INTRODUCTION 7-9 1 Background 7-8 2 Literature Review
Scopes
The focus of this paper is on the speaking English problems of seniors whose major is in English at Ho Chi Minh City University of Foreign Languages and
Research Objective 8-9 5 Research Organization
This study aimed to identify the challenges faced by Huflit DFL seniors in achieving fluency in English, helping them recognize the underlying issues and discover effective solutions to overcome their speaking difficulties.
Le Thi Thu Thuy Page 9 find the answers for the above problems, two research questions are given to service for this research paper:
1 What are problems Huflit English major seniors have in English speaking?
2 What do Huflit English major seniors feel when they spend English speaking lessons in class?
This article is structured into five sections: the first provides an overview of English speaking habits among university students, while the second analyzes factors that hinder students from achieving fluency The third section details the research methodology, followed by section four, which presents the findings and discussions Finally, the concluding section offers recommendations to assist students in overcoming challenges in speaking English.
LITERATURE REVIEW 10-13 1 Definition of Speaking
Important of Speaking 10-11 3 Factors Affecting Speaking Skill 11-13 III RESEARCH METHODOLOGY 14-15 1 Description of the Subjects
Mastering English speaking skills is essential for success in various aspects of life, as humans typically learn to speak before they can read or write Effective speaking is crucial for engaging in meaningful conversations, and it requires a strong understanding of how to combine words to express thoughts, opinions, and emotions clearly.
Many teachers globally, including those in Vietnam, focus primarily on grammar and vocabulary instruction from primary to high school due to examination requirements, as noted by Joanna and Heather (2006) Consequently, speaking often becomes an optional skill in English classrooms While students may possess strong grammar knowledge and an extensive vocabulary to succeed in exams, they struggle to communicate effectively in English outside of the classroom.
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Efrizal (2012) emphasized that speaking serves as a vital method for conveying ideas and thoughts verbally To foster effective communication among students, it is essential to implement language in authentic contexts and encourage them to engage in similar practices.
According to Richards and Rodgers (2001), traditional teaching methods often neglect speaking skills, focusing primarily on reading and writing The Grammar-Translation method exemplifies this, as it prioritizes reading and writing while overlooking speaking and listening Ur (2000) emphasizes that among the four essential language skills—listening, speaking, reading, and writing—speaking is the most crucial for effective communication.
According to Joanna and Heather (2006), proficiency in English enables students to effectively communicate their ideas across various fields of study To address the challenges faced by learners, English language teachers should create a supportive environment that encourages students to express themselves without fear This approach highlights the significance of self-confidence in enhancing one's speaking skills.
Teachers often face challenges in developing students' speaking skills in the classroom Many students struggle to respond to questions in English, often due to a lack of ideas, uncertainty about appropriate vocabulary, and difficulties with grammar (Baker and Westrup, 2003) This indicates that students may not possess the foundational language skills necessary for effective listening and responding.
Speaking skill cannot be developed unless we develop our listening skill (Doff,
Effective communication requires students to comprehend what is being said to engage in meaningful conversations According to Doff (1998) and Shumin (1997), successful dialogue involves active listening, where one person speaks and the other responds attentively Importantly, every individual in a conversation simultaneously fulfills the roles of both speaker and listener.
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Therefore, it is very difficult for the speaker to respond when he or she cannot understand what is said It means speaking is closely related to listening ability
Many students struggle to express themselves in a foreign language due to discomfort and a lack of vocabulary and grammar knowledge According to Baker and Westrup (2003), learners find it challenging to respond to teachers' prompts because they often lack clear opinions or the necessary language skills Additionally, some topics may be too complex to articulate, even in their native language This often leads to students being unable to contribute meaningfully, especially if the chosen topics are not suitable or if they lack sufficient information.
Topical knowledge, as defined by Bachman and Palmer (1996), refers to the knowledge structures stored in long-term memory that encompass a speaker's understanding of related information This type of knowledge allows students to effectively use language in relation to their real-world experiences Furthermore, Bachman and Palmer emphasized that topical knowledge significantly influences learners' speaking performance.
Feedback during speaking is crucial for students, as they rely on teachers and peers for constructive input on their performance According to Hamer (2001), the approach instructors take towards feedback is influenced by the lesson's stage, the tasks at hand, and the types of errors made Baker and Westrup (2003) emphasize that constant correction can demotivate learners and inhibit their willingness to speak Therefore, it is recommended that instructors provide positive corrections and offer encouragement to foster a supportive speaking environment.
According to Mahripah (2014) [p.1037], English learners’ speaking skill is affected by some linguistic components of language like phonology, syntax, vocabulary,
Phonology presents significant challenges for English language learners, as English is not a phonetic language; the pronunciation of words often does not align with their spelling Non-native speakers, such as Vietnamese learners, may struggle with pronunciation due to the influence of their mother tongue, leading to confusion and difficulty in communication Variations in pronunciation based on context, such as tense and surrounding phonemes, can further complicate the learning process, making it hard for learners to produce words that are easily understood by listeners.
According to Little Wood (2007), foreign language classrooms can easily induce feelings of inhibition and anxiety Research indicates that anxiety, similar to self-esteem, can manifest at different levels Trait anxiety refers to a stable predisposition to feel anxious, while state anxiety is a temporary response linked to specific situations or events Consequently, anxiety significantly impacts the development of speaking skills in language learning.
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In 2019, a study was conducted at Huflit involving 100 senior students from the Foreign Language Department majoring in English Participants were selected based on feedback gathered through a mini questionnaire that identified their specific challenges in speaking English.
Procedures of Data Collection 14-15 3 Data Analysis and Interpretation
The questionnaire survey aimed to assess the English speaking habits of senior students, focusing on their daily knowledge and study methods A brief questionnaire, consisting of 10 closed questions in Vietnamese for clarity, was administered alongside short interviews The first section gathered background information, including age, sex, and majors, while the second part explored students' thoughts and feelings about speaking English This included inquiries about their speaking ability, challenges faced, influencing factors, effective improvement strategies, and methods for enhancing their study practices Additionally, a table was provided to evaluate their current English speaking habits The survey followed a structured outline to ensure comprehensive data collection.
The researcher distributed a questionnaire to 100 students through both online and offline methods To ensure clarity and comprehension, the survey instructions were carefully explained in Vietnamese, allowing all students to understand the content of the questionnaire accurately.
To ensure the reliability of the findings, students were required to answer the survey questions honestly After 15 minutes, the researcher collected the completed questionnaires from the participants For those who completed the survey offline, the researcher randomly selected ten responses for analysis.
Le Thi Thu Thuy Page 15 students to do the interview The questions are familiar with students; therefore, it is easy for them to answer
Through the data of the investigation, 2 main points were pointed out:
Almost the participants have developed unsuitable speaking English habits since they entered college
Although students realize the effects of these unsuitable habits on their speaking skill, they still let these habits continue to later life.
Statistical Treatment
After much investigation, the data will be performed in Excel because this tool is widely known for its data management The processed data are shown in results
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A study was conducted with 100 English major juniors from the Foreign Languages Department at Ho Chi Minh City University of Foreign Languages and Information Technology Participants completed a questionnaire consisting of five closed questions along with a table of related inquiries on the topic.
The study revealed that speaking ability is a crucial skill for students learning a second language A strong speaking proficiency not only enhances other language skills like listening, reading, and writing but also increases graduates' chances of securing good job opportunities in the future.
The speaking ability of Huflit DFL seniors is depicted in a level chart, showing a range from 100% to under 20% The findings reveal that a significant majority of students, specifically 78%, believe their speaking proficiency is approximately at the 50% mark.
5 out of 100 students feel confident when speaking English with foreigners, lecturers or their friends Ten students (10%) said that they can speak English fluently (about 80%),
A study on Huflit DLF seniors revealed that only 7% of students felt unable to communicate due to weak speaking skills, which they attributed to a lack of practice outside the classroom Despite three years of study, most students only used English during classes and did not engage in conversation with peers, leading to minimal improvement in their speaking abilities The findings indicate that seniors could only speak English at a proficiency level of 20 to 50%, highlighting a concerning gap in practical language use after graduation.
In the question two asking about problems that seniors encounter in speaking classes as in Figure 2 above, the feedback from participants shows that most of students
A significant majority of students (92) prefer using Vietnamese over English during speaking classes Additionally, seven students expressed concerns about making mistakes while speaking English in front of their peers When discussing challenges faced in speaking classes, 78% of students reported feeling shy when asked to respond to questions by their instructors.
A study conducted among 100 Huflit DLF seniors revealed that only 5% of students lack motivation to express themselves in speaking classes However, half of the participants reported difficulty in generating ideas, while 37% expressed fear of criticism and losing face These findings indicate that students face several challenges when learning to speak, including the tendency to use Vietnamese with peers and a significant fear of making mistakes while speaking English in front of their classmates.
A recent survey revealed that 98% of students identified a lack of vocabulary as a significant barrier to their English speaking ability One participant expressed frustration, stating, “Sometimes I try to explain a problem in English for my lecturers or friends, but unfortunately, I cannot because I know very few new words.” Additionally, 77% of students believed that listening skills also impacted their speaking, while 59% admitted to fearing mistakes Many students grappled with questions such as “Which grammar point is suitable in this case?” or resorted to translating word-for-word from Vietnamese to English, stemming from a lack of self-confidence Only 25% felt that feedback during speaking sessions would be beneficial, and nearly half (43%) indicated that inhibition was the most influential factor affecting their speaking performance.
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The study revealed several key factors influencing students' speaking performance, with vocabulary being the most significant Additionally, listening skills and fear of making mistakes were highlighted as important contributors Feedback from peers during speaking activities also played a role in affecting performance, while inhibition was identified as another factor impacting students' ability to speak effectively.
In a recent survey depicted in Figure 4, 64% of students identified grammar as a significant challenge they face while speaking English.
Intonation played a significant role in communication, with 7% of minority students indicating that they often overlook stress and intonation, viewing them as less important Despite this, listeners could still comprehend their speech without the need for meticulous articulation Additionally, 13% of students reported that liaison posed challenges, particularly when conversing with native speakers, making it difficult for them to hear their own voice Furthermore, silent letters emerged as an issue for 9% of the students, highlighting the complexities they face in mastering English pronunciation.
In summary, the results indicated that there are a variety of barriers that affect the student’ speaking English A majority of students were afraid that their grammar was not
Le Thi Thu Thuy highlights that factors such as barriers to confidence, liaison, intonation, stress, and silent letters significantly impact students' English speaking performance and their ability to communicate effectively.
In a survey, 89% of participants believed that communicating with native speakers is the most effective method for enhancing their speaking skills Only 1% favored self-study, suggesting that watching English movies or listening to music could also aid in improving both listening and speaking abilities Additionally, another 1% of students felt that practicing English with family members was beneficial, while 9% identified speaking with lecturers or teachers as the key to improving their speaking skills.
In conclusion, Huflit DFL seniors agree that engaging with foreigners is the most effective method for enhancing speaking skills Collaborating with individuals from diverse cultures and backgrounds not only boosts language proficiency but also fosters innovation, creativity, and overall success.
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Besides, practicing with lectures/ teachers is also an effective way that night over hundred Huflit DFL senior use to improve their speaking skill
The investigation into students' confidence and participation in English speaking classes revealed significant findings According to the data presented in Figure 6, a majority of students (54 out of 100) rarely or never use English to ask and answer questions, while only 15 out of 100 students actively participate in speaking activities almost always.
In a recent study, 31 students actively participated in asking and answering questions during English speaking classes Among Huflit seniors, 31% reported always practicing English with their peers, while 65% did so occasionally; only 10% practiced rarely, with no students completely abstaining from practice When it came to effective speaking in class, 35% of seniors sometimes or rarely spoke effectively, while 14 students managed to express their thoughts fluently, contrasting with 16% who faced challenges Confidence levels varied, with only 5% feeling consistently confident, 25% often feeling nervous, and 60% rarely feeling assured when speaking Additionally, just 3% of students regularly engaged in debates on various topics in English, whereas 45% rarely participated, highlighting a need for increased engagement in discussions.
RESULT 16-24 1 Result of questionnaires 16-23 2 Result of Interview Questions 23-24 V DISCUSSION AND RECOMMENDATION 25-27 1 Purpose of Study
Finding and Explanation
The current study reveals that Huflit DFL seniors face significant challenges in speaking classes, with many students reporting minimal or no participation A common issue is their reliance on Vietnamese due to a lack of ideas and a fear of criticism, which diminishes their motivation to communicate in English Additionally, observations noted that students frequently translate their thoughts from their native language, hindering their speaking abilities.
Many Vietnamese students struggle with speaking due to a lack of familiarity with vocabulary and sentence structures, often resulting in unnatural speech as they translate word for word Additionally, classroom participation is uneven, with some students engaging actively while others show reluctance to participate in activities.
The investigation revealed that students faced numerous challenges in their speaking class at Huflit University, influenced by various factors that affected their performance Overall, there is a significant need for improvement in the teaching of speaking skills at the institution.
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Limitations
This research focuses on a limited survey of seniors from the Foreign Languages Department at Ho Chi Minh University of Foreign Languages and Information Technology, chosen for its accessibility Due to the small sample size, the findings cannot be generalized to all universities in the country Consequently, further studies with larger sample sizes are necessary to obtain more comprehensive results.
Effective grammar instruction is essential for enhancing the English speaking skills of students at Huflit University To build confidence in communicating with foreigners, it is crucial to teach grammar in a natural context, addressing common fears of making mistakes Simply studying grammar is insufficient; fostering an understanding of language and encouraging active participation in class and practice outside of school are vital Additionally, the faculty should consider introducing supplementary grammar courses to help students articulate their thoughts more effectively Well-prepared grammar knowledge not only improves speaking abilities but also enhances writing skills, as students can learn through proofreading and peer-editing, which reinforces their understanding of grammar in the writing process.
The study revealed that students lack self-confidence in their speaking skills, highlighting the need for them to build this confidence during speaking classes Additionally, students should recognize that making mistakes is a crucial part of learning to speak fluently; embracing errors is essential for their development in speaking skills.
Le Thi Thu Thuy Page 27 speaking skills They should practice more in and out classes which can help them improve their speaking skill fast and effective
The study reveals that while instructors recognize the factors influencing their students' speaking skills, they are not fully committed to addressing these challenges To enhance students' speaking abilities, it is crucial for English language teachers to actively motivate students to engage in speaking, offer diverse speaking opportunities, supply suitable supplementary materials, and provide additional tutorial classes.
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1 Brown G and Yuly G (1983) Justinecassell Retrieved 04 10, 2019, from www.justinecassell.com: http://www.justinecassell.com/discourse/pdfs/brown_yule_chap1.pdf
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4 Efrizal, D (2012) Improving Students’ Speaking through Communicative
Language Teaching Method at Retrieved 04 20, 2019, from www.ijhssnet.com: http://www.ijhssnet.com/journals/Vol_2_No_20_Special_Issue_October_2012/1 2.pdf
5 Florez, MaryAnn Cunningham (1999) Improving Adult ESL Learner's
Pronunciation Skill Retrieved 04 20, 2019, from www.files.eric.ed.gov: https://files.eric.ed.gov/fulltext/ED427553.pdf
6 Hammond, A (2014, 03 06) ESL stories Retrieved 04 10, 2019, from www.blog.esl-languages.com: https://blog.esl-languages.com/blog/learn- languages/english-language-global-number-one/
7 Harmer, J (2001) Retrieved 04 15, 2019, from file:///C:/Users/nekochan/Downloads/jeremy-harmer-the-practice-of-english- language-teaching%20(1).pdf
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8 Hedge, T (2000) Teaching and learning language in classroom Retrieved 04
10, 2019, from www.oup.hu: http://www.oup.hu/THedge_TeachingandLearning.pdf
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APPENDIX A: SURVEY QUESTION (ENGISH VERSION)
1/ How many percent you feel confident about your English speaking ability?
2/ Which speaking problems do HUFLIT DFL SENIOR encounter? (You can have more than one choice)
You are worried about making mistakes
You are fearful of criticism or losing face
You cannot think of anything to say
You have no motive to express themselves
You speak very little or not at all
3/ What are the factors that affect your speaking time? (You can have more than one choice)
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4/ Which one below you feel most difficult when speaking English?
5/ Which way do you think the most effective to improve your speaking skill? (If impossible tell me the reasons)
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APPENDIX B: SURVEY QUESTION VIETNAMESE VERSION
1 Bạn cảm thấy khả năng nói tiếng Anh của mình được khoảng bao nhiêu phần trăm?
2 Vấn đề khó khăn nào khiến sinh viên ngành ngôn ngữ anh tại Đại học Ngoại ngữ- tin học phải đối mặt khi sử dụng tiếng anh trong và ngoài lớp học? (có thể chọn nhiều đáp án)
Bạn lo lắng về việc phảm phải sai lầm
Bạn sợ bị mất mặt hoặc bị soi mói/ chỉ trích
Bạn không thể nghĩ ra bất cứ điều gì để nói
Bạn không hề có động lực để chứng tỏ bản than mình
Bạn nói rất ít hoặc hầu như không nói gì cả
Bạn sử dụng tiếng mẹ đẻ trong suốt quá trình học
Bạn ngại sử dụng tiếng anh
3 Những nhân tố nào ảnh hưởng đến việc nói tiếng anh của bạn? (bạn có thể chọn nhiều đáp án)
Nhưng lời phê bình khi bạn đang nói tiếng anh
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4 Những yếu tố nào sau đây khiến bạn khó tuân theo nhất trong quá trinh sửa dụng tiếng anh?
5 Cách nào sau đây bạn cảm thấy hiệu quả nhất khi thực hành nói tiếng nah để nâng cao khả năng của mình?
Giao tiếp với bạn bè
Giao tiếp với người nước ngoài
Giao tiếp với giáo viên/ giảng viên
Tư học (ví dụ: nghe nhạc, xem phim…)
Giao tiếp với các thành viên trong gia đình
6 Trả lời các câu hỏi bảng dưới đây
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APPENDIX C: INTERVIEW QUESTIONS (ENGLISH VERSION)
1/ Do you want lectures force students only use English in class (except some cases that cannot explain in English) to help them improve their speaking skill? Why or Why not?
2/ What do you think about Huflit speaking English classes from the first year to the fourth year? Are they useful for you? Why or Why not?