INTRODUCTION
Statement of the problem
Teaching speaking skills in a foreign language has become increasingly recognized as a distinct area within language education over the past two decades, as noted by Carter and Nunan (2001) However, English as a Foreign Language (EFL) teachers at NVHS face significant challenges in developing students' speaking abilities Many NVHS students struggle with speaking English due to limited language proficiency and a lack of confidence Furthermore, the absence of listening and speaking assessments exacerbates these difficulties, hindering students' ability to communicate effectively in English.
High schools often neglect the teaching of speaking and listening skills in English due to the absence of separate exams for these competencies As a result, both students and teachers focus primarily on exam preparation, leading to insufficient emphasis on developing communication and presentation skills While some speaking practice occurs through pronunciation and reading dialogues, interactive activities are inadequate for fostering effective language skills Consequently, teachers have not prioritized the instruction of essential skills like listening, writing, and particularly speaking.
Teachers often overlook the importance of teaching speaking skills, resulting in gaps in their instructional strategies A lack of strict adherence to a structured approach and insufficient time dedicated to speaking practice contribute to this issue Consequently, students struggle to develop their speaking abilities effectively.
To enhance the quality of foreign language teaching and learning in high schools, a comprehensive approach involving continuous investment in teachers and facilities is essential The education sector must implement effective solutions to improve these processes While numerous studies have explored students' speaking strategies, there is a significant gap in research focusing on teachers' speaking teaching strategies in Vietnamese high schools, particularly at NVHS This thesis aims to address this gap by investigating the challenges teachers face and the strategies they employ to teach English speaking skills to high school students at NVHS.
Aims and objectives of the study
This study explores the challenges and strategies involved in teaching English speaking skills at the high school level The primary objectives include identifying specific problems faced by educators and developing effective teaching methods to enhance students' speaking abilities.
+ To find out the problems encountered by the teachers in teaching English speaking skills to high school students at NVHS
+ To explore the strategies used by the teachers in teaching English speaking skills to high school students at NVHS.
Research questions
1 What problems are encountered by teachers in teaching English speaking skills to high school students at NVHS?
2 What strategies are used by teachers in teaching English speaking skills to high school students at NVHS?
Scope of the study
In the field of foreign language teaching and learning, actually there are a variety of issues for researchers to investigate However, this study only dealt with teaching
The article examines the strategies employed by teachers to enhance English speaking skills at NVHS, a reputable private high school known for its quality education and rigorous entrance requirements It highlights the extent of these strategies' implementation and the challenges teachers encounter in applying them While this topic could be explored in various educational institutions, this research specifically focuses on NVHS, providing valuable insights into the teaching practices within this particular context.
At NVHS, a survey was conducted involving 200 students from the 10th, 11th, and 12th grades, along with 6 English teachers The choice of 200 participants was influenced by constraints in human resources, budget, and time Although a larger sample size could have reduced the margin of error to below 10 percent, the author faced limitations that prevented the expansion of the research.
Significance of the study
This study offers significant benefits to both high school students and teachers by identifying effective teaching strategies for English speaking It helps them understand which methods are most commonly used and yield the best results, encouraging their application in the learning process Additionally, the research serves as a valuable resource for future generations learning English speaking and assists educators seeking to enhance their teaching effectiveness By providing insights into effective strategies, this research contributes to the literature on English speaking skills and serves as a reference for those looking to improve their teaching practices.
Definition of terms
There are four key items should be defined in this thesis as follows:
Problem: In the study, problems are defined as difficulties that EFL teachers encounter in teaching English speaking skills to high school students
Effective teaching strategies for speaking include various classroom activities such as surveys, comparisons, discussions, interviews, information exchanges, opinion sharing, role-playing, and engaging in real-life topics Additionally, teachers can enhance instruction through structured pre-speaking, while-speaking, and post-speaking activities Outside the classroom, students can improve their speaking skills by listening to English, preparing speaking topics at home, and creating video clips of their speaking practice.
High school students in Vietnam, aged 15 to 17, attend high school for three grades: 10th, 11th, and 12th.
Developing speaking skills is essential for mastering English, as it enables students to communicate confidently and fluently To enhance their speaking abilities, students should engage in pair work with peers, seek guidance from teachers, and collaborate with partners beyond the classroom.
Organization of the thesis
This thesis is structured in five main chapters:
Chapter 1 provides the background information of the study which consists of the outline of the English teaching and learning situations in Vietnam and describing problems encountered and strategies used in teaching speaking skill at Nhan Viet high school
Chapter 2 presents literature review to the study which consists of the theoretical background of the study from which problems encountered and strategies used in teaching speaking skill can be found and then transmitted studies
Chapter 3 indicates the methodology employed including the research questions, the research design, the research setting, the sample and sampling procedures, the research instrument, the data collection procedures, the validity and reliability and the summary
Chapter 4 reports the results of the thesis and discussions of the findings
Chapter 5 presents some recommendations to the improvement of teaching and learning of speaking skills at Nhan Viet high school and some conclusions
LITERATURE REVIEW
A skill-based approach to teaching and learning English
English is widely taught in schools around the globe, influenced by two primary approaches: the skill-based approach and the whole language approach The skill-based approach, rooted in behavioral psychology and structural linguistics, emphasizes direct and formal instruction, while the whole language approach focuses on indirect and informal learning Key principles of the skill-based approach include the notion that the whole is the sum of its parts, the distinction between spoken and written language, the precedence of oral language acquisition over literacy, a teacher-directed and fact-oriented learning environment, and the view of student errors as critical issues to be addressed.
Speaking
Speaking is an interactive process of meaning-making that involves producing, receiving, and processing information (Brown, 1994; Burns & Joyce, 1997) It encompasses the collection and evaluation of information, leading to the expression of meaning through verbal or nonverbal communication in various contexts According to Tarone and Bigelow (2005), speaking is one of the most challenging skills to master, as effective communication requires the integration of listening and comprehension skills Without a clear understanding of the message being conveyed, individuals struggle to articulate their thoughts, highlighting the complexity of the speaking process.
9 because it requires the use of grammar, sound, vocabulary and knowledge about the field mentioned Koran (2015)
Mastering the speaking skills of a foreign language is challenging, but successful mastery enables effective conversation According to Chaney (1998), speaking involves conveying and sharing meaning through oral and non-oral symbols across various contexts Therefore, it is crucial for students to learn how to speak English confidently to facilitate their interactions Bailey and Savage (1994) highlight that speaking in a second language is often regarded as the most demanding of the four language skills Ultimately, speaking is essential for effective communication in the target language.
Speaking comes naturally to many, but can be challenging for others, particularly those learning a second language Language learners often encounter obstacles such as low motivation, hesitation, and unengaging teaching methods Mastery of pronunciation, grammar, vocabulary, fluency, and comprehension is crucial; these elements are essential for becoming an effective speaker.
In acquiring a target language, teacher is a person who plays an important role in helping students achieve the success in speaking thanks to teaching techniques and teaching strategies
The speaking skill is a significant function in interaction Students have to interact well with their friends, teachers and other partners in social relationship Bygate
Speaking is a crucial skill by which individuals are often evaluated and can influence their social relationships (1997) According to Chany (1998), speaking involves the process of creating and conveying meaning using both verbal and non-verbal symbols across various contexts Nunan (2003) further emphasizes the importance of language in this communicative process.
10 learners use the language speedily and positively with few unusual gaps, which is called effortlessness
2.2.2 The role of speaking in language learning
Speaking is a crucial aspect of learning English, as supported by numerous studies, including those by Brown (1994) and other researchers like Ur (1999), Byrne (1986), Bygate (1997), and Brumfit et al.
Speaking is a crucial skill that significantly impacts both personal interactions and the development of language proficiency According to Bygate (1997), it is the primary means through which individuals are judged and form connections with others Brown and Levinson (as cited in Hudson, 1991) emphasize that speech not only conveys information but also reflects one's personality through delivery The necessity of speaking skills extends beyond dedicated speaking classes, as Brumfit et al (1980) assert that engaging in oral discussions is essential for success in mastering other language skills.
According to (1999, p.120), speaking is regarded as the most essential skill among listening, reading, and writing, as individuals who understand a language are often referred to as its "speakers." This highlights that the primary motivation for most foreign language learners is to develop their speaking abilities.
Mastering speaking is a crucial skill for learners acquiring foreign languages, as it plays a significant role in effective communication and serves as a key indicator of language proficiency Success in a foreign language largely hinges on the ability to speak fluently, making it one of the essential skills to develop According to Bailey and Savage (1994), speaking in a second language is often regarded as the most challenging aspect of language acquisition.
According to Ur (2006), speaking is considered the most crucial of the four language skills, as individuals proficient in a language are often identified as its speakers This perception implies that speaking encompasses all other language skills, highlighting that foreign language learners are primarily focused on developing their speaking abilities.
Teaching and learning English speaking skills
Teaching, especially foreign language instruction, is a challenging career, with speaking skills being particularly difficult to master The success in developing speaking abilities relies on both students and teachers, as well as the materials used Many educators strive to enhance their students' speaking skills by implementing a variety of engaging activities such as discussions, presentations, debates, and descriptions, which promote active participation These activities not only foster communication but also yield tangible outcomes A positive emotional state can encourage students to speak more, highlighting the importance of creating engaging lessons to optimize learning results Teachers need to understand their students' cognitive, affective, and social needs through effective communication, allowing them to design interesting lessons that cater to these needs Rather than merely observing, teachers should actively engage in the learning process, providing necessary input, scaffolding, and feedback to support student development.
According to Musliadi (2016), the goal of teaching speaking skill is to obtain efficiency in communication Learners should be able to make themselves understood,
To maximize their communication effectiveness, individuals should leverage their current language proficiency while avoiding misunderstandings caused by poor pronunciation, grammar, or vocabulary It's essential to adhere to the social and cultural norms relevant to each interaction Speaking is an integral aspect of daily life, often taken for granted, with the average person uttering tens of thousands of words each day, and some, like politicians, potentially exceeding that amount.
Despite various teaching approaches for speaking, many learners still encounter significant challenges These challenges stem from issues such as clustering, redundancy, reduced forms, performance variables, colloquial language, delivery rate, stress, rhythm, intonation, and interaction (Brown, 2001) Therefore, it is essential to identify these obstacles to enable both teachers and learners to achieve success in speaking skills By observing these factors, educators can select appropriate methods and techniques for effective speaking instruction.
Effective teaching of speaking skills requires appropriate materials that enhance teaching methods and techniques These materials should offer contextualized, varied, and engaging prompts to facilitate conversation Key characteristics include a focus on the elements of speech and modeling spoken texts to improve students' linguistic knowledge Additionally, materials aimed at metacognitive development help students gain awareness and control over their learning processes while training them in communication and discourse strategies (Christine and Anne, 2012).
Successful second language speaking development hinges on the interplay between three essential elements: learners, teachers, and materials According to Christine and Anne (2012), learners are at the top of this triangle, emphasizing that their needs, goals, and outcomes are paramount To achieve their language objectives, learners must be backed by knowledgeable teachers and effective learning materials.
Problems faced by the EFL teachers in teaching speaking skills
Figure 2.1: Three key success factors in second language speaking development
2.4 Problems faced by the EFL teachers in teaching English speaking skills
In Vietnam and many other countries, the education system often neglects listening and speaking assessments in English language teaching, focusing instead on writing and reading skills Despite recognizing the importance of speaking skills, schools do not include these in their examinations, leading to teacher dissatisfaction and discouragement in teaching speaking Consequently, students prioritize writing and reading to achieve higher marks, diminishing their motivation to practice essential skills like listening and speaking This oversight in language education not only impacts students' engagement but also risks devaluing the significance of these critical communication skills over time.
Effective teaching methods are essential for achieving positive outcomes in language learning, as they enable students to develop oral proficiency A language teacher must facilitate communication by engaging students in classroom activities that promote speaking skills while focusing on learner-centered and cooperative learning approaches However, many students face limited opportunities to practice English, with teachers often dominating speaking time Traditional methods, such as the grammar-translation approach, are still favored by many educators, despite their limitations in fostering communicative competence Although teachers acknowledge the importance of effective communicative teaching methods for enhancing language proficiency, they often struggle to find suitable materials and techniques, leading them to rely on traditional methods Additionally, a lack of understanding of learners' needs can hinder teachers' performance in the classroom.
The lack of adequate educational materials, such as audio CDs, posters, and books, significantly hinders the teaching of speaking skills in English language education While many schools have computers, they are often not utilized for learning English Engaging speaking materials are crucial for creating interesting lessons, as their design should be attractive to foster enjoyment and inspiration among both teachers and students Unfortunately, many speaking materials consist of dialogues and pictures that can be monotonous To enhance learning, it is more effective for students to engage with real-life situations and authentic visuals, as this approach helps them better remember and apply what they learn.
Students often enjoy engaging activities like role play, discussions, games, and storytelling to enhance their vocabulary, grammar, and pronunciation skills However, various limitations hinder the effectiveness of speaking practice in achieving desired outcomes.
Students' attitudes towards speaking significantly hinder teachers' efforts to teach this essential skill Many students prioritize studying for exams over developing their speaking abilities, often participating only when required Although they generally view English positively and recognize the importance of speaking, their motivation wanes due to the lack of speaking assessments in midterm and final tests This absence leads them to focus primarily on writing, reading, grammar, and vocabulary, disregarding the value of speaking altogether.
Many students struggle with speaking due to a lack of vocabulary, grammar, structure, and pronunciation Mastery of speaking requires a solid understanding of these linguistic components, as they are crucial for effective communication (Bandar and Abdul, 2017) When individuals cannot find the right words, their ideas may remain unexpressed, and incorrect word arrangement can confuse listeners Additionally, poor pronunciation can obscure the main message or lead to misunderstandings Therefore, to achieve effective communication, it is essential for students to integrate vocabulary, grammar, and pronunciation in their learning.
16 presence of vocabulary, grammar and pronunciation Lack of one of these components, speaking is not achievable
English learners must practice in class to build confidence; however, a lack of knowledge often leads to passivity during activities This limitation not only hinders their ability to participate but also restricts their understanding of the world around them, leaving them feeling isolated Consequently, they miss out on exploring diverse topics such as economics, politics, culture, and society Ultimately, insufficient language skills can significantly impact an individual's future opportunities.
Motivation and confidence play crucial roles in learning a foreign language, particularly English Support from teachers, parents, and peers significantly enhances students' performance When encouraged, learners tend to excel, while a lack of motivation can hinder their progress Confidence allows individuals to engage in activities and express their ideas freely, as they trust in their abilities Thus, cultivating both motivation and self-confidence is essential for successful language acquisition, as highlighted by Elkheikh (2015) and Alsamadani and Ibnian.
(2015), there is a strong relationship between motivation, confidence and student‟s performance and achievements In contrast, lack of motivation and confidence can hinder students‟ language proficiency
An unhealthy communication environment in classrooms often stems from a lack of motivation and confidence among students, hindering their ability to practice speaking with one another Many students fear making mistakes, worrying that their peers will ridicule them, which creates a significant barrier to effective communication This fear can damage self-esteem, leading to feelings of shame and further diminishing confidence Therefore, fostering a supportive classroom atmosphere is essential for encouraging students to develop their speaking skills without the fear of judgment.
Self-esteem plays a crucial role in various fields of psychology, as highlighted by Kernis and Waschull (1995) However, many students experience shyness and a fear of making mistakes, which hinders their confidence in pronouncing English words This discomfort can lead to a mental block, making it difficult for individuals to recall words in challenging situations.
One significant disadvantage faced by foreign language learners is the excessive reliance on their mother tongue To achieve mastery in English, learners must consistently practice the language; however, this is often not the case in Vietnam and many other countries While some students engage in English speaking practice within the classroom, they tend to revert to their native language outside of it Many learners express discomfort and difficulty in speaking English, leading to a preference for their mother tongue even during English lessons (Embre & Nadire, 2016).
Encouraging the use of English over the mother tongue in classrooms is essential for enhancing students' language proficiency Frequent practice is crucial for achieving fluency, as consistent use of English helps learners avoid mistakes and build on their experiences Moreover, speaking English instead of the mother tongue not only improves language skills but also enhances learners' professionalism and admiration in societies like Vietnam, where fluency in foreign languages is highly valued.
Strategies for teaching English speaking skills
2.5.1 Definitions of strategies for teaching English speaking skills
Teaching strategies involve making informed decisions regarding courses, individual classes, or entire curricula by analyzing learners' characteristics, learning objectives, and teachers' instructional preferences These strategies dictate how educators engage with students throughout the teaching and learning process, ultimately aiming to achieve educational goals Specifically, when teaching speaking, effective strategies should enable students to communicate both efficiently and effectively.
Effective language teaching aims to enhance learners' communicative competence, making activities that promote verbal expression essential in language courses Consequently, teachers who create and implement these engaging activities play a crucial role in the learning process Ultimately, the strategies employed by educators are vital, as they significantly influence the overall success of teaching and should be designed to capture students' attention.
2.5.2 Taxonomies of English speaking teaching strategies
Successful speaking, as outlined by Ur (1991), involves extensive dialogue, active participation, high motivation, and an acceptable level of language proficiency Teachers aim to ensure that students master the targeted language, and this success largely hinges on the effectiveness of the teaching strategies employed It can be challenging to identify suitable strategies for teaching speaking, as they must align with students' needs and the methods of delivery According to Killian (2015), implementing diverse teaching strategies can significantly enhance learners' speaking skills, addressing the specific needs of English language learners EFL teachers have utilized a variety of these strategies to facilitate effective language acquisition.
Engaging students in speaking activities is crucial for fostering participation in the classroom, particularly for shy and passive learners like those at NVHS The effectiveness of speaking classes largely hinges on the teacher's strategies, attitudes, and behaviors To encourage student participation, teachers should incorporate interactive games, utilize visual aids like mind maps and Venn diagrams, and focus on relatable, real-life topics Creating a relaxed learning environment and arranging the classroom to promote cooperative activities, such as pair and group work, can enhance student engagement Additionally, providing meaningful feedback is essential to capture students' attention during speaking exercises Establishing a supportive atmosphere allows students to feel comfortable participating, underscoring the teacher's pivotal role in organizing effective speaking activities.
Teachers‟ instruction strategies include pre-speaking,while-speaking and post-speaking strategies
Pre-speaking strategies are essential for preparing students to engage with a topic before they begin speaking Teachers should establish clear objectives for each activity to guide student participation As noted by Brown (2001) and Harmer (2007), effective pre-speaking strategies include discussion or brainstorming sessions that allow students to gather their ideas, vocabulary preparation that involves teaching key terms to enhance understanding, and prediction activities where students anticipate potential learning outcomes These activities should be brief, ideally lasting between 5 to 10 minutes.
Pre-speaking activities are essential in a grammar lesson, allowing students to reflect and organize their thoughts before speaking These activities, often involving warm-up exercises, encourage learners to generate and explore ideas related to their speaking topics By planning their speech through notes, students engage in "strategic planning," as described by Ellis (2005), which enhances their ability to articulate ideas fluently during the actual speaking task Overall, providing time for thoughtful preparation leads to improved performance and confidence in speaking.
Before starting a speaking lesson, teachers should set clear lesson goals (Nation
Effective teaching relies on clear lesson goals, which guide both teachers and students on what to focus on during each lesson When teachers articulate their objectives, it enhances student engagement and comprehension A successful speaking strategy involves both telling, where teachers share knowledge, and showing, where they model tasks By clearly defining what students should learn and accomplish by the end of the lesson, teachers can effectively communicate necessary information and demonstrate how to complete tasks, ensuring a productive learning environment (Killian, 2015).
While-speaking strategies are for students to practice speaking The teacher does not have to do a lot of things because students will be working on the while
In this stage, students engage in 21 activities either individually or in pairs and groups, where they may encounter challenges due to limited language variety The teacher plays a crucial role by monitoring progress and assisting weaker students, facilitating discussions, and encouraging communication (Ur, 1991) Sharing knowledge during these activities is essential, as the teacher evaluates students' performance to determine their readiness for the next stage Communicative activities, such as role plays, games, and discussions, are designed to enhance speaking skills It is important for the teacher to correct mistakes during speaking and to create opportunities for all students to participate in each activity (Brown, 2001; Harmer, 2007).
More and more practice is the best teaching speaking strategy to be followed
According to Killian, “practice makes perfect,” as it enables students to retain knowledge and skills while providing opportunities to check for understanding Teachers can facilitate this through various activities such as role play, creative tasks, cooperative activities, and drilling To maximize the benefits of practice, educators must ensure that students are focusing on the right skills, as highlighted by Hyland (2004) Research indicates that spaced repetition of the same material enhances student performance The concept that every student can learn at their own pace aligns with mastery learning, which significantly impacts student outcomes, similar to socio-economic factors Collaborative learning is an effective strategy for language acquisition, yet productive group work is often lacking To enhance group productivity, teachers must encourage active participation from all members rather than allowing reliance on the most capable student.
22 be selective about the tasks they assign to students and the individual role that each group member plays
Post-speaking strategies enable students to engage meaningfully with the information they have just learned, facilitating an “information transfer” through activities that relate new knowledge to personal experiences Writing serves as an effective tool in this process; for instance, students can summarize questionnaire results from their peers in a brief paragraph It is crucial for teachers to provide corrective feedback after speaking exercises and to ask questions that assess comprehension, ensuring that students fully grasp the material before progressing Despite research indicating that teachers often spend significant time asking questions, many do not utilize them effectively to check for understanding during lessons Therefore, teachers should prioritize comprehension checks before advancing to subsequent lesson components.
Effective teaching strategies, such as randomized sampling, student answer-boards, and tell-a-friend techniques, are essential for assessing understanding (Harmer, 2007) Utilizing graphical summaries, like mind maps, flow-charts, and Venn diagrams, enhances students' ability to summarize new learning and grasp the interconnections between taught concepts Engaging students in a discussion about these graphical summaries serves as an excellent conclusion to a lesson, allowing teachers to reinforce key points by revisiting the summary at the lesson's end.
Outside-class English learning strategies encompass various student activities aimed at enhancing listening, speaking, reading, writing, vocabulary, and grammar skills beyond the classroom, as defined by Hyland (2004) One effective method suggested by teachers is for students to create clips or videos of their speaking practice outside of class.
Students engage in various outside-class activities, including conversations with family, friends, and colleagues, as well as interactions with people in stores They also communicate over the phone, listen to the radio, attend meetings, enjoy music, and watch TV programs and videos Additionally, students surf the internet and read a range of materials, from newspapers and magazines to academic books and novels.
Encouraging students to adopt strategies is crucial, but it is not the same as meta-cognition Meta-cognition encompasses the awareness and understanding of one's own thought processes, including evaluating options, choices, and outcomes This approach has a more significant impact on student performance than merely teaching strategies By engaging in meta-cognition, students can reflect on potential strategies before making a selection and assess the effectiveness of their chosen approach, allowing them to adjust their methods as needed (Harmer, 2007).
Feedback is essential for student growth, as it helps them understand their performance and identify areas for improvement Unlike praise, which centers on the student, effective feedback focuses on the task, offering specific insights into what students did well and how they can enhance their skills This approach is particularly important in teaching speaking strategies, as it equips learners with the tools they need to succeed (Brown, 2001).
Previous Studies
Recent studies in the field of teaching speaking have highlighted the significance of speaking skills in foreign language education These studies focus on various teaching strategies employed by educators to enhance speaking abilities, while also identifying the challenges faced by both teachers and students The findings underscore the importance of addressing these issues to improve the overall effectiveness of speaking instruction in language learning.
24 learning a second language respectively, students‟ responses towards teaching strategies, etc
A study by Bandar and Abdul (2018) explored the challenges of teaching English speaking skills to Arab students at a Saudi school in Kuala Lumpur Utilizing face-to-face interviews and classroom observations with four English teachers and four Arab secondary school students, the research identified four key issues affecting the teaching process: the lack of listening and speaking assessments, non-communicative teaching methods, students' negative attitudes towards speaking, and insufficient facilities Additionally, the findings highlighted that Arab students struggled with limited linguistic knowledge, low motivation and confidence, and a reliance on the Arabic language.
A study by Khan (2013) highlights the importance of effective teaching strategies for developing speaking skills in EFL classrooms, particularly in modern educational contexts like Saudi Arabia It emphasizes the need for teachers to incorporate technology to motivate learners, as motivation is a critical factor in education Furthermore, the study points out that teachers often lack understanding of the challenges students face, which contributes to difficulties in learning and poor performance in speaking skills.
A study conducted by Melendez, Zavala, and Mendez (2014) at the Universidad Autónoma del Carmen's Facultad de Ciencias Educativas examined freshman students in the Foreign Language Bachelor Degree program The researchers found that despite the implementation of various speaking activities and strategies in the classroom, monitoring each student's progress proved challenging Consequently, the researchers invited select students to participate in the study to gain further insights.
The study aimed to enhance students' speaking skills by training them in essential strategies such as fillers, circumlocution, and asking for clarification The methodology involved three key steps: assessing participants' prior knowledge through a pre-task, conducting formal instruction and practice during training sessions, and evaluating strategy use with a post-task Data collection included a questionnaire to gauge students' initial understanding and a checklist to analyze recorded sessions Results indicated a significant increase in the use of speaking strategies post-instruction, with students demonstrating greater confidence in their oral communication abilities.
Several studies in Vietnam have highlighted the challenges faced by students regarding teachers' instructional methods A survey conducted by Võ Phương Quyên, Hồ Thảo Nguyên, and Phạm Thị Mỹ Nga (2018) involving 131 first-year EFL students revealed that difficulties in speaking skills stem from the teaching approaches employed by educators Specifically, the lack of engaging speaking activities and the use of the mother tongue in the classroom hinder students' progress Furthermore, the failure to correct speaking errors and the constraints of the teaching curriculum and syllabus limit students' opportunities for speaking practice.
Trần Thị Thảo's 2012 research on teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology highlights significant challenges in both teaching and learning these skills, as well as the importance of speaking proficiency in foreign language education The study, which involved 100 students and 21 teachers, revealed that students find English lessons unengaging and feel they lack sufficient opportunities to practice speaking.
Teachers often struggle to grasp students' needs in developing English speaking skills, resulting in a disconnect between demand and supply This gap can lead to unsatisfactory outcomes in the teaching and learning process, highlighting the importance of addressing students' desires for effective English communication.
Trịnh Thị Nhung's 2015 research examined the strategies employed in teaching speaking skills using new English textbooks at Van Xuan High School in Hoai Duc The study aimed to explain the rationale behind these strategies, utilizing data collected through class observations, survey questionnaires, and interviews Participants included six English teachers for the interviews and 270 11th-grade students for the survey questionnaires.
In 2014, Lương Thị Huyền conducted a study at Binh Gia High School to explore the challenges faced by both students and teachers in learning and teaching English speaking skills The research involved 120 students and 12 English teachers, aiming to identify these difficulties and propose effective solutions for improvement.
In summary, while the studies present varying specific findings, they converge on key themes regarding the challenges faced by teachers and students in developing English speaking skills, the significance of speaking in the educational process, and the teaching methods employed Further research is essential across diverse contexts to gain a comprehensive understanding of the strategies for teaching speaking skills, the issues encountered by educators and learners, and the responses of students to these teaching approaches.
2.7 Conceptual framework of the study
The literature review highlights the challenges teachers encounter in developing English speaking skills among high school students at NVHS These challenges can be categorized into two primary groups, reflecting the various strategies employed by educators to enhance speaking proficiency in their students.
Teaching English speaking skills faces various challenges, including context-related issues such as inadequate teaching methods, limited time, large class sizes, insufficient materials, complex topics, and a lack of speaking tests and facilities (Bandar and Abdul, 2017) Additionally, student-related problems like negative attitudes, limited linguistic knowledge, insufficient daily speaking practice, an emphasis on structures and vocabulary, anxiety, shyness, and pronunciation difficulties further complicate the learning process (Bandar and Abdul, 2017) To address these challenges, three main strategies can be implemented: speaking activities in class, such as surveys, discussions, interviews, and role-playing (Brown, 2001; Harmer, 2007); structured teacher instructions during pre-speaking, while-speaking, and post-speaking activities (Brown, 2001; Harmer, 2007; Ellis, 2005; Nation & Newton, 2009); and outside-class activities like listening to English, preparing speaking topics at home, and creating speaking videos (Hyland, 2004; Harmer, 2007).
Figure 2.2: Conceptual framework of the study
+ Focus on structures and vocabulary
+ Speaking strategy activities in class: do a survey, compare, discuss, interview, exchange information, give opinions, play the role, talk about a real-life topic
+ Teachers’ Instruction: pre- speaking activities, while-speaking activities, post-speaking activities
+ Out-side class activities: listen to English, prepare for speaking topics at home, make clips or videos of their speaking outside class
Teaching English Speaking Skills at
METHODOLOGY
Research design
The thesis research titled “Problems Encountered and Strategies Used by Teachers in Teaching English Speaking Skills to High School Students: A Study at NVHS” aims to survey the challenges faced by teachers in imparting English speaking skills to high school students at NVHS, as well as the strategies employed by these educators to enhance their teaching effectiveness.
To achieve the research objectives, a combination of qualitative and quantitative methods was utilized through questionnaires, interviews, and observations, known as mixed methods This approach has gained popularity in social science research over recent decades, as it involves the collection and analysis of both quantitative data from experiments and surveys, as well as qualitative insights from interviews and focus groups (Judith & Johnson, 2017) By integrating these two methodologies, researchers can enhance their understanding and corroborate findings while mitigating the limitations of each method when used independently A key advantage of mixed methods research is the opportunity for triangulation, which employs multiple methods, data sources, and researchers to strengthen the validity of the results.
Triangulation enhances the understanding of a phenomenon by analyzing it from multiple perspectives through various methods and techniques This approach enables a more accurate identification of its aspects Effective triangulation necessitates a thorough evaluation of the information gathered from each method, taking into account their respective strengths and weaknesses.
Research site
The research was conducted at Nhan Viet High School (NVHS) in Tan Phu district, Ho Chi Minh City, Vietnam, which was established in the 2010-2011 school year This private institution exclusively serves Vietnamese students, primarily from southern Vietnam, and operates under the supervision of the Department of Education and Training.
NVHS is recognized for its high-quality education and infrastructure, which are essential for enhancing training quality The school features well-equipped classrooms and multi-purpose facilities, alongside modern laboratories that support both teaching and scientific research Additionally, NVHS boasts state-of-the-art libraries, stadiums, and gyms that facilitate effective learning experiences The campus is maintained to be green, clean, and aesthetically pleasing, contributing to an excellent educational environment among private high schools in HCMC NVHS aims to cultivate outstanding teachers and students, positioning itself as a leading institution in education and training quality.
The school currently employs 71 teachers across various subjects, including Math, Physics, English, French, Chemistry, Biology, Literature, and History, with 9 of these educators specializing in foreign languages For grades 10, 11, and 12, there are 12 classes dedicated to each grade level.
NVHS, with an average class size of 35 students, boasts a total enrollment of 1,260 students The school is known for its dedicated teachers who significantly contribute to students' academic success Recently, NVHS achieved remarkable results in the high school student exam in HCMC, securing the highest number of awards This demonstrates the strong academic performance of its students Additionally, NVHS provides various opportunities for students to participate in prestigious competitions, including the Olympic contests and IELTS exams.
Description of the English Courses at NVHS
At NVHS, the English curriculum includes Tieng Anh 10, 11, 12, and Smart Time, with four periods dedicated to English each week for every grade The school prioritizes English education, investing significantly in training students to excel in this subject NVHS encourages students to participate in district and city-level competitions for outstanding English proficiency The English training program is delivered by the school's qualified teachers, and in collaboration with the AMA center, a leading foreign language institution specializing in IELTS preparation and comprehensive English skills training in Vietnam This partnership provides NVHS students with valuable opportunities to enhance their English language abilities, with those aiming to master IELTS receiving direct support and training at the AMA center.
Sample and sampling procedures
A total of 200 participants were selected from 1,260 NVHS students in grades 10, 11, and 12 to complete a questionnaire, ensuring a comprehensive assessment of English speaking skill strategies across different grade levels Additionally, 71 teachers from the school, including 6 English teachers, were invited to participate in interviews and complete the questionnaire According to Cohen, Manion, and Morrison (2000), convenience sampling is a viable technique for case studies.
Participants for the study were conveniently selected, with the researcher choosing students and teachers randomly from 36 classes across three grades to meet the required sample size Interviews were conducted with teachers, allowing the researcher to efficiently gather data while saving time and resources (Stewart & Shamdasani).
1990) Two groups for interviews included 6 English teachers and 10 students.
The table below displays the demographic information of the student respondents
Table 3.1: Demographic information of the student respondents
3 Year of Learning English < 10 years 123 61.5
4 Learning English at foreign language centre
5 Time spent on self-regulated learning per day less than an hour 140 70
The table below displays the demographic information of the teacher respondents
Table 3.2: Demographic information of the teacher respondents
3 Year of Teaching English < 5 years 5 83
4 Teaching English at foreign language centre
5 Time spent on preparing lesson plan per day less than an hour 0 0
Research instruments
The questionnaire served as the primary research tool in this study due to its widespread use in various fields, particularly in education Its popularity as a data-gathering instrument makes it an effective choice for collecting relevant information.
The study utilized questionnaires to collect data on attitudes and opinions regarding English speaking skills at NVHS, targeting both teachers and students This method effectively gathers insights on learners' beliefs, motivation, and classroom experiences (Mackey & Gass, 2005; Griffee, 2012) Two questionnaires were designed: one for teachers, which includes 20 items addressing the challenges they face, and another for students, featuring 28 items that explore the strategies employed by teachers Each questionnaire consists of demographic information and was developed using a Likert scale based on research questions and relevant literature To ensure clarity and avoid misunderstandings, the original English items were translated into Vietnamese.
The study utilized interviews to gain insights into individuals' opinions and to validate data from questionnaires This method offers several advantages, such as concentrating on specific issues and generating substantial data quickly (Cohen, Manion, and Morrison, 2000) Additionally, Dawson (2009) noted that interviews are effective for exploring detailed information, allowing for comparisons across different interviews The flexibility of this approach also facilitates the emergence of significant insights For the teacher interviews, six targeted questions were employed to gather relevant information.
In a study examining the challenges faced by educators in teaching English speaking skills, 35 specific problems were identified Additionally, student interviews revealed insights through five targeted questions that explored the strategies employed by teachers during speaking classes.
In this research, observation was chosen alongside questionnaires and interviews to closely investigate the phenomenon while considering contextual variables (Selinger & Shohamy, 2000) The primary advantage of observation is the elimination of subjective bias, as it does not rely on respondents' willingness to participate This method allows researchers to capture real-time occurrences within the observed setting The main objective of observation in this study is to verify how teachers implement the aforementioned strategies in speaking activities, with data from classroom observations complementing the quantitative findings from the questionnaire.
In short, data collection instruments for this research included questionnaire, interview and observation The research implemented questionnaires, interviews, observation for both students and teachers.
Data collection procedures
To gather accurate information, a survey was conducted after students and teachers completed their courses at NVHS, specifically following the first semester Questionnaires were distributed during their leisure time, allowing participants to focus on the content without distractions Since classes were scheduled at different times throughout the day, the researcher collected responses over several days, ensuring that all participants had the opportunity to complete the questionnaires.
After 36 researchers returned within half an hour to collect the results, they organized the data into tables and sheets for later analysis.
For the interviews, the researcher used four days to interview 6 teachers and 10 students The time for interview implementation was the break time between lessons
During this period, teachers and students enjoyed ample time to address questions without the pressure of preparing for new lessons or rushing home after classes Recorded interviews aimed to capture the complete discussions between teachers and students, ensuring that the interviews were thorough and comprehensive.
In January 2020, observations were conducted in six classes to investigate the challenges teachers faced while teaching English speaking skills and the strategies they employed Prior to the observations, teachers were informed and their consent was obtained to ensure convenience in scheduling The study focused on various aspects, including lesson preparation, teaching strategies, classroom organization, student motivation, and teacher-student interaction Data was meticulously recorded through observation notes, and to enhance the validity and reliability of the findings, teachers were provided with the observation sheets post-class to verify the recorded notes, fostering agreement on the events that transpired The primary emphasis was on identifying issues encountered by teachers and the strategies implemented to address them in the context of teaching speaking skills.
Data analysis procedures
The editing process of the questionnaires focused on identifying and correcting participant errors to ensure completeness and accuracy (Cohen, Manion, and Morrison, 2000: 265) Following this, the questionnaires were coded for analysis using SPSS Statistics version 20, where descriptive statistics, including mean scores and standard deviations, were employed to provide a clear overview of the data (Mackey & Gass, 2005) The five-point Likert scale was interpreted based on mean (M) scores, with ranges indicating levels of agreement: M= 1.00 - 1.80 for Strongly Disagree/Never, M= 1.81 - 2.60 for Disagree/Rarely, M= 2.61 - 3.40 for Neutral/Sometimes, M= 3.41 - 4.20 for Agree/Often, and M= 4.21 - 5.00 for Strongly Agree/Always.
To analyze the interview and observation data, content analysis was utilized, beginning with careful transcription of all recorded speech, including contributions from all speakers and any unfinished or interrupted dialogue, as emphasized by Bloor et al (2001) The recordings were revisited multiple times to ensure accurate transcription, a time-consuming but essential process for data integrity Subsequently, the transcripts were translated into English, which served as the basis for analysis The data was then coded and organized into themes, with teachers identified as T1-T6 and students as S1-S10.
Regarding the data collected from the observations, during the time of observations, a checklist was used for the class observation in accordance with the
The study, guided by Patton (2002), utilized a note-taking technique during observations to categorize notes into themes This approach aimed to document the challenges teachers encountered and the strategies they implemented to enhance English speaking skills The observed classes were identified with codes CL1 to CL6.
Reliability and Validity
Hamed (2016) highlights that questionnaires are a widely utilized tool for data collection in social science research, primarily aimed at obtaining reliable and valid information The accuracy and consistency of questionnaires are crucial aspects of research methodology, referred to as validity and reliability In the current study, the questionnaire underwent a pilot test, and Cronbach’s Alpha was calculated to assess its reliability Additionally, focus group interviews with teachers were conducted, and the resulting data were meticulously transcribed The Vietnamese transcripts were then translated into English for content analysis, which was subsequently verified by two other researchers to ensure accuracy.
Table 3.3: Cronbach‟s Alpha Indexes of the teacher questionnaire items
Categories Item No Cronbach’s Alpha Index
The teacher questionnaire consists of 20 items focused on challenges in teaching speaking skills, demonstrating a reliable Cronbach's Alpha index of 77 Reliability indexes for each category, addressing context-related and student-related problems, range from 705 to 811, indicating strong consistency in the results.
Table 3.4: Cronbach‟s Alpha Indexes of the student questionnaire
Categories No of Items Cronbach’s Alpha
Use of speaking strategies in class
The teacher questionnaire, consisting of 28 items focused on challenges in teaching speaking skills, demonstrated a high reliability with a Cronbach's Alpha index of 912 Each category showed strong reliability, with scores ranging from 600 for Outside-class activities, 859 for Inside-class activities, to 885 for Teacher's instruction.
In conclusion, the reliability results indicated in Table 3.3 and Table 3.4 demonstrate a score of 77 for issues faced and 91 for strategies in teaching English speaking skills at NVHS, confirming that the questionnaires are highly reliable for data collection.
Summary of the chapter
This chapter outlines the research methodology used in this thesis, detailing the research setting and survey site, as well as the study samples It also describes the research instruments and analysis methods employed for data collection and processing Additionally, the chapter addresses validity, reliability, and ethical considerations The subsequent chapter will present the results and discuss the findings.