INTRODUCTION 1.1 Background to the study
Statement of the problem
Reticence among students is a common issue observed in various countries, particularly in Asia, including Iran, China, Japan, and Hong Kong Despite its prevalence, there is a lack of research on this phenomenon in Vietnam, where it frequently occurs in classrooms The researcher, with over five years of experience teaching English as a Foreign Language (EFL), has identified that both low and high proficiency students exhibit reticence during speaking activities This behavior includes remaining silent, speaking with a trembling voice, or showing reluctance to participate, even when they possess strong English skills Consequently, this situation leads to frustration for both teachers and students, impacting the overall quality of learning outcomes Unfortunately, there has been little serious investigation into this issue at KGTTC.
Previous studies have identified various causes of students' reticence, which may also apply to the context of KGTTC However, it is important to note that not all identified factors may be relevant to students at KGTTC Therefore, it is essential to investigate the specific reasons behind students' reticence in this particular setting.
3 speaking activities; 2.The causes of students’ reticence in speaking classes in KGTTC.
Aims of the study
This study was carried out to seek the following aims:
- To examine reticence as experienced by non – English majored students in speaking classes at KGTTC
- To investigate the causes of reticence reported by non – English majored students in speaking classes at KGTTC.
Research questions
This study attempted to seek the answers for the following questions:
1 To what extent do non – English majored students at KGTTC experience reticence in speaking classes?
2 What are the causes of non – English majored students’ reticence in speaking classes?
Scope of the study
Research on students' reticence in English as a Foreign Language (EFL) classrooms has primarily concentrated on contexts such as China, Hong Kong, and Japan, with limited studies in Southeast Asian countries like Vietnam Each educational environment possesses unique characteristics that can influence research outcomes Therefore, this study specifically focuses on a college in Kien Giang province, known as KGTTC.
The study focuses on 84 third-year Primary Education students, who are not majoring in English but have extensive English language experience from high school and college These students have been trained in the four essential skills: reading, writing, listening, and speaking As a result, they possess a clear understanding of their language challenges and the underlying causes of these issues.
This study specifically focuses on the speaking skill, highlighting the issue of student reticence during learning activities It aims to examine the extent of this reticence and identify the underlying causes affecting participation in speaking classes.
Significance of the study
This thesis aims to provide valuable insights into students' reluctance to speak in English classes, which will be particularly beneficial for English teachers in Vietnam, especially at KGTTC Understanding the various aspects of this issue, including its norms and underlying causes, is essential for educators to effectively address and mitigate student reticence.
This study serves as a valuable resource for teachers to better understand the nature of their students' challenges By gaining insights into students' psychology, educators can select appropriate and effective techniques for teaching oral activities.
This study aims to encourage students to reflect on their reticence and increase their awareness of this issue, ultimately helping them improve their English speaking skills.
This study's materials serve as a valuable reference for research and educational purposes, particularly in the Vietnamese context It encompasses a broad spectrum of causes related to reticence, offering insights for further investigation into this phenomenon.
Definitions of the key terms
Speaking skill is defined as an interactive process of constructing meaning that involve producing, receiving and processing information Its form and meaning are dependent on the context (Burn & Joyce, 1997)
Teaching speaking involves guiding learners to produce English speech sounds and patterns, utilize word and sentence stress and intonation, and select appropriate language for various social contexts It also emphasizes organizing thoughts logically, expressing values and judgments effectively, and achieving fluency by speaking quickly and confidently with minimal pauses.
Reticence refers to the tendency of avoid communication because of the faulty belief about the communication and social situation (Keaten & Kelly, 2000).
Organization of the thesis
This thesis is divided into five main chapters:
Chapter 1 Introduction This part is concerned with background to the study, statement of the problem, aims of the study, research questions, scope of the study, significance of the study, definitions of key terms, and organization of the thesis
Chapter 2 Literature review This chapter lays out the basic theoretical background of two main key terms including reticence and teaching speaking Also, some previous studies on reticence were reviewed in this chapter
Chapter 3 Methodology In this section, the researcher deals with the picture of how the study conducted from the first step of determining research design, research site, sample and sampling procedures, research instruments, data collection procedures, data analysis procedures, validity and reliability
Chapter 4 Results and discussions This part presents the major findings as well as the discussions about the results of the study
Chapter 5 Conclusion This chapter draws upon the key issue in the study, limitations of the study and suggestions for further research into this area
LITERATURE REVIEW 2.1 The concept of Teaching speaking
Definition of speaking
The notion of speaking skill has been defined by many experts For Burn and Joyce
Speaking is an interactive process that involves producing, receiving, and processing information to create meaning (1997) Hornby (2007) defines it as using language to express oneself through meaningful utterances This process requires listening and responding, where responses are systematic verbal productions aimed at conveying meaning (Bailey, 2005) Both definitions emphasize speaking as a dynamic interaction between speakers and listeners, utilizing verbal communication to achieve specific purposes Unlike writing, speaking occurs in real-time with little opportunity for detailed planning (Thornbury, 2005) The effectiveness of spoken communication is influenced by the purpose, subject matter, speaker's personality (Jaffe, 2011), and context Speaking is a productive skill that facilitates interaction, yet it presents challenges for language learners who must express their thoughts quickly and fluently (Harmer, 2001) Assessing students' speaking skills involves evaluating their knowledge and application of language in spoken contexts (Richards, 2008) Consequently, teachers should focus on key areas in speaking instruction to enhance teaching effectiveness rather than merely engaging in speaking activities (Goh & Burn, 2012).
Definition of teaching speaking
Teaching is fundamentally the process of imparting knowledge to students, where instructors share information, lessons, or skills while fostering communication with their pupils Various experts have defined teaching in multiple ways; for instance, Feiman-Nemser and Buchmann (in Ball and Forzani, 2009) describe it as aiding individuals in learning "worthwhile things," emphasizing a moral aspect Similarly, Cohen (in Ball and Forzani, 2009) views teaching as a common activity where individuals assist others in acquiring specific skills.
Teaching speaking involves guiding learners to produce English speech sounds and patterns, utilize appropriate vocabulary and sentence structures with correct stress and intonation, and select language suitable for various social contexts Additionally, it requires helping students organize their thoughts logically and meaningfully, express themselves effectively, and achieve fluency in their language use.
Teaching speaking is essential for enhancing students' speaking skills Teachers must balance productive speaking, where learners reproduce language forms, with creative speaking, where students generate their own meanings This balance allows educators to tailor their approach to students' proficiency levels and needs (Nunan, 2015) Unlike reading and writing, where performance can be documented through written texts, speaking is transient, making it challenging for teachers to track progress and evaluate the effectiveness of students' work Additionally, teaching oral skills involves not only imparting basic speaking knowledge but also addressing various complexities.
8 other aspects including the principles of teaching speaking, the teaching activities in order to bring the best scaffolds to develop students’ speaking skill.
Speech conditions
The primary objective of learning a foreign language is to achieve fluency in speaking However, attaining this goal can be challenging due to various factors that influence the level of fluency (Thornbury, 2005) Research has identified several factors that impact speaking quality, including cognitive, affective, performance-related issues, and the role of feedback during speaking (Nguyen Hoang Tuan & Tran Ngoc Mai, 2015; Burns & Joyce, 1997).
Cognitive causes significantly impact learners' speaking abilities, particularly in relation to familiarity with the topic, genre, and interlocutors Familiarity with the topic is crucial; when learners discuss unfamiliar subjects, they struggle to generate ideas, which can hinder their willingness to participate in speaking activities (Hanifa, 2018; Nguyen Hoang Tuan & Tran Ngoc Mai, 2015) Additionally, understanding different speaking genres is essential, as each genre has unique characteristics and difficulty levels that influence learners' confidence (Thornbury, 2005) Lastly, the connection to interlocutors plays a vital role; speakers tend to feel more at ease and confident when engaging with familiar individuals, and the behavior of those interlocutors can further enhance or detract from the speaking environment.
The way speakers engage with their audience, including eye contact and body language, reflects their respect for listeners When speakers notice a lack of audience engagement, they may doubt the interest level of their presentation Additionally, effective communication requires complex cognitive processing, as language learners must master various components such as grammar, vocabulary, and pronunciation Thus, speakers need to clearly understand their message and express their ideas in an understandable manner.
Affective factors play a crucial role in learners' engagement and performance, focusing on their feelings and personalities rather than just cognitive processes This study highlights two key concepts: learners' feelings towards the topic and participants, and their self-consciousness Rai (2010) emphasizes the importance of understanding the topic before engaging with others, while Kasbi and Shirvan (2017) note that a lack of topical knowledge can diminish students' interest and discourage them from exploring further Consequently, this can lead to uncertainty in discussions Additionally, students' feelings towards their peers and teachers significantly impact their speaking achievements Mouhoubi-Messadh (2017) points out that fear of failure and negative attitudes towards teachers can hinder collaboration among students Therefore, enhancing classroom relationships is vital for developing communicative competence Furthermore, self-consciousness can exacerbate feelings of fear and tension during oral evaluations, as students often compare themselves to others (Gkonou, 2011).
Learners often fear failing in their performance, which can hinder their confidence in speaking To overcome this anxiety, it is essential for them to understand the purpose of performance assessments, as this awareness can significantly boost their self-assurance.
Effective performance in speaking tasks is influenced by several factors, including the use of gestures and eye contact, which facilitate clearer expression of ideas and reflect cognitive processes (Goldin-Meadow & Alibali, 2013) Additionally, the level of collaboration plays a crucial role; completing speaking tasks independently is typically more challenging than working with peers, as the latter provides essential support and input that enhances performance (Thornbury, 2005).
Group work in language production reduces pressure on learners, as highlighted by 2012 research Despite the emphasis on learner autonomy in modern education (Benson, 2007; Renandya & Widodo, 2016), the shift from teacher-centered to learner-centered approaches is not fully realized, with teachers often still controlling discussions This control can intimidate students, hindering their ability to express opinions freely during speaking activities Additionally, adequate planning and rehearsal time is crucial for effective speaking, as practice enhances fluency and accuracy However, this aspect is frequently overlooked, leading to a lack of speaking opportunities, which Brooks and Wilson (2015) identify as a reason for learners' reluctance to engage in conversation Without recognizing the benefits of practice, learners miss out on significant improvements in their speaking skills.
The quality of speaking is significantly influenced by various factors, including time pressure and environmental conditions According to Rai (2010), the urgency of communication can impact a learner's speaking performance, leading them to rush their delivery However, effective speakers are not necessarily those who take more time, but rather those who skillfully manage their time during communication Additionally, the surrounding environment plays a crucial role in enhancing or hindering speaking abilities.
The environmental conditions in a learning setting significantly influence the culture of learning, particularly in language acquisition Teachers' approaches to delivering language inputs, along with their teaching styles and methods, directly affect learners' motivation to engage in speaking For instance, a dominant teacher may discourage students from initiating communication, while poorly chosen teaching methods can lead to confusion regarding lesson objectives for both teachers and learners.
Feedback during speaking tasks is essential for helping learners identify their strengths and weaknesses The effectiveness of feedback can vary significantly based on its delivery Teachers' feedback is crucial; when provided flexibly and relevant to the lesson's stage and the types of mistakes made, it encourages improvement (Leong & Ahmadi, 2017) Conversely, mechanical corrections can undermine the purpose of speaking activities (Harmer, 2001) Frequent corrections may demotivate learners and instill a fear of speaking (Baker & Westrup, 2003) Additionally, feedback from classmates can hinder participation, as learners often compare themselves to peers and may focus excessively on critiquing each other's performance.
12 to prove that they are better than their partners That leads to the fear of losing face in the eyes of others (Melouah, 2003; Mouhoubi – Messadh, 2017)
The more speaking experience individuals have, the less apprehensive they become when communicating in that language These factors serve as a valuable framework for predicting a speaker's fluency and offer teachers essential criteria for selecting and adapting suitable speaking activities to enhance oral skills.
Principles in teaching speaking
Understanding the distinction between second language and foreign language learning contexts is crucial for effective teaching methods According to Nunan (2015), a second language context involves the target language being the primary means of communication, while a foreign language context refers to a language that is not commonly used in the surrounding community This theoretical difference impacts language usage opportunities; learners of English as a foreign language often face limited speaking chances outside the classroom, whereas those in a second language context benefit from abundant real-world communication opportunities Therefore, educators must consider local contexts to understand how, when, and why learners use English beyond the classroom setting.
To enhance language learning, it is essential to provide students with opportunities to practice both fluency and accuracy Accuracy refers to the correct usage of language forms, free from phonological, syntactic, and semantic errors, as defined by Lan (1994) By focusing on these aspects, educators can improve students' overall language proficiency.
Fluency in language, as defined by Ellis (2012), is the ability to use language in real time, emphasizing meaning and drawing on established lexical systems While this ideal view suggests that learners should use language correctly and smoothly, Brown (2004) offers a broader perspective, defining fluency as the natural flow of language production without a strict focus on forms Nunan (2015) further elaborates that fluency involves speaking at an acceptable speed with minimal hesitations, while accuracy pertains to the clarity and appropriateness of utterances This highlights the importance of teachers focusing on the purpose of correction and feedback, enabling students to recognize and improve upon their errors without feeling stressed For instance, teachers can provide feedback on pronunciation, vocabulary, and grammar after a student's performance, fostering an environment where learners can prioritize conveying meaning over strict accuracy This approach allows students to express themselves clearly and effectively communicate their ideas.
To enhance speaking skills, it is essential to provide students with opportunities for conversation through group and pair work while minimizing teacher talk This approach is based on the idea that learners improve their speaking abilities by actively engaging in dialogue Group and pair activities are favored by educators because they allow students to learn from each other, fostering a more comfortable environment for sharing ideas Additionally, when structured effectively, these collaborative activities can significantly boost students' confidence and communication skills.
To enhance speaking skills in learners, it is crucial to create opportunities for genuine conversation, as noted by Nunan (2015) Factors such as class size and time significantly impact speaking practice; in a sixty-minute class with over twenty students, each learner may only have a few minutes to speak Implementing group and pair work can effectively address this challenge, allowing each student more speaking time under the teacher's guidance Additionally, the role of the teacher has shifted to that of an instructor who facilitates learning outcomes, emphasizing the need to minimize teacher talking time Instead of dominating discussions, teachers should focus on providing comprehension input and designing activities that enhance learners’ speaking abilities (Nunan, 2015).
Plan speaking tasks that involve negotiation of meaning According to Nunan
Negotiation in conversation involves the efforts speakers make to resolve misunderstandings, which frequently arise in everyday interactions To enhance communication skills, teachers should create tasks that intentionally increase the likelihood of misunderstandings, encouraging learners to seek clarification and adjust their speech for better comprehension.
To enhance speaking skills in the classroom, it is essential to design activities that focus on both transactional and interactional speaking Interactional speech serves social purposes, while transactional speaking aims to accomplish specific tasks (Bailey, 2005) Conversations often shift from predictable to unpredictable, allowing speakers to engage freely on various topics Nunan (2015) emphasizes the importance of interactional speech, highlighting its role in fostering effective communication.
Speaking activities in the classroom should be integrated to enhance learners' ability to communicate effectively in both interactional and transactional contexts This approach emphasizes the importance of unpredictable speech over purely transactional dialogue, fostering a more dynamic learning environment.
Activities in speaking practice
The enhancement of speaking skills has become a priority for many educators, prompting them to explore diverse activities aimed at promoting student engagement in dynamic speaking contexts This section highlights several popular teaching activities currently employed to support this goal.
Acting from scripts involves learners performing scenes from plays or course materials, sometimes even writing their own dialogues This activity encourages students to create original work while following guidance from teachers or course books By allowing learners to think critically and select their presentation methods before the final performance, this approach enhances their confidence, contextual language skills, and problem-solving abilities.
2005) However, teachers need to create the supportive atmosphere in class as well as give learners time to work on so that they may feel comfortable (Harmer,
Discussions in the classroom can vary from formal to informal interactions, with teachers employing different formats such as buzz groups, formal debates, and unplanned discussions to engage students effectively By prompting learners to think critically about a problem, teachers can encourage predictions, opinions, and argumentation (Harmer, 2015) Whether conducted with the entire class or in smaller groups, discussions provide a platform for students to express their views while enhancing their speaking skills Moreover, this activity piques learners’ interest by challenging them to explore relevant topics, although careful task preparation by teachers is essential for successful outcomes.
16 carefully as well as provide appropriate instructions to engage learners giving their ideas Also, learners need to be given enough time to plan their arguments
(Harmer, 2015), if not, learners will be passive in this activity
Communication games Speaking activity based on games is a useful way of giving opportunities for learners to use English (McDonough, Shaw, & Masuhara,
Communication games, such as blocking games and television or radio activities, provide opportunities for learners to practice essential oral strategies like describing, predicting, and asking for feedback These games foster a fun and relaxed atmosphere, encouraging learners to enhance their speaking skills However, while games can add excitement to language teaching, they must be used thoughtfully and aligned with lesson objectives; otherwise, they risk becoming ineffective and time-consuming.
Questionnaires are an engaging activity where learners formulate and respond to questions to complete surveys on teacher-suggested topics (Thornbury, 2005) Additionally, students can create their own questionnaires, with teachers providing valuable guidance throughout the design process (Harmer).
2015) This activity is useful because through being prepared, learners may well stimulate the natural repeated use of certain language patterns (Harmer, 2015)
Simulation and role play are effective learning activities In role play, learners adopt the persona of another individual, while in simulations, they confront a specific issue or problem-solving scenario, responding as their authentic selves (Nunan).
Simulation and role play activities enable learners to engage in realistic encounters, mimicking real-world situations (Harmer, 2015) These exercises allow participants to explore various social contexts and adopt different roles, enhancing their oral fluency (McDonough, Shaw, & Masuhara, 2013) Harmer (2015) highlights three key benefits of these methods: they are enjoyable and motivating for learners, they provide opportunities for quieter students to participate more actively, and they foster a supportive environment for language practice.
Learners gain confidence in expressing their opinions openly and have the chance to utilize a broader vocabulary To ensure effective role play or simulations, teachers must clearly explain the context and provide sufficient background information, enabling students to engage meaningfully in the activity (Harmer, 2015).
Storytelling is a fundamental aspect of language and a key element of everyday communication, as highlighted by Thornbury (2005) This engaging activity allows learners to share folk tales, narrate events from pictures, or tell personal stories, fostering connection among participants Harmer (2015) emphasizes the benefits of storytelling for language learners, noting that it reflects natural human interaction, which significantly boosts motivation Additionally, storytelling taps into a skill that learners already possess to some degree, making it a more accessible and enjoyable activity compared to others.
Information gaps play a crucial role in enhancing learners' motivation to speak, as they involve providing participants with unique information that others lack This encourages interaction among learners as they work together to fill in the missing details As a result, this activity fosters an engaging exchange of information, allowing learners to negotiate meaning effectively.
Prepared tasks and presentations are essential activities in teaching, where learners present specific topics Unlike informal conversations, these presentations are carefully crafted and resemble written work more closely, as noted by Harmer.
In order to enhance their presentation skills, learners should focus on internalizing information and, when necessary, refer to notes instead of relying solely on scripts This approach allows them to critically evaluate their performance and invest effort into improving it Adequate preparation time is essential for effective presentations, and teachers play a crucial role by encouraging students to rehearse their talks Additionally, providing constructive feedback and guidance throughout the presentation process can significantly benefit learners.
When students perform in front of the class, it is crucial for teachers to ensure that their peers listen attentively to the presentations This practice benefits not only the listeners by enhancing their learning experience but also provides valuable support to the presenters, fostering a more engaging and collaborative classroom environment.
Teaching speaking effectively requires significant time and consideration, as teachers aim for their students to communicate fluently There is often a gap between theory and practice, presenting various challenges during the teaching and learning process Additionally, different contexts may not support the same knowledge, skills, strategies, and activities Therefore, teachers must focus on the principles of teaching speaking, clearly define their learning objectives for each lesson, and invest time in designing suitable speaking activities This proactive approach will enable teachers to better assist learners in achieving their communication goals.
The concept of reticence
In the term of reticence, it has been studied and defined by many researchers The term of reticence firstly originated in M Phillips’ article of speech communication in
In 1965, the concept of reticence was defined as a personality-based anxiety disorder, laying the groundwork for further research in communication across various contexts Later, the focus shifted to understanding reticent behavior stemming from inadequate communication, refining the cognitive and behavioral dimensions of this phenomenon Phillip described reticence as a communicative behavior, stating, “When people avoid communication because they believe they will lose more by talking than by remaining silent, we refer to it as reticence” (p.52) His framework encompasses two key dimensions: cognitive and behavioral.
Keaten and Kelly (2000) built upon Phillips' research to revise the concept of reticence, incorporating a new affective component alongside the existing behavioral and cognitive dimensions They defined reticence as a communication issue that encompasses cognitive, affective, and behavioral aspects.
The belief that remaining silent is preferable to risking embarrassment highlights the fear of negative evaluation, leading reticent individuals to avoid communication in social settings, especially in new situations (Li & Liu, 2011).
Definitions of communication issues typically encompass cognitive, behavioral, and affective dimensions However, it is important to note that the source of these problems cannot be solely attributed to negative evaluations In fact, as Goh suggests, there are other underlying factors at play.
In 2013, it was noted that the concept of reticence often fails to reflect the real experiences of individuals who struggle to engage in conversation For instance, a student may refrain from speaking when paired with unfamiliar classmates, despite having adequate knowledge This reluctance stems from a negative attitude towards interaction, leading some to remain silent not out of disinterest, but rather due to anxiety about speaking Reticence can be understood through two key dimensions: individuals who are reticent typically prefer to avoid interaction instead of seeking it out.
In this paper, reticence is defined as the tendency to avoid communication due to misconceptions about social interactions Learners perceive reticence as a rational response or implicit disagreement in social situations, highlighting the importance of addressing faulty beliefs surrounding communication.
2.2.2 The natures of reticence in speaking activity
Building on the research of Phillips (1965, 1984, 1986, 1991) and Keaten and Kelly (2000), reticence in the speaking classroom can be understood through six key dimensions: anxiety, delivery skills, memory, organization, timing, and knowledge Each of these components plays a crucial role in the effectiveness of communication and the overall learning experience.
Anxiety often plagues reticent individuals who, despite recognizing the significance of communication, view themselves as incapable of effectively engaging with others This self-perception fosters a sense of failure, resulting in heightened anxiety characterized by tension and nervousness, which is associated with the activation of the autonomic nervous system (Horwitz, Horwitz &).
Cope, 1986) Therefore, when they are in situation where they must talk, their expectations of failure make them feel anxious
Effective delivery skills are essential for engaging oral discourse, as speakers can capture and maintain audience interest through various techniques By adjusting fluency, pronunciation, loudness, pitch, emphasis, and inflection, speakers can enhance their message Additionally, utilizing eye contact, gestures, facial expressions, and body movements further captivates listeners However, individuals who are reticent may struggle to employ these delivery skills, often stumbling or muddling their words when attempting to express their opinions.
Memory plays a crucial role in effective communication, as speakers rely on their stored experiences to organize and adapt their ideas Their recollections of past successes or failures influence their decision to speak or remain silent Consequently, having a precise and detailed memory is vital for discourse competence In contrast, individuals who are reticent often struggle to recall their thoughts during conversations.
Effective speech requires careful organization of thoughts to ensure clarity and engagement Speakers must prioritize their key messages and convey them meaningfully to their audience However, individuals who are more reserved often struggle with this arrangement, resulting in disorganized and fragmented communication This lack of focus can lead to a disjointed delivery, making it challenging for listeners to grasp the intended message.
Reticent individuals often struggle with timing, as they may take considerable time to articulate their thoughts and feelings This hesitation can lead to prolonged pauses in their communication, making it challenging for them to express their ideas effectively.
Effective speech delivery requires speakers to focus on the content and knowledge they intend to convey It's essential that the topic is familiar to those with relevant background knowledge, as this familiarity enhances understanding and engagement However, for those who are more reserved, the challenge may lie in articulating their thoughts clearly and confidently.
Many individuals experience communication apprehension, leading to uncertainty about their message and doubts regarding their ability to make a desired impression This lack of confidence often stems from insufficient competence and understanding of interaction settings and speech topics.
Reticence occurs when individuals avoid communication due to misconceptions about social interactions, leading them to perceive themselves as anxious or lacking in skills such as organization, timing, and delivery Understanding the reasons behind this silence is crucial for teachers, as it enables them to identify the challenges learners face while acquiring a foreign language By recognizing these issues, educators can adapt their teaching methods and address both objective and subjective factors, ultimately encouraging greater participation in speaking activities.
2.2.3 Effects of reticence in teaching speaking
Previous studies
Recent literature highlights the growing concern of reticence in English classrooms, with numerous researchers exploring various facets of this phenomenon This investigation aims to assess the extent of students' reticence and identify the underlying causes, categorizing the findings to better understand this issue.
27 section in terms of students’ reticence at different proficiency levels and causes of reticence
2.3.1 Students’ reticence in speaking classes
In term of students’ reticence in speaking classes, many researches were conducted
In the study “The Relationship between Reticence and Personality Types in Iranian University EFL Classrooms,” Baktash and Chalak (2016) investigated reticence among Iranian EFL learners and its correlation with personality types Utilizing questionnaires and interviews, the researchers gathered data from 102 students, revealing that a significant number of participants exhibited reticence in the classroom, primarily due to anxiety and delivery skills The findings also indicated a notable relationship between students' personality types and their levels of reticence.
A study by Goh (2013) titled “Reticence Students in the ESL Classrooms” explored the prevalence of reticence among tertiary English majors and the factors contributing to it Utilizing questionnaires with 78 students, the research revealed that even those with higher proficiency levels experienced reticence, primarily due to anxiety and challenges in verbal delivery While this study provided valuable insights into reticence in English proficient students, it only scratched the surface of the issue Future research would benefit from employing multiple data collection methods to gain a more comprehensive understanding of the underlying factors contributing to reticence.
Reticence in speaking is a challenge faced by students across all levels of English proficiency, not just those with low skills Therefore, it is essential to examine the issue of reticence among learners at varying proficiency levels to gain a comprehensive understanding of this phenomenon.
28 the relationship between reticence and English proficiency, Liu and Jackson (2009) carried out a study in Chinese context The study was titled as “Reticence in Chinese
The study on "EFL Students at Varied Proficiency Levels" investigated the issue of reticence in oral English lessons among tertiary students Unlike previous research, this study focused on learning reticence across different proficiency levels and activities to determine variations in results Data was collected from 547 students through various methods, including surveys, observations, reflective journals, and semi-structured interviews The findings revealed that most students were eager to speak the target language, with a clear correlation between higher proficiency and increased willingness to engage in speech communication Additionally, students demonstrated active participation during pair work but were less responsive to teachers' questions.
2.3.2 Causes of students’ reticence in speaking classes
Regarding about the causes of reticence, Liu (2005) carried out the study named as
“Causes of Reticence in EFL Classrooms: A Study of Chinese University students”
This study explored the issue of student reticence in a Chinese English as a Foreign Language (EFL) context, utilizing journals, observations, and interviews to gather data from three teachers and 100 freshmen enrolled in an English Speaking course at a Beijing university The findings revealed that while most participants were eager to communicate in English, this enthusiasm did not translate into actual language use; students actively engaged in pair work but were reluctant to volunteer or participate in group settings Additionally, various factors contributed to their reticence, including cultural beliefs, previous educational experiences, low English proficiency, insufficient practice, anxiety, and task difficulty Overall, the study provided detailed results with high reliability and validity by integrating multiple data sources.
This study utilized 29 instruments for data collection, enabling researchers to gather comprehensive insights into reticence in EFL classrooms The findings effectively addressed the research questions and were organized thematically However, discrepancies were noted in the total number of participants reported in the data collection procedure compared to the results section The study aimed to identify the causes of reticence across all aspects of foreign language learning, including speaking, writing, and reading skills Nonetheless, the findings primarily emerged from oral English lessons, with limited comparison to other studies To enhance understanding of students' reticence, further exploration of additional activities beyond pair and group work is recommended.
In a study titled "The Cultural Aspects of Communication Reluctance in the EFL Classroom: The Case of Vietnamese Students," Dat Bao (2001) focused on the cultural factors contributing to the reticence of Vietnamese students in English as a Foreign Language (EFL) classrooms Unlike Liu (2005), who explored various causes such as English proficiency and anxiety, Dat Bao concentrated solely on culture as a primary reason for students' reluctance to participate The research involved 300 students from the National University of Vietnam, utilizing surveys and interviews to gather data The findings revealed that cultural elements significantly influenced students' communication behaviors, highlighting factors such as classroom hierarchy, collectivist mentality, upbringing, educational experiences, and cultural beliefs regarding the importance of silence This comprehensive analysis provided valuable insights into the dynamics of EFL teaching in Vietnam, rooted in empirical evidence and literature reflections.
Researching learners' behavior, particularly among reticent individuals, highlights important implications for language teaching methods To gain a comprehensive understanding of students' reticence, it is essential to gather insights from teachers, thereby broadening the perspective on this issue.
Similarly Dat Bao, in the study “Identifying the Effect of Socio-Cultural Factors on
Pre-Intermediate Students’ Reticence in Speaking English”, To Thi Le and Lai Hoai
Chau (2019) investigated the socio-cultural factors influencing students' reticence in oral English lessons, offering recommendations to enhance their confidence and skills The study involved questionnaires from 320 students and interviews with 9 teachers at HCM City University of Natural Resources and Environment, focusing on cultural beliefs, face-saving, learning preferences, willingness to speak, and speaking habits Key findings revealed that factors such as passive learning styles, public speaking anxiety, differences between Vietnamese and English, cultural beliefs, and unfamiliarity with peers and the environment contribute to student reticence The researchers provided detailed explanations for these factors, although some confusion arose regarding the interpretation of Vietnamese cultural beliefs.
Vietnamese cultural beliefs significantly influence students' reticence in language classes, yet there is a disconnect between teachers' and students' perspectives on this issue While researchers have noted challenges in teaching speaking skills, they have not specified these difficulties, resulting in inconsistencies between the social factors contributing to students' reticence, the challenges faced by educators, and the proposed solutions Additionally, the study highlights the importance of socio-cultural factors, defined by Njok and Edinyang (2014) as broader societal and cultural forces, emphasizing the need for a deeper understanding of these influences.
31 make the conceptual frameworks about the constructs involved in social – cultural factors This will be useful for finding further relevant information of the study
Previous studies have identified the causes of reticence and its relationship with English proficiency, providing a foundation for further research in specific contexts like KGTTC Goh (2013) emphasizes that students' perceptions of learning and influencing factors differ across individuals and contexts, indicating that the causes of reticence may not be uniform Consequently, this thesis aims to explore reticence among students with varying levels of English proficiency and investigate the specific causes of this phenomenon within the KGTTC environment.
Conclusion
This thesis reviews theories related to teaching speaking and reticence, referencing previous thematic studies The author adapted questionnaires from Keaten and Kelly (2007) to measure students’ reticence in speaking classes and from Hamouda (2013) to identify factors contributing to this reticence To collect data for addressing the research questions, the author utilized both questionnaires and interviews The subsequent chapter will outline the methodology for gathering information to answer the research questions introduced in Chapter One.
METHODOLOGY 3.1 Research design
Research site
This study was conducted at Kien Giang Teacher Training College in Rach Gia city, Kien Giang province, which hosts 19 classes with over 500 students from various majors Most students come from districts with limited English learning resources, and English is the sole foreign language taught to non-English majors The college employs five English teachers, all of whom have over five years of teaching experience and received their training in English language teaching from various universities in Vietnam.
In this school, students learn English through 3 modules in three semesters They learn 4 periods a week and speaking is taught at least 1 period The New English File
In the academic years 2015-2016, high schools officially adopted elementary textbooks for three modules, which have been utilized for approximately five years Notably, the teaching of spoken English has commonly employed task-based and communicative language teaching approaches.
Sample and sampling procedures
In this study, participants were selected by utilizing purposeful sampling for collecting quantitative data and understand the central phenomenon (Cresswell,
In a study conducted in 2012, 84 non-English major students from a Primary Education program participated, chosen for their extensive experience in learning English, which likely contributed to their awareness of reticence in speaking activities Out of 100 questionnaires distributed, 16 were incomplete due to some participants not returning them.
34 answer the questionnaires by themselves and they discussed with others to give the opinions Accordingly, only 84 completed questionnaires were valid to be used for data analysis in this study
Table 3.1 The distribution for 84 respondents of student questionnaire
In an effort to gain deeper insights into reticence in speaking classes, ten participants with varying levels of English proficiency were selected for interviews, providing diverse perspectives on the issue The participants were coded from A1 to A10, and their interview details are summarized in Table 3.2.
Participants No Gender Duration (minutes)
Research instruments
Research instruments are devices which the researcher uses to collect data (Fraenkel
When conducting research, it is crucial for researchers to select or design appropriate instruments that align with the study's objectives In this particular study, data was gathered using both questionnaires and interviews.
The researcher utilized questionnaires to examine the level of reticence experienced by students in speaking classes across varying proficiency levels Given the large sample size, the survey method was deemed suitable for data collection.
According to Brown (2001), Patton (1987) identifies six types of survey questions: behavior/experience, opinion/value, feelings, knowledge, sensory, and demographic/background Additionally, Rossett (1982), also cited in Brown (2001), categorizes survey questions into five types: problems, priorities, abilities, attitudes, and solutions This study aims to identify the various types of questions used in surveys.
36 both writers including experience questions, feelings, and demographic questions from Patten’s categorization and problem questions, attitudes from Rossett’s categorization
The thesis author designed questionnaires utilizing a 6-point Likert scale, which included options ranging from "Strongly agree" to "Strongly disagree," intentionally omitting a neutral option to prevent skewed data from frequent neutral responses (Brown, 2001) To enhance comprehension and facilitate responses, the questionnaires were translated into Vietnamese with assistance from the supervisor, ensuring that participants could easily understand the items and express their opinions Participants were required to choose one of the six categories for each item.
Respondents were required to select one option from a six-point scale ranging from "strongly disagree" to "strongly agree" for each questionnaire item, indicating the choice that best reflected their opinions The scale was represented numerically, with 1 indicating "strongly agree" and progressing to 6 for "strongly disagree."
= somewhat disagree, 5 = disagree, 6 = strongly disagree)
The questionnaire included 36 items and the researcher did not design all the questions Instead, most of items were adapted from studies of Keaten & Kelly
In 2007 and 2013, researchers identified the need for the thesis author to adapt various question items from existing questionnaires due to the abundance of similar tools that align with the study's objectives The adapted questionnaires were organized into three distinct sections.
In part I, there were twelve questions which were associated with the nature of students’ reticence (questions 1- 12), they were adapted from Keaten and Kelly’s
In 2007, the study incorporated eighteen modified question items from Hamouda’s research (2013) addressing the causes of student reticence, specifically questions 13 to 30 The final section of the questionnaire gathered personal information, including name, age, gender, years of English learning, and hometown (questions 31 to 36) The thesis author strategically placed demographic questions at the end to minimize any potential bias in responses.
37 responders feeling shy when they have to mention their personal information In some cases, they may not answer all the items objectively
Interviews are a widely used method for collecting qualitative data, allowing participants to elaborate on issues and express their thoughts and feelings (Ary, Jocabs, & Razavieh, 2002; Berg, 2007) In this study, a semi-structured interview approach was employed to gather in-depth quantitative data, as highlighted by Nunan (1992) and McDonough & Donough (1997), due to its flexibility in exploring individuals' beliefs, perceptions, and attitudes Ten students were conveniently selected for participation, and to prevent misunderstandings, all interview questions were posed in Vietnamese, enabling participants to respond in their mother tongue Each participant was assigned a unique code from A1 to A10 The interviews aimed to uncover the reasons behind students' reticence in speaking classes, with the researcher using questionnaire items as prompts to elicit further information.
This study utilized a mixed-methods approach, employing questionnaires and semi-structured interviews to gather both quantitative and qualitative data The aim was to explore students' reticence and identify the underlying reasons for their challenges in speaking classes A diagram briefly outlines the research instruments used in this study.
Figure 3.1 Research instruments used for study
Data collection procedures
In August 2019, a study was conducted involving 84 students who had just completed their second semester and had some experience in speaking skills The thesis author sought permission from the Dean of the Primary – Kindergarten Department to carry out the research After obtaining approval, the author introduced the study's purpose and ensured students' privacy before asking them to complete questionnaires The hard copies of the questionnaires were distributed after a regular class session, and the author collected them afterward, confirming that all participants understood the questions and provided complete responses.
This study aims to understand the phenomenon of reticence among students with varying levels of English proficiency The researcher collaborated with the Primary – Kindergarten Department to analyze final exam speaking test results, focusing on two key objectives: first, to determine if students with high English proficiency experience reticence in speaking, and second, to investigate the relationship between English proficiency and reticence Participants were categorized into two groups based on their speaking test scores: those scoring between 0 and 6.9 were classified as band 1 (low English proficiency), while those scoring between 7 and 10 were classified as band 2 (high English proficiency).
The thesis author conducted semi-structured interviews with ten students to explore the underlying reasons for their reticence in speaking classes Prior to the interviews, the author met with the students to schedule a suitable time and location During the interviews, the author reiterated the purpose of the discussion to ensure clarity and comfort for the interviewees.
The thesis author emphasized the importance of the respondent's cooperation and explained the necessity of audio recording the interview for research purposes Assurances were given that all personal information and responses would remain confidential and anonymous, with recordings utilized solely for analysis related to the study To create a comfortable environment, the author fostered a friendly atmosphere during the interviews, which lasted between 15 to 20 minutes.
Data analysis procedures
Statistical analysis of questionnaire results was conducted using SPSS version 20.0, which provided frequency and percentage for each item, as well as mean, standard deviation, mode, median, and range for the scale This analysis aimed to reveal the characteristics of students' reticence and the underlying reasons contributing to it.
To analyze the data collected from semi – structured interview, the thesis author followed six steps recommended by O’Connor and Gibson (2017)
Step 1: the thesis author read each transcript carefully after listening to each recording many times and transcribing them using Microsoft Word
Step 2: The thesis author made a table in which data were organized in an easy – looking way, which could help to go through the various responses to each interview question and specific question easily, then, the thesis author highlighted the recurring ideas and concepts that emerged from data
Step 3: After organizing data, the thesis author picked out the salient ideas, then, identified them and coded them into main points In this stage, the thesis author did not refer to her research questions because this was where she could find down some new things out of the given information from the questionnaire, which could help her to get rich points that were valuable to getting a deeper understanding of students’ reticence experience, causes of this phenomenon
Step 4: After that, a list of all main points was made after coding a whole text, the main points was made after coding a whole text, the main points were reduced to a small number of themes
Step 5: Then, the thesis author reviewed the research questions, read the transcript again to identify the close relationship between themes and research questions
Step 6: Finally, the author rearranged the themes in order to answer the research questions
However, when writing the content of interview to support the quantitative results in this study, the thesis author decided to cut the “fillers” (eh, um, …, etc.) as Philip
(1994) emphasized the text which does not help in comprehension of the respondent’s point of view should be omitted.
Validity and reliability
Research methods vary across studies based on their specific objectives, necessitating that researchers ensure the validity and reliability of the instruments used, as these factors significantly influence the study's outcomes.
To ensure content validity, the researcher first discussed the problem with their supervisor to outline the questionnaire Subsequently, the researcher presented the first draft to experienced English teachers for feedback on the appropriateness of each item, incorporating their suggestions for modifications A pilot questionnaire was then administered to 20 volunteer students to identify potential difficulties in responding, assess the clarity of items and instructions, and eliminate any ambiguity in wording (Brown, 2001) Following the pilot test, the researcher refined the content and made necessary corrections.
41 grammar, spelling in every items of questionnaire Then, the final version was checked again by supervisor to make sure all the items were understandable
The reliability of the questionnaire was assessed using Cronbach’s Alpha, revealing strong results: Part I, which focused on students' reticence and their feelings about it, achieved a coefficient of 897, while Part II, addressing the causes of students' reticence in speaking class, reached an excellent coefficient of 890 These findings indicate that the teacher questionnaire is sufficiently reliable for inclusion in the research analysis A summary of the reliability coefficients for the teacher questionnaire is provided in Table 3.3.
Table 3.3 Summary of Cronbach's alpha coefficient
Part Cronbach's alpha Number of items
To ensure the validity of the interview questions, they were translated into Vietnamese, allowing participants to easily understand and respond without any language barriers.
The interviews aimed to validate questionnaire results and explore the causes of students’ reticence in speaking classes Prior to the main interview, the thesis author consulted with the supervisor on the questions and conducted a pilot interview with three students to ensure their relevance The recorded data required multiple listens for accurate transcription, which was then translated into English and reviewed by the supervisor Unlike questionnaires, assessing the validity and reliability of interview data poses challenges, as there are no numerical indicators to confirm its accuracy Nonetheless, the researcher diligently worked to gather comprehensive data.
42 the most valid and reliable way by listening and checking the recording many times with the help from supervisor
This research utilized reliability statistics in two phases: initially, to select items from pilot questionnaires for inclusion in the main study, and subsequently, to eliminate items that lacked consistency with other factors within their respective groups.
Cronbach’s alpha () is a standard measure of reliability for questionnaires
The inter-item correlation significantly influences the strength of questionnaire items, indicating how effectively they measure the same attribute A high Cronbach’s alpha coefficient demonstrates the internal consistency of the instrument In this research, the reliability of the measures was classified according to Muijs (2004), with the reliability ratings detailed in Table 3.4.
Table 3.4 The Cronbach's alpha internal consistency
Cronbach’s alpha Internal consistency α ≥ 0.9 Excellent (High - Stake testing)
In this study, a Cronbach’s alpha coefficient ranging from 0.700 to 0.800 was deemed reliable for assessing the internal consistency of each factor If any item's coefficient fell below the acceptable threshold, the study process was restarted to ensure all questionnaire items met the required standard.
Item-total correlation assesses the relationship between an observed variable and the cumulative score of all related observed variables According to De Vaus (2002), if the correlation coefficient of any observed variable with other related variables falls below 0.300, that variable will be excluded from subsequent analyses.
Conducting a pilot test, or pre-testing a questionnaire, is a crucial step in the administration of surveys, as it allows researchers to identify and address potential issues before the official study This process involves trial runs that provide valuable feedback on the questionnaire's effectiveness (Cohen, 2007; Dornyei, 2003 & 2007; Mackey & Gass, 2005) Utilizing this feedback, researchers can refine their questions and finalize the questionnaire for the main study, ensuring its reliability and validity Table 3.5 outlines the key reasons for implementing a pilot study.
Table 3.5 Issues addressed at the pilot –tests of students’ questionnaires
Issues addressed at the pilot – tests of students’ questionnaires
1 Whether the instructions were clear and adequate
2 Whether the layout was clear
3 Whether the questions were clear (e.g were there any ambiguities or difficulties in the wording of questions?)
4 The types of questions and their format (e.g open, closed, rating scales)
5 The adequacy of the response categories provided for the close questions and multiple-choice items of the questionnaire
6 Which questionnaire items were too difficult, too complex or too remote from the respondents’ experience?
7 The overall appearance and attractiveness of the questionnaire
8 The time and mental effort required for completing the questionnaire (whether the questionnaire was too long or too difficult or vice versa) Adapted from Cohen, (2007, p.341)
Prior to administering the main study questionnaires, a pilot test was conducted with 20 students to ensure the reliability of the items Reliability was assessed using Cronbach’s alpha and item-total correlation coefficients calculated through SPSS (version 20.0) The questionnaires included items adapted from various sources, as well as some specifically designed by the thesis author and her supervisor to fit the study context To ensure clarity, the Vietnamese version of the questionnaire was utilized, allowing student respondents to provide their feedback in a comprehensible language It is important to note that the data collected from the pilot test were not included in the main study.
In July 2019, a pilot study was conducted with twenty students from a Primary Education class to test a questionnaire comprising 38 items The questionnaire was divided into two parts: Part I included 13 items focused on students' reticence and their feelings about it, while Part II contained 19 items addressing the causes of this reticence Each part of the questionnaire was administered separately.
Table 3.8 provides a summary of the reliability statistics for the student pilot questionnaires, with Parts I and II being analyzed twice Due to a corrected item-total correlation coefficient below the acceptable threshold of 300, item P13 was excluded from Part I, and item P24 was omitted from Part II (refer to Appendix A) Following these tests, a total of 36 items from the student pilot questionnaires were incorporated into the main research questionnaires, as shown in Table 3.6.
Table 3.6 Reliability statistics for the pilot questionnaire
1 873 19 281 P24 8 items, from P16 to P23; 10 items from P25 to P34
Conclusion
This chapter outlines the research design, participants, instruments, data collection procedures, and data analysis methods employed in this study The subsequent chapter will present the results and discussions derived from the data analysis.
