INTRODUCTION
Background to the study
English is recognized as a global language, widely spoken and learned across the world, making it essential for personal and professional development In Vietnam, proficiency in English is crucial for integration into the global economy, particularly as the country engages with international organizations like the World Trade Organization (WTO) and the ASEAN Economic Community (AEC) Mastering English enables Vietnamese individuals to access scientific literature, enhance their technological skills, and effectively communicate with the global community.
In Vietnam, English is the most widely taught foreign language across educational programs, essential for real-life applications As highlighted by Ur (2012), mastering English is crucial for students, serving as a fundamental skill akin to computer literacy that enhances their future prospects According to Hutchinson and Waters (1987), English is now the global language of commerce and technology, shaping a new generation of learners Consequently, for non-English majors, proficiency in English is vital for expanding knowledge, adapting to technological advancements, and securing well-paying jobs in the future.
Mastering English involves the ability to effectively communicate in the language However, a significant challenge for teachers is the lack of motivation among students during speaking activities Undoubtedly, various issues exist that hinder the teaching and learning of speaking skills in the classroom.
Speaking is a crucial aspect of English language learning, allowing students to express their opinions and share stories effectively It serves as a means to communicate organized ideas that resonate with listeners, emphasizing the importance of clarity in conveying thoughts A proficient speaker must consider various factors, including the language used and the topic discussed, ensuring that their message is easily understood by their audience.
Speaking is a crucial productive language skill, as highlighted by Ur (1996), who states that individuals who understand a language are considered its speakers This perception leads to the belief that a student's proficiency in speaking English correlates with their overall language skills However, non-English majors often face challenges in mastering speaking due to difficulties in pronunciation and vocabulary retention, compounded by a lack of confidence stemming from their non-native status Chen (2003) notes that students accustomed to traditional learning methods, which prioritize teacher authority and grammar accuracy, encounter obstacles in developing speaking skills In contrast, Burn (1998) emphasizes modern teaching methods that prioritize student engagement over teacher dominance Furthermore, Rhalmi (2009) points out that Communicative Language Teaching (CLT) provides real-life speaking contexts in the classroom, fostering both motivation and the achievement of specific learning objectives.
Students often struggle to develop effective speaking skills due to reticence, a significant barrier in language learning This issue is compounded by the heightened anxiety many foreign language learners experience when attempting to speak Consequently, speaking reticence (SR) emerges as a critical concern, affecting both the ability to communicate and overall speaking performance.
At Ho Chi Minh City University of Technology (HUTECH), English is a mandatory subject for non-English major students and a requirement for graduation However, many students focus primarily on achieving passing marks rather than genuinely engaging with the language This approach often leads to increased anxiety, particularly when it comes to speaking in class.
This research aims to identify the factors contributing to the reluctance of non-English major students at Ho Chi Minh City University of Technology in their English speaking performance.
Statement of the problem
In English language teaching (ELT), numerous studies have highlighted the issue of speaking reticence among students, which significantly affects their ability to articulate ideas and opinions clearly Many learners exhibit low self-confidence and hesitation when required to speak in English, making reticence a critical factor influencing their speaking performance and overall speaking skills.
Firstly, the students choose to be silent as a reaction to all the questions of the teachers during the lessons and they are susceptible to reticence
Muhammad (2020) highlights that students often struggle with reticence and anxiety, particularly in communication, making speaking reticence a prevalent fear among them Furthermore, this reluctance in speaking may stem from the neglect of oral language development in classroom settings, where teachers predominantly use oral language, leaving students with limited opportunities to practice.
As English teachers, our goal is to develop articulate English speakers; however, many students struggle with fluency due to reticence when speaking They face various challenges, such as unfamiliarity with topics, anxiety about peer judgment, limited opportunities for practice, and fear of embarrassment These factors contribute to their reluctance to engage in English conversations, hindering their speaking performance.
At HUTECH, non-English majored students have been utilizing the Four Corners textbook series, designed by Richards and Bohlke (2011), from Level 2 to Level 4 since 2018 Each student’s book consists of six units that aim to help students apply their language skills in real-life situations Despite this structured approach, many students struggle with speaking English, exhibiting reticence during lessons regardless of their knowledge of the language Teachers employ various active teaching methods, yet students lack the motivation to engage in English communication Consequently, this research aims to investigate the factors contributing to the speaking reticence among non-English majored students at Ho Chi Minh City University of Technology.
This pilot study aims to explore the impact of reticence on English speaking skills among non-majored students at HUTECH, while also identifying the key factors contributing to their reticence The primary objective is to improve speaking competence by focusing on enhancing both complexity and accuracy in their performance.
Aims and objectives of the study
This study explores the factors contributing to the reluctance of non-English major students at HUTECH in developing their English speaking skills The primary objective is to identify the underlying reasons for this reticence and to enhance understanding of the challenges faced by these learners.
• To explore the extent of reticence of non-English majored students at HUTECH in English speaking performance in class
• To discover the factors which cause reticence for non-English majored students at HUTECH in English speaking performance.
Research questions
To achieve the above objectives, this study attempts to address the following two research questions:
1 To what extent are HUTECH’s non-English majored students reticent about English speaking performance in class?
2 What factors cause reticence for HUTECH’s non-English majored students in English speaking performance?
Scope of the study
This research specifically examines students' speaking reticence in the classroom, focusing on the factors that impact their speaking performance rather than their oral communication outside of class The study is intentionally limited in scope due to the complexity of investigating speaking reticence in the context of English language learning.
The current study was conducted at Ho Chi Minh City University of Technology (HUTECH) for convenience, focusing on non-English majored students from departments such as Information Technology, Marketing, and Business Administration Due to the large population size at HUTECH, the research did not include every individual, limiting participants to second-year students who have experienced reticence in speaking English in class This approach provided clearer insights into the impact of reticence on their speaking performance and the factors contributing to it.
Significance of the study
This study is expected to be significant at both theoretical and practical levels
This study enhances the existing literature on English-speaking reticence by offering valuable insights into the subject It serves as a useful reference for future research in the same field and aims to expand the researcher’s knowledge and experience Additionally, the findings contribute to a better understanding of reticence within the context of Vietnam.
Effective speaking skills are crucial for students to communicate successfully, and this study identifies the factors contributing to speaking reticence among non-English majors at HUTECH It aims to shed light on the extent of English speaking reticence faced by these students and the underlying reasons for their challenges The findings are intended to serve as a valuable resource for syllabus developers and educational leaders at HUTECH, guiding them in creating more effective speaking curricula Additionally, the insights gained may assist educators and the Vietnamese higher education sector in reducing speaking reticence both in the classroom and during English speaking activities, ultimately enhancing the quality of English language teaching and learning in Vietnam.
Definitions of the key terms
For the purpose of this study, the following key terms are defined to provide a specific perspective on the issues discussed
• Reticence refers to the mode of observing continued silence as well as the state of keeping silent especially with regard to speaking freely
Speaking performance is the ability to effectively convey messages from the speaker to the listener using words, utterances, and sentences This performance can indicate the speaker's level of competence, whether good or bad In this study, the focus is on students' competence in oral communication.
Non-English majored students are those pursuing degrees outside of English, specifically second-year students in fields such as business administration, finance and banking, and hospitality management These students are required to study English as a compulsory subject in their curriculum.
Organization of the thesis
This study report consists of five separate chapters
Chapter 1 provides an introduction to the study with the background information related to the study, the statement of the problem, the aims, and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms as well as the organization of the thesis
Chapter 2 is the literature review, presenting the information related to English speaking performance and reticence in English performance In terms of speaking performance, the definitions of speaking as well as the importance of speaking performance are recommended Regarding the English speaking performance, the definition of reticence, types of reticence, speaking reticence, situations of speaking reticence, and causes of speaking reticence are analyzed in detail In previous studies, a lot of studies of Vietnamese and foreign researchers are recommended, summarized as well as discussed in brief Lastly, the researcher also inserts the conceptual framework of the current study in the literature review
Chapter 3 considers the methodology of the study including the research design, the research site, the sample and sampling procedures, the research instruments, the data collection procedures, the data analysis procedures as well as the reliability and validity
Chapter 4 presents the presentation of results of the study by analyzing the data collected from questionnaires, semi-structured interviews, and class observations Moreover, the discussion of the data is also compared and contrasted with the data in previous studies
Chapter 5 demonstrates the summary of the main findings of the thesis, the implications of the research, the limitation of the research as well as recommendations for further research.
LITERATURE REVIEW
Introduction
In this chapter, the researcher reviews relevant literature and presents key evidence to support the research topic Important terms discussed include English speaking performance, definitions and types of reticence, speaking reticence, situations that lead to speaking reticence, and the underlying causes of this phenomenon.
English Speaking Performance
To master the English language, students must develop both production and reception skills Speaking, as defined by Chaney (1998), involves the creation and sharing of meaning through verbal and nonverbal symbols across various contexts It is a two-way process that encompasses the genuine exchange of opinions, information, and emotions Thus, students must effectively fulfill their dual roles as both speakers and listeners to achieve successful communication.
Speaking is a vital skill that reflects individuals' personalities and thoughts, making it essential for both first (L1) and second language (L2) learners According to Nunan (1991), mastering the art of speaking is the most critical aspect of foreign language acquisition Successful communication in a foreign language significantly impacts students' achievements Hedge (2000) emphasizes that speaking is a skill through which individuals are evaluated during initial interactions Furthermore, like other language skills, speaking requires special attention, as it reveals not only students' thoughts but also their expressions.
In brief, it is entirely true that many researchers view speaking from different perspectives
2.2.2 The Importance of Speaking Performance
According to Ur (2012), speaking is a crucial skill that encompasses all four language abilities, making it essential for overall language proficiency Mastering speaking skills not only enhances English speaking performance but also improves grammar, vocabulary, and writing skills This is evident in the common question posed to language learners: “Can you speak English?” rather than “Can you write in English?” Additionally, strong speaking skills are vital both in and out of the classroom, enabling students to express opinions, engage in arguments, and make requests effectively.
According to Bygate (1987), language is a crucial communication tool, making English proficiency essential for many individuals Without the ability to speak, communication is hindered, reducing English to mere written text Consequently, speaking performance is vital for language learners, as it plays a significant role in various real-life situations For instance, doctors in hospitals and researchers in medical laboratories must communicate accurately to avoid misunderstandings and ensure effective collaboration Any lapse in speaking performance can lead to serious communication gaps and issues.
A student with strong speaking skills gains significant advantages in effective communication To ensure a seamless communication process, language speakers must undergo specialized training focused on enhancing their speaking abilities.
A person communicates with others not only to know their ideas but also to express his or her ideas (Abedini & Chalak, 2017)
According to Brown and Yule (1983), effectively expressing opinions, thoughts, feelings, and ideas through words offers significant benefits for the speaker Engaging in conversations allows for a deeper understanding of oneself, while clear speech demonstrates clear thinking.
Effective speaking skills are crucial for career success, as a captivating speaker can engage their audience and ensure their message is fully received Moreover, strong speaking abilities can positively impact one’s personal life as well.
Reticence in English Speaking Performance
In 1965, Gerald M Phillips introduced the concept of 'Reticence' as a form of anxiety and personality disorder, laying the foundation for further research into its implications in various contexts He identified social situation avoidance as a key trait of reticent individuals, particularly among students who often feel that remaining silent incurs no loss These students perceive themselves as ineffective communicators and frequently believe their social skills are lacking, despite evidence to the contrary (Keaten & Kelly, 2000).
1977), the students have pointed out their social failure and deficiencies
Reticence in students is often seen as a deficiency in self-expression, initiative in negotiating meaning, and responding verbally in learning contexts (Bao, 2014) This condition can stem from inadequate communication skills, language barriers, anxiety, or communication breakdowns Keaten and Kelly (2000) further emphasize that foreign language anxiety is closely linked to reticence, highlighting the feelings of worry and unease that non-native speakers experience when using and learning a foreign language.
Three types of reticence were identified by MacIntyre and Gardner (1991) including trait reticence, state reticence, and situation-specific reticence
MacIntyre and Gardner (1991) define trait reticence as a stable personality characteristic that influences an individual's likelihood of experiencing anxiety in various situations This trait indicates that certain scenarios may provoke feelings of reticence, highlighting the importance of considering situational interactions when interpreting this characteristic.
State reticence is a temporary form of anxiety that occurs in specific situations, such as during examinations, as defined by Spielberger (1983) Macintyre and Gardner (1991) note that individuals with high levels of trait reticence also tend to experience elevated levels of state reticence Thus, a higher trait reticence correlates with increased state reticence during anxiety-inducing moments.
Situation-specific reticence refers to a trait that is confined to particular contexts, such as public speaking or participating in a foreign language class According to MacIntyre and Gardner (1991), this type of reticence is characterized as a form of trait reticence that arises in well-defined situations.
Speaking reticence, also known as communication apprehension, describes the fear students experience when speaking in front of others According to Horwitz et al (1986), this form of shyness is characterized by a reluctance to communicate However, Riasati (2014) highlights that reticent students can build confidence and express their willingness to engage through participation in group or pair discussions, which helps alleviate their nervousness.
Students often experience speaking reticence, which manifests through various symptoms, including physiological, behavioral, and psychological signs These symptoms are closely linked to the challenges of verbal communication in different contexts.
Speaking reticence in students can lead to various physical symptoms, including wet hands, a pounding heart, and trembling legs (Wrench et al., 2012) Additionally, difficulties in articulating simple words may arise from dry mouth, a shaky voice, and rapid breathing This condition hampers students' ability to control their movements and thoughts, making it challenging for them to maintain balance between the two.
Students with high levels of speaking reticence often exhibit behavioral symptoms such as avoiding speaking situations This avoidance is a common response among those who struggle with anxiety related to verbal communication, as highlighted by McCroskey.
Students with speaking reticence often avoid communication, preferring silence in direct interactions Despite their reluctance, they may engage occasionally but feel uncertain about expressing their opinions and frequently interpret others' questions as criticisms According to Burgoon (1976), these students experience feelings of insecurity and inadequacy during communication Their shyness and embarrassment about sharing views lead them to remain silent, reflecting a general unwillingness to engage in conversation.
Students often experience psychological symptoms of speaking reticence, including negative self-talk, confused thoughts, and feelings of inadequacy According to Kanar (2011), these mental challenges are common among those who struggle with speaking reticence.
Kanar (2011) highlights that students experience both physical and psychological symptoms when they begin to speak, often leading to a state of being "tongue-tied." Conversely, Achbi and Sebaa (2011) suggest that some students appear unaffected at the onset of speaking This indicates that psychological symptoms can manifest differently depending on the speaking context.
Students with high levels of speaking reticence often exhibit avoidance behavior, particularly in speaking situations This reluctance to engage in verbal communication is a key symptom associated with their condition.
Many students experience a lack of confidence in speaking situations, especially when communicating in English with classmates or responding to teachers in the classroom According to Horwitz et al (1986), students not only struggle with oral communication reticence but also face receiver reticence, which affects their ability to listen and comprehend spoken messages The pressure of oral tests exacerbates their anxiety, leading to forgetfulness regarding English rules due to the fear of being judged This heightened anxiety is also evident during interviews and role-play activities, where students feel even more apprehensive.
Liu (2007) highlights that many students experience significant anxiety during oral presentations, particularly when they are alone in front of an audience This anxiety is compounded in the classroom, where students feel more nervous about presenting or responding to questions in English Additionally, hesitant students often worry about making grammatical errors while communicating with native speakers outside of class.
Previous Studies
Numerous studies have identified key factors contributing to students' speaking reticence in English, which adversely impacts their language learning process Students often fear making mistakes, losing face, and facing criticism, leading to constraints in their participation during English classes Research conducted both internationally and within Vietnam highlights a variety of factors influencing students' speaking reticence and their overall language skill development.
Dwyer and Heller-Murphy's (1996) research investigated the causes and solutions for speaking reticence among Japanese students at the University of Edinburgh The study involved 19 participants, with data gathered through open-ended interviews Findings revealed that factors such as public failure anxiety, difficulty keeping pace with native speakers, lack of confidence, disorientation, and fear of making mistakes contributed to students' speaking reticence Additionally, the emphasis on knowledge demonstration in Japanese academic culture was found to exacerbate passive behavior and reticence in English performance.
Fluency is a significant challenge for students in speaking performance, as it requires the ability to express opinions coherently and without pauses According to Hedge (2000), fluent speakers can communicate rapidly and participate in conversations seamlessly, as excessive pauses indicate a lack of fluency and hesitation can undermine confidence Consequently, developing fluency is essential for students to excel not only in English classrooms but also in their overall learning journey.
A study by Urrutia and Vega (2006) involving twenty girls and twenty boys aged 14 to 18 found that students perceive speaking skills as the most challenging aspect of learning English, largely due to infrequent practice in class Common issues they face include a lack of confidence, limited vocabulary, and fear of making mistakes The research highlights that incorporating games in the classroom significantly enhances speaking skills, fostering cooperation, self-confidence, vocabulary acquisition, and improved pronunciation From the students' perspective, games contribute to better English comprehension, while teachers note that they boost motivation, increase speaking participation, and promote confident performance among students.
Munro (2008) highlighted that non-native speakers may feel intimidated by the accents of native speakers, leading to a perception of inequality in language proficiency This can contribute to speaking barriers such as frustration and social embarrassment, which discourage learners from practicing their speaking skills Furthermore, Horwitz et al (1986) noted that the fear of being misunderstood due to another person's accent can also contribute to reluctance in speaking.
Zhang and Head (2010) conducted a study at a university in China to investigate factors contributing to students' speaking reticence in the classroom The research revealed that the cultural and educational environment significantly influences students' participation in speaking tasks, often resulting in passive behavior This reticence is identified as a prominent characteristic among Chinese students Additionally, factors such as low English proficiency, acceptance of reticence, and fear of losing face or making mistakes were found to impact students' engagement in active classroom discussions.
A study by Merve (2014) explored the reasons behind tertiary-level students' reluctance to speak in English as a Foreign Language (EFL) classes and offered pedagogical solutions to enhance their speaking willingness Conducted at an English-medium university in Turkey, the research involved 22 young adults aged 18 to 25, utilizing questionnaires and interviews for data collection The findings revealed that factors such as nervousness, cultural influences, and teaching strategies significantly contributed to students' speaking reticence.
Recent research in Vietnam has explored the issue of speaking reticence among students, particularly focusing on the factors that contribute to this phenomenon A study by Le Van Tuyen and Tran Thi Trang Loan (2019) at a private university in Ho Chi Minh City examined the influences on students' willingness to communicate in speaking classes The research involved 195 first-year English majors and five native English teachers, utilizing questionnaire surveys, semi-structured interviews, and class observations The findings revealed that both individual and situational factors significantly impact students' speaking reticence.
A study by To Thi Le and Lai Hoai Chau (2019) at Ho Chi Minh City University of Natural Resources and Environment identified key socio-cultural factors contributing to students' speaking reticence Involving 320 first-year college students and 9 English teachers, the research utilized questionnaires and interviews for data collection The findings highlighted that differences between Vietnamese and English, a passive learning style, and fear of public speaking were significant contributors to students' reluctance to engage in spoken English.
Le Van Tuyen and Tran Thi Trang Loan (2020) conducted a study involving 121 English majors and 4 native English-speaking teachers to investigate the factors contributing to students' speaking inhibition The research utilized questionnaires and interviews, revealing that the inhibition of speaking performance in students is influenced by both personal factors and the role of teachers.
In summary, previous research has primarily examined the key factors influencing students and teachers that contribute to students' speaking reticence, with some studies also addressing issues like the differences between Vietnamese and English, motivation, and fear of public speaking However, there is a lack of comprehensive research specifically focused on the speaking reticence of non-English major students at universities in Vietnam, indicating significant gaps in understanding the recent factors affecting this phenomenon.
This research seeks to address existing gaps by identifying key factors in the English learning environment and peer interactions that contribute to speaking reluctance among non-English major students.
Conceptual Framework
The conceptual framework of this study is derived from a comprehensive analysis of existing literature, highlighting two primary categories of factors contributing to students' speaking reticence: personal and interpersonal causes Personal causes include four key elements: personality, lack of vocabulary, fear of making mistakes, and shyness Research by McCroskey et al (1977) emphasizes the influence of personality on speaking reticence, while Liu (2007) identifies vocabulary deficiency as a major contributor Additionally, Davies and Pearse (2000) note that many students are apprehensive about speaking in front of large groups, particularly in a foreign language, due to concerns over errors Lastly, Gebhard (2000) points out that shyness can significantly hinder speaking performance.
Interpersonal causes of speaking reticence in students stem from four key elements: competition, ridicule, teacher behavior, and classroom atmosphere Research by Young (1991) highlights competition as a significant factor that hinders students' speaking performance Liu (2007) further emphasizes that fear of being laughed at by peers can undermine a student's confidence in speaking Additionally, Young (1991) notes that when teachers correct students in front of their classmates, it can lead to feelings of nervousness and inadequacy, contributing to speaking reticence Finally, studies by Pattapong (2010), Peng (2014), and Suksawas (2011) indicate that a dull or quiet classroom atmosphere can decrease students' willingness to speak, whereas a supportive and friendly environment encourages communication in English.
Students' speaking reticence is influenced by two main types of causes, which lead to various symptoms categorized as physiological, behavioral, and psychological Figure 2.1 illustrates these symptoms and is informed by the literature review in Chapter 2, while also addressing the study's two research questions: (1) the extent of non-English majored students' reticence in speaking English in class, and (2) the factors contributing to this reticence in their English speaking performance.
Figure 2.1 Conceptual framework of factors causing reticence for non-English majored students in English speaking performance Sources: McCroskey et al (1977), Young (1991), Davies and Pearse (2000), Gebhard (2000), Liu (2007), Pattapong (2010), Suksawas (2011), Peng (2014)
Summary
This chapter explores two key aspects of speaking reticence in students' English performance: the symptoms and causes of this phenomenon Additionally, it examines the various types of reticence and the specific situations that contribute to speaking difficulties.
METHODOLOGY
Introduction
This chapter provides an outline of the research methods in order to demonstrate the objectives proposed in Chapter one and addresses the following research questions of the study:
1 To what extent are non-English majored students reticent about English speaking performance in class?
2 What factors cause reticence for non-English majored students in English speaking performance?
This chapter begins by outlining the general information regarding the research design, including methods and participants It then provides detailed insights into the research site, sample selection, and sampling procedures, along with the research instruments utilized Additionally, it describes the data collection procedures employed in the study The chapter concludes with an overview of the data analysis methods implemented.
Research design
A mixed-methods research design was employed to investigate the factors contributing to speaking reticence among non-English majored students at Ho Chi Minh City University of Technology (HUTECH) This study combined qualitative and quantitative approaches, utilizing closed-ended questionnaires and semi-structured interviews Specifically, detailed information was gathered from 150 students through questionnaires, while interviews were conducted with 10 students to gain deeper insights.
This study employed a mixed-methods approach, utilizing both quantitative and qualitative research techniques Quantitative research, as noted by Mujijs (2004) and Kothari (2013), involved the collection of numerical data analyzed through mathematical methods to elucidate phenomena that can be quantified In contrast, qualitative research focused on exploring participants' perspectives and the quality of experiences, allowing for a deeper understanding of the subject matter, as highlighted by Creswell (1994) By integrating both approaches, the research aimed to provide a comprehensive analysis of the topic.
Research site
This study was conducted at Ho Chi Minh City University of Technology (HUTECH) which is located at 475A Dien Bien Phu Street, Ward 25, Binh Thanh District
Founded in 1995, HUTECH University is dedicated to providing students with global knowledge and professional skills essential for success in both national and international job markets With a focus on talent development, HUTECH has expanded to five modern campuses in Ho Chi Minh City, offering state-of-the-art facilities, including standard classrooms, a comprehensive library, and ample computer access The university boasts a faculty of highly qualified teachers and professors across more than 45 majors, ensuring a robust educational experience for its students.
In the 2019-2020 academic year, HUTECH University offered 12 departments with over 30,000 students enrolled Non-English majors were required to complete six English courses—English 1, 2, 3, 4, and 6—each accommodating approximately 40 to 50 students per class Each course consists of 45 periods, divided into 3 credits, and covers essential skills such as listening, reading, writing, and speaking over an 8-week period with two lessons per week This approach to English learning significantly differs from the traditional methods employed in secondary and high school education as outlined by the Vietnamese Ministry of Education and Training.
The speaking tasks in the curriculum, adapted from "Four Corners 2" to "Four Corners 4," provide students with approximately 30 minutes of speaking exercises per lesson over three periods, enhancing their speaking skills English teachers can enrich these lessons by incorporating activities such as role-plays, discussions, pair work, and speaking games to encourage student communication in English Additionally, students must complete a 45-minute Mid-term exam, which includes an Oral Test to assess speaking competence and a Paper Test evaluating grammar, vocabulary, listening, reading, and writing skills Thus, it is crucial for non-English majors at HUTECH to focus on developing their speaking abilities throughout their English learning journey.
Sample and sampling procedures
Convenience sampling, a form of non-probability sampling, is favored by researchers due to its accessibility and low cost As noted by Cohen, Manion, and Morrison (2007), this method involves selecting the nearest individuals until the desired sample size is achieved While it allows for the efficient collection of data from readily available participants, as highlighted by Lawrence et al (2013), convenience sampling lacks strategic focus and assumes that members of the target population are homogeneous Therefore, it is best suited for studies not aimed at generalizing findings beyond the sampled group.
This study focuses on second-year non-English major students at HUTECH, as the researcher believes they are particularly familiar with speaking periods in teaching methods These students have previously engaged in speaking tasks during their English classes At the time of the research, the participants were preparing to take their General English 3 and 4 courses, involving a total of 147 second-year students.
This study focused on four classes majoring in Marketing and Business Administration, specifically selecting students enrolled in General English 3 & 4 courses, aligning with the research objectives The researcher taught these classes, allowing for clear communication and facilitating the data collection process effectively.
The researcher maintained strict confidentiality throughout the study, ensuring that participants' personal information and responses remained undisclosed Table 3.1 provides detailed demographic information, highlighting six key aspects: gender, duration of English learning, academic major, time spent on listening activities, time dedicated to watching captioned videos, and types of videos viewed These elements are explored in greater detail in the following sections.
The research participants, primarily university students aged 18 to 20, are non-English majors with 6 to 8 years of English learning experience Their fields of study are diverse, including Marketing and Business Administration.
Research Instruments
As the nature of the study is a mixed-method design including quantitative and qualitative Research should employ various methods to ensure trustworthiness (Yin,
In 2003, questionnaires and semi-structured interviews were utilized to gather data, ensuring the study's validity and reliability through multiple data sources (Creswell, 2008) To further enhance these aspects, an expert in English language studies reviewed the questionnaire and interview questions prior to their distribution to students for data collection.
This study structured the questionnaire by presenting general personal information questions before specific ones to avoid participant confusion Based on a review of relevant literature and the conceptual framework, the researcher created a 58-question survey to gather quantitative data on students' perceptions of speaking reticence in English classes The questionnaire was initially developed in English and subsequently translated into Vietnamese to facilitate data collection from Vietnamese students.
Closed-ended questions offer several advantages, including ease of testing and processing, as well as cost savings (Oppenheim, 2011) Consequently, a well-designed questionnaire based on a theoretical framework serves as a powerful tool for data collection Furthermore, the researcher tailored questions from existing studies in a related field to better meet the specific needs of the research.
The questionnaire was adapted and developed from Dao Thi Thanh Hao (2017),
In their 2020 study, Le Van Tuyen and Tran Thi Trang Loan opted to adapt existing questionnaires to address time and cost constraints, ensuring the research met its objectives They built upon previous findings that identified four key factors—Students, Classmates, Teachers, and Context—that are critical to the study's framework, which have been validated and proven reliable by earlier researchers.
Particularly, the questionnaire was designed with questions separated into 3 parts I, II, III including the participants’ personal information, the extent of students’ reticence, and factors causing students’ reticence
The questionnaire introduced the study's aims and included a thank-you message to motivate participants It comprised three main sections: Part I gathered personal information from students, including gender, age, majors, and English learning experience, with a total of 4 items Part II assessed students' reticence through 18 questions using a five-point Likert scale from '1' (Not At All True) to '5' (Always True) Part III explored the factors contributing to students' reticence, featuring 40 items on a four-point Likert scale from '1' (Strongly Disagree) to '4' (Strongly Agree) to eliminate neutral responses.
A semi-structured interview was selected to capture students' insights into the key factors contributing to their speaking reticence The interview questions were crafted based on the main components of the questionnaire, alongside relevant literature and the research objectives.
Prior to the interviews, the researcher provided students with instructions and shared the interview questions in advance to facilitate their preparation Each interview, lasting 15 to 20 minutes, involved a group of 10 students selected through convenience sampling, as they were currently enrolled in the researcher’s English class and grouped by major To ensure clarity, all questions were translated into Vietnamese for the students and later translated back into English for inclusion in the master's thesis A pilot interview was conducted beforehand to confirm that the questions were clear and capable of eliciting meaningful information.
In conclusion, data collection instruments for this research included the questionnaire and interviews for collecting both quantitative and qualitative data for addressing two research questions.
Data collection procedures
A total of 160 Vietnamese questionnaires were distributed to students across four classes after a pilot test with 10 students not involved in the study, ensuring clarity and appropriateness of the statements The survey was conducted post-completion of the English 3 & 4 courses, allowing students ample time to focus on the questionnaire Due to varying class schedules, the researcher collected responses throughout the day at HUTECH, targeting students from Marketing and Business Administration majors Ultimately, 153 questionnaires were returned, with 6 incomplete, resulting in 147 valid responses Participants spent approximately 20 minutes answering the questions, and the researcher subsequently organized the data for analysis.
The interview process spanned two days, involving 10 non-English majored students who were interviewed during their break time between lessons, as they did not have English classes on the same day Each student was allotted 20 to 30 minutes to respond to the interview questions, and all sessions were fully recorded to ensure comprehensive documentation of their responses In addition to the recordings, the researcher took detailed notes throughout the interviews The gathered information was then meticulously reviewed and analyzed, with all participants drawn from the same four classes.
Data analysis procedures
The editing process of the collected questionnaires is essential for identifying and eliminating errors, ensuring accuracy and completeness (Cohen, Manion, & Morrison, 2000) The researcher utilized questionnaire instruments alongside SPSS, which effectively integrates both quantitative and qualitative data analysis (Dürnyei, 2003, p 118) to explore the results comprehensively.
To prepare for the final analysis, the questionnaires were coded, and quantitative data were analyzed using SPSS Statistics version 22.0 to determine means (M) and standard deviations (SD) The mean scores (M) reflecting students' levels of reticence in speaking performance were interpreted accordingly.
Five-point Likert-scale of extent: § M= 1.00 - 1.80: Never true = Very low § M= 1.81 - 2.60: Rarely true = Low § M= 2.61 - 3.40: Sometimes true = Moderate / Average § M= 3.41 - 4.20: Often true = High § M= 4.21 - 5.00: Always true = Very high
Four-point Likert-scale of agreement: § M= 1.00 - 1.75: Strongly disagree § M= 1.76 - 2.50: Disagree § M= 2.51 – 3.25: Agree § M= 3.26 – 4.00: Strongly agree
Mackey and Gass (2005) highlighted that descriptive statistics serve not only to outline the fundamental characteristics of a data set but also to enhance the researcher's comprehensive understanding of the data.
Qualitative data were gathered through individual semi-structured interviews with students, recorded and transcribed meticulously to capture all spoken content, including interruptions (Bloor et al., 2001) The analysis of these interviews revealed significant insights into the relationship between students' and teachers' perspectives regarding students' speaking reticence The transcripts were then translated into English for further analysis, employing a content analysis approach to evaluate the responses Each student's response was coded sequentially from S1 to S10 for systematic analysis.
The methods of data analysis in relation to the research questions and instruments for the whole study were summarized in Table 3.2
Table 3.2 Instruments of data collection and analysis to the research questions for the current study
Research questions Instruments Data analysis
1 To what extent are non-English majored students reticent about
English speaking performance in class?
2 What factors cause reticence for non-English majored students in English speaking performance?
Reliability and Validity
Reliability is crucial in measurement, signifying the consistency and stability of test scores To ensure a valid questionnaire, semi-structured interview questions were piloted by five randomly selected students not involved in the study Bordens and Abbott (2011) highlight that pilot studies can clarify instructions, independent variable levels, and the validity of observational methods The interview questions were translated into Vietnamese, and data was analyzed using SPSS software The reliability of the questionnaire was evaluated using Cronbach’s Alpha, which will also be employed to analyze questionnaire data and verify the reliability of student responses, as noted in the study by George and Mallery.
(2003), Cronbach’s Alpha coefficients are classified as follows: § Unacceptable (below 0.500) § Poor (from 0.500 to 0.599) § Questionable (from 0.600 to 0.699) § Acceptable (from 0.700 to 0.799) § Good (from 0.800 to 0.899) § Excellent (from 0.900 and upwards)
The overall reliability of the questionnaire was exceptionally high, with a Cronbach’s Alpha (α) of 958 Furthermore, the reliability concerning students’ reticence and the factors contributing to it was also strong, with a Cronbach’s Alpha of 927.
To ensure the validity of the questionnaire items, I presented them to my professor and colleagues at HUTECH for their review Their feedback was carefully considered, and they confirmed that both the questionnaire and interview items are valid for addressing the research objectives.
Ethical issues
Ethics plays a crucial role in both qualitative and quantitative research (Bryman & Bell, 2007) Prior to initiating data collection, the researcher secured approval from the Ho Chi Minh City University of Technology by obtaining consent from both the leadership and students at HUTECH.
The personal information gathered during the study was securely safeguarded, with participants identified solely by numbers in an encrypted Excel file Additionally, all questionnaires, transcripts, and analyzed data were meticulously stored in compliance with the policies of Ho Chi Minh City University of Technology.
Summary
This chapter outlines the research methodology, including the research design, site, and detailed analysis of study samples based on gender, English learning duration, and major It discusses the research instruments used, such as questionnaires and semi-structured interviews The subsequent sections provide comprehensive information on data collection and analysis procedures Finally, the next chapter presents a summary of the results generated from these methodologies.