, as well as 2% chosen excellent, 15% chosen good and 10% chosen poor
In a recent interview process, it was revealed that 8 out of 9 students were dissatisfied with their English speaking skills, while only one student expressed satisfaction The overwhelming sentiment among the students highlights a significant concern regarding their proficiency in spoken English.
English speaking level.” “Here right now, I’m not satisfied with my English speaking level.” “I’m not satisfied with my English speaking level.” “I think my
Many individuals express dissatisfaction with their English speaking skills, often feeling hesitant to engage in conversations Phrases like "I'm not very satisfied with my English speaking level" and "most of the time, I dare not open my mouth" highlight this struggle However, some people feel content with their abilities, stating that their speaking level is sufficient to manage their school schedule.
Many interviewees expressed dissatisfaction with their speaking skills, largely due to the anxiety they experience This finding aligns with Kaur's (2005) study, which indicated that students often feel fear, insecurity, and anxiety when required to speak publicly To address these issues, incorporating CI and CP techniques in speaking classes can help students practice clear and organized speech, ultimately boosting their confidence and enabling them to deliver informative content effectively, thereby improving their overall English speaking abilities.
With respect to teachers‘ satisfaction of the speaking level of students, 4 out of
5 teachers said they are not satisfied with it in the interview Their comments are:
In my experience teaching two groups of second-year students in a speaking course, I find their speaking levels to be lacking, and I believe they need significant improvement I am not fully satisfied with the overall speaking abilities of my students Conversely, one teacher expressed satisfaction with her students' speaking skills, noting that they have completed their lessons and homework and are following class directions effectively.
A study by Dong & Cheng (2011) found that students often feel shy about their English pronunciation and speaking skills in front of peers, relying heavily on teachers but hesitant to participate This poses a significant challenge for many EFL students who, not living in English-speaking countries and sharing the same mother tongue as their teachers, struggle to develop speaking skills Piper (1998) noted that the lack of speaking skill development in classrooms is often due to teachers directing conversations to serve their own objectives rather than facilitating students' learning needs (cited in Bao, 2003, p.182).
Table 4.10 Students’ AD in Learning Speaking Skills
Dare not open the mouth 30 23.4% 71.4%
No ideas to go on speaking 17 13.3% 40.5%
Others: (3 : lacked confidence to speak) 3 2.3% 7.1%
Table 4.10 identifies six common issues faced by EFL students when learning to speak Among these, 32.8% of students reported struggling with limited vocabulary, while 23.4% felt hesitant to speak Additionally, 19.5% of students experienced confusion regarding pronunciation, and 13.3% lacked ideas to continue conversations Furthermore, 8.6% of students were uncertain about grammar rules during speaking practice.
CONCLUSION
Summary of Findings
The study revealed that 48% of students believe that Collaborative Interaction (CI) and Collaborative Practice (CP) enhance their speaking skills, with 86% expressing satisfaction in using these methods to address their speaking anxiety (AD) Among the participants, 78% were in large classes, and 67% practiced speaking for no more than three hours, with 45.6% suggesting practice during free time or with native speakers Classroom activities were organized into small groups, personal presentations, and free talks, with mean ranks of 3.35, 2.33, and 2.40, respectively A significant 32.8% of students cited limited vocabulary as a barrier to speaking, a concern echoed by 70.37% in open-ended responses, while 23.4% reported fear of speaking out Additionally, 39.5% of students emphasized the need for confidence in speaking, and 41.5% advocated for teacher encouragement to foster participation.
AD with mean rank from 1.88 to 2.25, which in line with the supported from two interview teachers
Research on students' perceptions of Collaborative Interaction (CI) and Cooperative Pairing (CP) in learning speaking skills reveals that both students and teachers see these principles as beneficial While one teacher and a third of the students emphasized the importance of pronunciation, others suggested that students should also focus on general knowledge, grammar, cooperative work, and practice with native speakers Students expressed a desire for teachers to provide engaging topics and encourage participation Additionally, effective teaching methods, classroom activities, and group work are essential to meet students' needs in developing their English speaking skills.
Suggestions for learning and teaching speaking skills
On the grounds of the data found in the investigating questionnaire and personal interview, some suggestions of the researcher will be presented as follows:
1 Do well in preparation before speaking classes
In this study, more than half of the questionnaire participants reported that a limited vocabulary hindered their ability to learn speaking skills, a sentiment echoed by some interviewees Therefore, it is essential to develop a sufficient vocabulary for effective language learning.
Second-year EFL students, particularly those at medium and low proficiency levels, can benefit from strategies to overcome anxiety disorders (AD) Teachers should provide vocabulary support before new lessons to help students express themselves more clearly and elaborately Limited vocabulary negatively impacts students' progress, as demonstrated in Chapter 4 Therefore, speaking instructors must encourage students to expand their vocabulary to effectively manage and overcome AD.
2 To be brief and easy understand in practicing speaking English
In this study, 82 participants adhered to Comprehensible Input (CI) and Comprehensible Output (CP) principles while learning English speaking skills Second-year students are encouraged to begin with short, easily understandable sentences before progressing to more complex structures as they gain experience Speaking teachers can provide tailored "speaking codes" based on students' proficiency levels, such as setting time limits for personal presentations or specifying minimum word counts per sentence Additionally, teachers should demonstrate complex sentences, explaining their potential for confusion, which will help students appreciate the value of concise sentences in English speaking.
3 Take care of students‘ interesting things
Students express a strong desire for teachers to provide engaging topics to enhance their speaking skills Many students report disliking certain speaking topics, which often leads to a lack of ideas for sharing their opinions This situation can result in diminished self-confidence in their speaking abilities Therefore, it is essential for teachers to understand students' interests and incorporate relevant topics that align with their preferences, ultimately helping them generate ideas and build confidence in their speech.
Small group work is essential, especially since 78% of students study in large classes By collaborating in small groups, students have more opportunities to share and discuss in English, rather than solely relying on individual presentations This cooperative approach not only enhances their speaking clarity but also allows them to better understand their peers' reflections.
Limitation of the study and suggestions for future study
This study examines the speaking skills of second-year EFL students at HUCFL, but it has limitations that should be acknowledged Firstly, the findings are specific to this group and may not reflect the English speaking abilities of students from other universities or regions in Vietnam, suggesting that future research could benefit from a broader scope Secondly, while this study involved 100 English major students, a larger sample size could yield more comprehensive results.
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