INTRODUCTION
Background to the study
Language is a fundamental tool for communication, enabling individuals and countries to convey thoughts, information, and emotions effectively According to Wibowo (2014), it serves as the most efficient means to express intentions and opinions Nunan (1991) emphasizes that success is often gauged by one's language proficiency, while David (2013) highlights the importance of speaking skills in personal development Consequently, fostering speaking abilities in the classroom is crucial for language learners However, many foreign language students show a lack of interest in mastering spoken English.
In Vietnam, English education spans from elementary school to university, highlighting its significance as the primary foreign language for accessing knowledge, science, technology, art, and culture, as well as fostering international relations Susanto (2020) emphasizes that English is essential for understanding literature and that students must engage in daily communication exercises to effectively use the language Mastering spoken English is particularly vital, making it a primary focus for foreign language learners Additionally, Richards (2002) notes that many learners worldwide study English specifically to enhance their oral communication skills.
As Richards and Renandya (2002, p.210) pointed out that speaking is one of the core communication elements This means that speaking is essential, and someone
2 can express their feelings, emotions, and thoughts through speaking When someone speaks, they should express meaning based on the context of the message, for example, context and participation
Kayi (2006) emphasizes the importance of teaching speaking skills in English language education, as effective communication significantly contributes to a learner's success both academically and in life Instead of relying solely on memorization, language teachers should create an engaging environment that fosters meaningful communication This ability, known as speaking competence, encompasses an individual's skills, knowledge, and motivation to communicate effectively in various contexts.
Vietnamese students often perceive learning as merely memorizing information from teachers, who serve as their primary source of English input This reliance on teacher-centered instruction fosters passive learning and creates discomfort when speaking English outside the classroom Furthermore, exams predominantly emphasize grammar and vocabulary, leading students to focus on passing tests rather than developing verbal communication skills such as pronunciation, speaking, and listening Consequently, opportunities for practicing English communication among peers in the classroom are limited, resulting in a lack of engagement in interactive learning experiences.
Statement of the problem
As an English teacher at Cau Khoi Primary School, the author is deeply concerned about students' ability to master and effectively communicate in English with both teachers and classmates Throughout the teaching process, the author has observed various challenges that learners face in achieving fluency and confidence in their English communication skills.
3 difficulties in learning to speak English as a specific linguistic problem, they have difficulty in expressing their thoughts due to lack of pronunciation and lack of vocabulary and grammar
Psychological factors significantly impact learners of English, often resulting in a lack of confidence, shyness, and timidity during speaking practice Additionally, the absence of a supportive English-speaking environment hinders skill development, leading to feelings of disappointment and anxiety Consequently, these challenges can cause individuals to lose their passion for the language and become discouraged in their studies.
Aims and objectives of the study
This thesis aims to investigate the attitudes of 5th graders at Cau Khoi Primary School towards learning English speaking skills, as well as the challenges they encounter in this process The goal is to enhance the speaking abilities of students at Cau Khoi Primary School and other primary schools in the Duong Minh district.
To find out the attitudes of the learners towards learning English speaking skills,
To discover the difficulties of the learners in learning English speaking skills
Research questions
In order to investigate students’ difficulties in learning English speaking skills at Cau Khoi primary school, the following research questions are formulated:
1 What are the 5 th graders’ attitudes towards learning English speaking skills at Cau Khoi primary school?
2 What are the 5 th graders’ difficulties in learning English speaking skills at Cau Khoi Primary School?
Scope of the study
The thesis focused on finding out the attitudes of 5th graders when learning English speaking skills alongside research, which explored the difficulties that 5th
The study at Cau Khoi Primary School explored the challenges faced by 4th graders in developing English speaking skills Due to the large student population, the research was limited to 92 students from three classes, along with interviews of 10 students and one English language teacher Only one of the two available English teachers participated in the study, as the author was also one of the teachers The focus was primarily on assessing the students' attitudes towards English speaking skills and identifying the difficulties they encountered in mastering these skills.
Significance of the study
This study aims to contribute both theoretically and practically by examining learners' attitudes toward English speaking skills and the challenges they encounter at Cau Khoi Primary School It enhances understanding of the organization's approach to balancing curriculum and assessment Practically, the findings are intended to shed light on students' experiences and issues within their daily English speaking program, providing valuable insights for the organization and neighboring schools Ultimately, this research seeks to inspire changes in the roles of teachers and students in the language classroom.
Definition of key terms
Speaking: The Oxford Dictionary says the action voice conveys information or expresses another person's feeling in the speech
Difficulties are adverse effects from many causes that reduce or eliminate efforts in learning, reducing or eliminating results
Attitude refers as an important factor that affects greatly on students’ learning process and even facilitate their language acquisition
English as a Foreign Language (EFL): the teaching of English to students whose first language is not English.
Organization of the thesis
This study report consists of five separate chapters
Chapter 1 provides an introduction to the study with the background information related to the study, the rationale of the study, the aims and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms as well as the organization of the thesis
Chapter 2 is an overview of the document, presenting information related to English speaking skills Regarding English speaking skills, definitions, principles, attitudes, the importance of English speaking skills as well as challenges in teaching English speaking skills are discussed when learning English speaking skills With reference to speaking skills development strategies, definitions, and the importance of developing speaking skills for elementary school students, and outlined some suggestions for solutions to develop speaking skills for students In the previous study, many studies by foreign and Vietnamese researchers were summarized and briefly discussed Finally, the conceptual framework is introduced in the literature review
Chapter 3 describes the methodology of the study including the research design, the research site, the sample and sample procedures, the research instruments, the data collection procedures as well as the data analysis procedures
Chapter 4 supplies the presentation of results of the study by analyzing the data collected from questionnaire and interview The discussion of the data is also compared and contrasted with the data in previous studies
Chapter 5 presents the summary of the main findings of the thesis, implications of the research, limitation of the research and recommendations for further research
LITERATURE REVIEW
Speaking skills
The concept of "Speaking" in language learning has been explored by various researchers, yet a definitive definition remains elusive Bygate (1987) describes speaking as the skill to use spoken language to convey and understand others' ideas, emotions, and intentions It involves creating and sharing meaning through verbal and nonverbal symbols in diverse contexts Torky (2006) characterizes speaking as an interactive process that encompasses the production, reception, and processing of information Burn and Joyce (1997) highlight that the meaning and form of speaking are context-dependent, influenced by participants, objectives, and the physical environment Furthermore, Derakhshan, Khalili, and Beheshti (2016) categorize production skills into accuracy and fluency, with accuracy involving correct vocabulary, grammar, and pronunciation, while fluency refers to the ability to speak naturally (Gower, Philips, & Walter, 1983).
Besides, speaking is the most basic skill for learning a foreign language compared with listening, reading and writing skills Although it had not been easy for
Since entering Primary School, students have been communicating in English, but they often struggle to articulate their thoughts clearly According to Brown and Yule (1983), effective speaking relies on the complexity of the information being conveyed Speaking is a productive skill that enables individuals to share ideas, understand messages, and engage in meaningful communication with others The primary goal of spoken language is to convey ideas effectively and foster understanding between the speaker and the listener.
Speaking serves as a crucial tool for communication, enabling individuals to express their thoughts, feelings, and opinions while exchanging information Mastering speaking is essential for effective communication, yet it is not an immediate skill to acquire; developing proficiency in this area requires time and practice According to Rubi and Thomson (1982), language is a complex system that varies across different contexts, necessitating a reorganization of students' thinking Consequently, extensive practice is vital for students to enhance their speaking abilities and become successful language learners.
According to Richards (2008), the functions of spoken language can be categorized into three main types: communication as interaction, communication as transaction, and communication as performance Communication as interaction involves everyday conversations where individuals greet each other, share experiences, and exchange information In contrast, communication as transaction focuses on the transfer of meaning and information, particularly in educational settings between teachers and students Lastly, communication as performance pertains to public speaking events, such as lectures and announcements, where information is presented to an audience.
Mastering and assessing speaking skills can be challenging due to their inherent complexity According to Lado (1977), the analysis of speech processes typically involves four to five key components, one of which is pronunciation.
According to Lado (1977), teaching pronunciation enhances students' awareness of different sounds and sound features, ultimately improving their speaking skills By focusing on sound production, word stress, and intonation, learners gain valuable insights into spoken English, which aids in better comprehension Effective pronunciation enables clear expression in communication Understanding the phonetic process, including grammar components and how sounds interact, is crucial for achieving comprehensible speech The goal of pronunciation improvement is not to mimic a native accent perfectly but to ensure that learners can pronounce words accurately enough for listeners to understand them easily.
Lado (1977) emphasizes the importance of teaching students how to construct correct sentences, providing a foundational understanding of language While this may be an oversimplification, it serves as a useful starting point for young learners Teachers should present natural examples to illustrate language usage and offer verbal descriptions to clarify key points Instruction should focus on helping students create meanings within real contexts and develop the ability to form longer language units, enabling them to manipulate structures and differentiate between proper and improper grammar Additionally, harmonizing grammar instruction can enhance students' proficiency in both oral and written communication.
Lado (1977) emphasizes that a limited vocabulary hinders effective communication and expression of ideas in both oral and written forms Vocabulary serves as an essential tool for communication, necessitating the implementation of engaging teaching techniques and activities in the classroom New words should be introduced within meaningful contexts rather than through rote memorization, allowing students to gain multiple exposures to these terms Additionally, teaching vocabulary learning strategies is crucial for fostering independent learning By helping students identify contextual clues for deducing word meanings, teachers equip them with vital skills for understanding low-frequency vocabulary, especially when reading authentic texts.
For effective discussions, the language used should be simpler than that of intensive language-learning activities, enabling participants to speak fluently with minimal hesitation Prior to the activity, it's beneficial to teach or review key vocabulary Fluency is characterized by quick speaking with few pauses, like "hmm" or "uh." Learners who require English for community or professional interactions should also be instructed on using gambits to appropriately interrupt during meetings.
Prefabricated language, such as phrases and clauses like "Can I just come in here," "I’d just like to make another quick point," and "I agree with that in part but…," plays a significant role in communication Nattinger and DeCarrio (1992) highlight the importance of these expressions in facilitating smooth and coherent interactions.
“lexical phrases” which play a strong role in language learning because of their
10 advantage, the speakers do not spend much time searching for, but they can help learners to produce the language more fluently
2.1.4 Characteristics of a successful speaking activity
Engaging in speaking activities significantly boosts students' confidence and satisfaction, motivating them to pursue further learning beyond their teacher's guidance Consequently, developing strong spoken language skills is essential Harmer (1998) highlights various effective speech tasks, including discussions, problem-solving, and role-playing Nunan (1999) emphasizes that mastering speaking skills in a foreign language is crucial, with success measured by the ability to communicate effectively in that language.
According to Brown (2001), while spoken language can be straightforward to use, it often presents challenges, particularly for those striving for fluency To achieve success in speaking, individuals must possess certain traits that contribute to effective speaking activities.
In educational settings, it is essential for learners to engage in conversation, as teachers often encourage this interaction While it may seem evident, students typically dedicate a significant portion of their time communicating with both their teachers and peers.
- The number of participants is even: Class discussion is not dominated by a minority of talkative participants Everyone has the opportunity to speak, and their contributions are evenly distributed
High motivation among learners drives them to engage in speaking activities, particularly when the topics resonate with their real-life experiences or when they feel a desire to contribute towards achieving specific task goals.
- Language is an acceptable level: Learners express themselves in appropriate utterances; languages are easy-to-understanding, and a level of language accuracy is acceptable
According to Brown (2001), speech activities can be categorized into five types: imitation, reinforcement, response, interaction, and broad (monologue) Each type plays a distinct role in language learning and communication The author will provide a detailed explanation of each category to enhance understanding.
Attitudes
Recent research has focused on learner attitudes to gain deeper insights into how these attitudes influence learning acquisition Gardner (1985) defines an attitude as a stable organization of beliefs surrounding an object or situation, which predisposes individuals to respond in a particular way He further explains that an individual's attitude is an evaluative reaction based on their beliefs or opinions about a specific referent or attitude object.
In the context of attitudes, three main components, including cognitive, affective and behavioral ones are mentioned a Affective component
Affect, defined as the emotional response towards an attitude object, plays a crucial role in shaping attitudes, as highlighted by Eagly and Chaiken (2007) They describe the affective factor as encompassing feelings, moods, and emotions that individuals associate with an attitude object, emphasizing that it reflects personal likes and dislikes Importantly, the affective component should not be evaluated solely based on beliefs, as emotions interact with cognitive factors This interplay of affect and evaluative judgment forms an integrated model of attitude and choice, as proposed by Agarwal and Malhotra.
(2005) Regarding English speaking skills, when students have positive as well as negative attitudes towards English speaking skills, there appear significant effects on the learning strategies (Railsback, 2002) b Cognitive component
The cognitive component of an attitude encompasses the beliefs, thoughts, and attributes an individual holds toward an object, rooted in their perceptions and common sense Wahyuni (2018) emphasizes that cognitive factors, including information and perception, arise from the interplay between personal experiences and diverse sources of information This component illustrates how individuals conceptualize objects and their characteristics In the context of learning English speaking skills, it is believed that when individuals link an object with positive attributes, their attitude toward it becomes more favorable.
The behavioral component encompasses an individual's reaction to an attitude object, as noted by Defleur and Westie (1963) It reflects how a person responds to elements associated with the attitude object and aims to elucidate their participation and behavior concerning it This component plays a crucial role in shaping individual actions and responses.
In summary, the emotional component focuses on the feelings associated with the attitude object, while the cognitive component pertains to perceptions, concepts, and beliefs Additionally, the behavioral component emphasizes behavioral intentions and the expression of actions.
Many researchers describe attitude models in various ways Two of relevant and well-organized attitude models are chosen and demonstrated as follows: a Tripartite model
As shown graphically below (Figure 1), Tripartite Model introduced by Spooncer
(1992) is composed of three major components of attitudes, including feelings,
The article discusses three key components of human experience: feelings, beliefs, and behaviors Feelings are expressed through verbal statements that convey emotions, while beliefs reflect cognitive responses to verbal assertions Together, these elements shape our overall behavior and interactions.
“behavior” introduces overt actions with verbal statements about intended behavior “Feelings” and “belief” components affected by stimuli lead to
Figure 1: Tripartite Model b ABC Model
The ABC Model, as outlined by Solomon, Bamossy, Askegaard, and Hogg (2016), is a widely recognized framework for attitudinal modeling that encompasses three key components: affect, behavior, and cognition Each component plays a crucial role in shaping consumer attitudes and decision-making processes.
Affect refers to the way a customer feels an attitude object This component is otherwise directly concerned with the feelings, sentiments, moods or emotions about an object (Fill 2009, p 148)
Behaviour involves the person’s intentions to do something with regards an attitude object
Cognition refers to the beliefs a consumer has about an attitude object (p.277)
Figure 2: ABC Model All in all, the two models focus on supply the close relationship of the three components, which are composed of cognitive, affective and behavioural attitudes
The author used ABC model theory to use for research.
Difficulties affecting English speaking skills
Students face various challenges when learning to speak English, including linguistic and psychological barriers that hinder their ability to develop effective speaking skills.
The challenges affecting student participation in classroom speaking activities are interconnected and complex This article highlights several overlooked factors that contribute to students' reluctance, limited engagement, or unwillingness to participate in these essential speaking exercises.
2.3.1 Linguistics problems in speaking English
Linguistic challenges significantly hinder students' speaking abilities, with key factors including inadequate grammar, limited vocabulary, and pronunciation issues According to Richards (2008), these common problems contribute to learners' difficulties in effective verbal communication.
26 a Lack of vocabulary needed to talk
Vocabulary refers to individual words or groups of words with specific meanings, encompassing both oral and print forms (Kamil & Hiebert, 2005) Oral vocabulary includes words recognized during spoken communication, while print vocabulary pertains to words understood during reading or writing Challenges arise when individuals lack the necessary vocabulary to express themselves effectively, leading to difficulties in constructing coherent sentences Many students learning English as a foreign language struggle to utilize words and expressions appropriately (Kamil & Hiebert, 2005) In real communication, the focus shifts from correct grammar to conveying meaningful content and responding appropriately Although students may know what they want to say in their native language, they often face confusion when trying to translate their thoughts into English, resulting in improper vocabulary usage and grammatical errors.
Studying grammar may seem tedious, but it is essential for effective communication in English Without a solid understanding of grammatical rules, learners struggle to convey their thoughts clearly According to Celce-Murcia (2001), the complexity of grammar arises when learners do not acquire structures sequentially Even those who seem to have mastered a specific grammatical structure can regress when faced with new forms, often leading to errors like over-generalizing rules to modal verbs.
27 cans speak English” These errors may appear when the students speak since they have not mastered the English grammar c Poor in pronunciation
English serves as a global connector, making it essential for second or foreign language learners to speak it as naturally as native speakers Hinkel (2011) emphasizes that mastering the unique sounds of a new language is crucial for these learners Ultimately, achieving a natural speaking ability akin to that of native speakers greatly benefits students.
According to Burns (2003), it is more important that the English speakers can achieve:
1 Intelligibility (the speakers produces sound patterns that are recognizable as English)
2 Comprehensibility (the listener is able to understand the meaning of what is said)
3 Interpretability (the listener is able to understand the purpose of what is said)
2.3.2 Psychological problems in speaking English
According to Juhana (2012), psychological factors significantly impact students' ability to speak English Many learners struggle with low confidence in communication, particularly in a foreign language, due to these psychological barriers This often leads to feelings of nervousness when speaking in front of an audience, as their unstable mental state contributes to a fear of making mistakes.
The fear of making mistakes significantly contributes to students' reluctance to speak English in class, as highlighted by various theorists According to Juhana (2012), this anxiety is closely linked to concerns about positive and negative evaluations.
Students often refrain from participating in discussions due to fears of criticism from teachers and ridicule from peers, leading to negative assessments To foster a more positive learning environment, educators should reassure students that making mistakes is a natural part of the learning process, allowing them to gain valuable experiences and insights Addressing shyness and encouraging open participation can significantly enhance student engagement and learning outcomes.
Shyness is an emotional barrier that often prevents learners from participating in classroom discussions, significantly hindering their speaking skills This reluctance can lead to missed opportunities for social interaction and personal development To combat this issue, teachers should actively support students in recognizing the drawbacks of shyness and encourage them to build their confidence in speaking By addressing these challenges, students can enhance their communication abilities and improve their overall learning experience.
A student's lack of confidence often stems from the realization that their conversation partner does not understand them, leading to reluctance in responding to teachers' questions in English This hesitance is fueled by a perception of poor language skills and a fear of making mistakes, causing students to prefer silence over participation To combat this, teachers should provide active encouragement, reassuring students that incorrect responses will not lead to criticism, and guiding them to improve their answers This supportive approach can significantly boost students' confidence, enabling them to engage more actively in classroom discussions and conversations beyond the classroom According to Juhana (2012), self-confidence encompasses personal judgment and abilities, and its absence can manifest in various ways.
Inward feelings, introverted shyness, and unrealistic expectations of perfection can lead to frustration and a diminished sense of self-confidence Additionally, a false sense of humility and fear of change or making mistakes contribute to these emotional challenges.
Lack of self-confidence is characterized by a significant confidence crisis, a diminished belief in one's ability to face new challenges, and difficulties in assertiveness Individuals may also experience a fear of confrontation, hold a very low opinion of themselves, struggle in specific situations like speaking in social groups, and exhibit signs of social phobia.
A lack of self-confidence can hinder students' belief in their potential to become proficient English speakers, significantly impacting their speaking performance When students doubt their speaking abilities, it becomes challenging for them to master English, and a lack of motivation in learning the language further exacerbates this issue.
Students often hesitate to engage in speaking tasks in a foreign language due to past learning experiences and a lack of motivation Motivation plays a crucial role in a learner's readiness to communicate effectively According to Juhana (2012), motivation is an intrinsic energy that drives students Therefore, teachers should actively encourage students to exert effort and highlight the benefits of speaking activities By fostering motivation, educators can significantly enhance students' interest in learning, particularly in speaking skills.
Previous studies
In his 2015 study, Asemanyi assessed the communication skills of students, aiming to identify the factors contributing to their poor performance The research focused on various elements, including the effectiveness of teaching methods in enhancing communication skills.
A study conducted at Winnipeg University explored 31 suggestions for enhancing communication skills teaching, involving 35 participants, including 30 students and 5 lecturers Findings revealed that despite students' positive attitudes, they held a negative perception of the course, largely due to weak language backgrounds and inadequate performance The survey highlighted challenges such as large class sizes and insufficient modern facilities, which hindered effective teaching Additionally, a shortage of qualified lecturers was identified The study recommends that students, lecturers, and department managers collaborate to improve the course's success and emphasizes the importance of regular meetings among all stakeholders to address these issues and enhance teaching performance.
Nguyen Hoang Tuan and Tran Ngoc Mai (2015) conducted an experimental study at Le Thanh Hien High School to explore the speaking challenges faced by 203 grade-11 students and the factors influencing their speaking performance, utilizing questionnaires and class observations as research tools Their findings led to recommendations aimed at enhancing students' speaking abilities in the classroom Similarly, Mazouzi (2013) investigated factors affecting oral performance among Mena Middle School students, highlighting that increased motivation, confidence, and reduced anxiety positively correlated with their oral English skills This study employed a descriptive method to analyze the relationship between emotional factors and foreign language proficiency, emphasizing the significance of these variables in language learning.
A study involving 32 researchers gathered data using a questionnaire administered to 28 students and 8 middle school teachers, along with interviews conducted with 5 students from Nara Junior High School The findings revealed that factors such as anxiety, lack of motivation, and low self-esteem significantly hindered students' speaking abilities.
Muhammad Tanveer (2007) explored the factors contributing to language anxiety among ESL/EFL learners and its effects on their communication skills in a target language This study examines both classroom and broader social contexts to identify various factors of language anxiety and suggests coping strategies Recognizing language anxiety as a complex psychological phenomenon, the research employs qualitative methods, including semi-structured interviews and focus group discussions, with 20 participants comprising ESL/EFL learners, teachers, and practitioners The findings reveal that language anxiety stems from self-consciousness, awareness of language learning challenges, cultural differences, social status disparities, and fear of losing self-identity The article emphasizes the importance of these insights for enhancing learners' communication abilities and suggests avenues for future research, particularly regarding teachers' beliefs and perspectives on second language pedagogy.
In his 2016 research paper, "Improving the Oral English Ability of Ajloun National University Students," Abdel-Rahman Al-Eiadeh examined strategies to enhance the oral communication skills of students at Ajloun National University The study involved a sample of 20 participants, comprising 12 female and 8 male students, aimed at fostering effective dialogue and improving overall English proficiency.
A study focused on English learners, primarily senior and junior high school students, utilized random sampling and semi-structured interviews to gather data Findings revealed that ANU students struggle with oral skills, experiencing confusion and embarrassment, along with challenges in pronunciation due to inadequate oral lesson instruction The research identified limited vocabulary as the most prevalent issue, while difficulty in comprehension was the least common To address these weaknesses, the study suggests solutions such as enhancing speaking practice both in and out of the classroom, leveraging modern social media for English communication, and encouraging students to express their feelings and needs.
In her 2018 research paper, "Spoken English Challenges Encountered by English Majors: The Story of a Vietnamese University in the Mekong Delta," Vo Phuong Quyen explores the oral English difficulties faced by freshmen at Vietnamese universities Through data collected from questionnaires involving 131 students, personal interviews with lecturers, and classroom observations, the study reveals that these students encounter both internal and external challenges, particularly due to a lack of an effective oral English environment and limited extracurricular activities To enhance students' speaking abilities, the research proposes several measures aimed at addressing these challenges.
Natalia Rahayu's 2015 study, titled "Analysis of Student’s Problem," is a descriptive research focused on the English-speaking habits of second-year students at Husnul Khotimah Islamic Boarding School The study specifically examines the daily use of English within the "Halimatussa'diyah" language classroom, which comprises 19 students Utilizing random sampling, the research employs interviews and observations as its primary methods to gather data on the students' language use.
Students at Husnur Hotima Islamic Boarding School face significant challenges in their English language speaking skills, stemming from both internal and external factors Key issues include insufficient understanding of grammatical patterns, poor pronunciation, limited vocabulary, minimal practice opportunities, and a reliance on their mother tongue Additionally, students struggle with low motivation and psychological barriers, exacerbated by an unsupportive environment To address these challenges, it is essential to implement flexible teaching strategies that minimize mother tongue use, incorporate diverse speaking activities tailored to varying proficiency levels, and enhance collaboration among language instructors By updating English programs and sharing teaching experiences, educators can foster a more motivating atmosphere that encourages regular practice, ultimately improving students' speaking abilities.
The management has assessed the language program to address challenges stemming from human resources' ineffective daily application of foreign language skills, largely due to varying educational backgrounds This discrepancy creates difficulties for officials in utilizing the language consistently Therefore, it is crucial for management to focus on evaluating strategies to resolve the issues associated with the English language program.
Numerous empirical studies have investigated the challenges faced by university EFL students during oral classroom activities For instance, Gan's (2012) research identified specific obstacles that hinder student participation in these activities.
A study on English-speaking skills among students at Hong Kong University revealed significant challenges that hinder fluent speaking performance, including limited vocabulary, an overemphasis on grammar, insufficient in-class speaking opportunities, and a lack of an English-speaking environment outside of class This underscores the need for more intensive language improvement components in the curriculum Similarly, research by Al-Jamal & Al-Jamal (2014) at six Jordanian public universities highlighted that students faced oral skill limitations, inadequate speaking time, and overcrowded classes Izadi (2015) explored the perspectives of Iranian students and lecturers, identifying linguistic issues, negative emotions, and limited speaking opportunities as major difficulties The study emphasized linguistic problems as the primary challenge and proposed collaborative solutions between lecturers and students, a sentiment echoed by Kabir (2014) in the context of Bangladesh's tertiary education, which also called for greater administrative support.
In Vietnam, research by Le (2011) at Ba Ria - Vung Tau University highlighted significant challenges faced by students in developing English speaking skills, which were attributed to learners' issues such as varying learning styles, anxiety, and language proficiency, as well as lecturers' teaching methodologies and inadequate facilities Similarly, Ngo (2011) investigated speaking difficulties at Thai Nguyen University, identifying psychological, linguistic, and socio-cultural factors as key challenges Both studies align with recommendations from Kabir (2014) and Izadi (2015) for enhanced support from lecturers and administrators to foster improvements in students' speaking abilities.
Nguyen and Tran's (2015) study identified unique barriers faced by high school students in English speaking, highlighting challenges linked to learners' speaking weaknesses The research emphasizes the critical need for teachers to provide support by diversifying their teaching methods to address these challenges effectively.
Conceptual Framework
Regarding to the given literature above in the previous chapters, the researcher eventually reveals the conceptual framework of this paper which is depicted in the following diagram
The conceptual framework integrates Gardner's (1985) theory of attitudes with Eagly and Chaiken's (2007) affective component theory Additionally, it incorporates Wahyuni's (2018) cognitive component theory and Defleur and Westie's (1963) behavioral component theory.
For the part of difficulty affecting English speaking skills of Grade 5 students, the conceptual framework is based on Richards' theory of English speaking difficulty
(2008) with the theoretical addition of Lack of vocabulary needed to speak by Kamil and Hiebert (2005); In addition to Celce-Murcia's theory of Poor Grammar
(2001), there is also the theory of Hinkel (2011) and Burns (2003) of Poor pronunciation
The conceptual framework for addressing psychological issues in English speaking is grounded in Juhana's (2012) theoretical insights, while the environment for enhancing English communication practice is informed by Johnson's (1995) foundational theories.
This study highlights that two key factors influence learners' English speaking skills: attitudes and difficulties Attitudes encompass cognitive, emotional, and behavioral components, while difficulties in learning to speak are categorized into language learning, psychological barriers, and the English practice environment.
Figure 4 Conceptual framework of Student’s Attitude and difficulties in learning English speaking skills
Summary
In this chapter, three main aspects related to the attitudes and difficulties towards learning English speaking skills such as: attitudes, linguistics, psychology and lack of English speaking learning environment