INTRODUCTION
Background to the study
Speaking is a crucial skill in second language acquisition, yet it is often undervalued in educational settings due to factors such as large class sizes and a focus on grammar and written examinations The challenge of assessing speaking performance for all students in final exams further diminishes its importance (Clifford, 1987) Mastering spoken language is essential for effective communication in both first and second languages, and success in learning a foreign language is ultimately measured by the ability to communicate in English (Nunan, 1995).
Speaking is the most crucial skill in learning English, as it defines learners as speakers of the language (Ur, 1996) The primary goal of teaching English is to enable students to communicate effectively and accurately (Davies & Pearse, 2000) Strong communication skills are vital not only for academic success but also for a prosperous career, as effective communication is a key element for success in any organization It enhances job prospects and contributes to success in current roles According to Hybels and Weaver (2004), effective communication—expressing thoughts, feelings, and ideas—plays a significant role in achieving success in both work and personal relationships Thus, developing strong communication skills is essential.
Speaking is one of the most challenging skills to master in English, as many students fear making mistakes while expressing their ideas and opinions The primary challenge lies in balancing correct grammar, vocabulary, and pronunciation during communication with peers and teachers Students who communicate effectively in English are often seen as having developed strong speaking skills However, achieving proficiency in speaking requires simultaneous focus on idea expression, pronunciation, grammar, and fluency To become proficient speakers, students should learn and apply effective speaking strategies Additionally, it is essential for lecturers to create engaging, interactive, and enjoyable speaking classes to motivate students and build their confidence in speaking English.
Despite years of studying English, many learners struggle with fluent and accurate communication They often lack the necessary knowledge and skills for effective interaction, leading to poor performance when speaking in front of peers This challenge has emerged as a significant issue in language learning in recent years.
In Vietnam, English is a compulsory subject taught from primary school to university, yet many students struggle to communicate confidently, particularly in speaking skills This research investigates the key factors negatively affecting students' speaking abilities both in and out of the classroom The findings aim to enhance student participation in speaking tasks, ultimately enabling them to meet the essential communication needs of the language.
Previous research has primarily examined factors hindering the speaking skills of EFL learners, particularly among English majors, while focusing on teachers' strategies for effective instruction (Brophy & Good, 1986; Wang, Haertel & Walberg, 1993b) However, there has been limited investigation into teachers' attitudes, beliefs, and practices that influence students' speaking abilities (OECD, 2009) Additionally, few studies have explored students' perspectives on the strategies they believe their teachers should employ to mitigate these negative factors To address this gap, the current research surveys non-English majors regarding the challenges they face in developing speaking skills, as well as their teachers' attitudes and methods Furthermore, to enhance the study's validity, interviews with students will be conducted to gather insights on the strategies they expect from their teachers to alleviate these challenges and improve their speaking proficiency.
Strategy is crucial in the teaching and learning of English, as it enhances the effectiveness and efficiency of educational activities for both teachers and students Educators must design strategies that facilitate student learning, aligning with Silver's (2007) view that teaching aims to create a collaborative learning environment for diverse learners Effective teaching strategies encompass various methods that help achieve educational goals, particularly in developing students' speaking skills Thus, selecting the right strategy is essential for teachers to successfully impart language skills.
Effective strategies can significantly assist students in overcoming challenges when speaking English Many students encounter obstacles in articulating their thoughts and opinions, leading to a lack of motivation in learning the language Common issues include reluctance to engage in speaking tasks and reliance on their native language in the classroom (Ur, 1996) Therefore, educators need to implement suitable strategies that help students comprehend and utilize speaking skills effectively Furthermore, instructors should provide guidance to encourage students to express their ideas during classroom activities.
Statement of the problem
At the University of Technology (HUTECH) in Ho Chi Minh City, non-English major students exhibit a low proficiency in English communication, despite being able to pass exams and courses Many students struggle with speaking English in the classroom due to issues such as anxiety, lack of relevant knowledge, low participation, and reliance on their mother tongue These challenges are not unique to HUTECH, as both high school and college students often face similar difficulties in developing their speaking skills.
Non-English majored students at HUTECH often experience anxiety when speaking English, primarily due to fears of making grammatical and pronunciation mistakes Littlewood (2007) notes that this anxiety can easily arise in classroom settings, leading to feelings of inhibition and reluctance to take risks Bashir, Azeem, and Dogar (2011) highlight that extreme anxiety may result in a sense of failure among English learners, while Woodrow (2006) asserts that such anxiety negatively impacts speaking skills Adults tend to be cautious to avoid errors, as mistakes can hinder their willingness to communicate in English Additionally, the varying speaking abilities and English proficiency levels among HUTECH students contribute to their anxiety, often resulting in silence during class activities.
Non-English majors at HUTECH face challenges in English speaking due to a lack of topical knowledge, which hinders their ability to express themselves effectively Many students struggle to generate ideas or engage in conversations when confronted with unfamiliar or uninteresting subjects.
Students often struggle to articulate their thoughts on less popular topics in a foreign language due to limited knowledge and vocabulary, making it challenging for HUTECH students to respond to teachers' questions effectively Furthermore, insufficient grammar skills hinder their ability to convey ideas accurately (Baker & Westrup, 2003).
HUTECH students face a significant challenge in speaking classes due to low participation and reluctance to engage In large groups, the limited speaking time often results in one dominant voice, leaving weaker students hesitant to contribute The presence of strong learners can intimidate their peers, causing weak students to refrain from speaking for fear of ridicule This dynamic ultimately discourages participation and undermines the overall effectiveness of group discussions in English.
HUTECH students often prefer using their mother tongue in the classroom due to several reasons According to Harmer (1991), when students are asked to discuss unfamiliar or uninteresting topics, they tend to resort to their native language This choice enhances their confidence and allows for more natural expression during discussions Furthermore, if teachers do not actively encourage English speaking, students are likely to continue using their first language in class.
Aims and objectives of the study
This study aims to identify the factors hindering the speaking skills of non-English major students at Ho Chi Minh City University of Technology The research objectives include exploring the negative influences on English-speaking skill acquisition and examining teachers' attitudes, beliefs, and instructional strategies that can assist students in overcoming these challenges.
Research questions
Based on the aims and objectives, the study attempted to address the following questions:
1 What are the factors negatively affecting non-English majored students’ speaking skills?
2 From students’ perpectives, what should EFL teachers do to help students reduce the negative effects of those factors on speaking skills?
Scope of the study
This study focuses on the English-speaking skills of HUTECH students, specifically examining the factors that negatively impact non-English major students' speaking abilities It aims to identify effective strategies for teachers to mitigate these negative influences The research is limited to third-year students across four different majors, as they have over two years of English learning experience at HUTECH and can discern the differences between high school and university-level English, particularly in speaking skills, which are crucial for their future careers These limitations are essential due to the complexity of investigating the learning, practicing, and improvement processes of English-speaking skills.
This study employs mixed methods, utilizing both a questionnaire and semi-structured interviews for data collection A total of 180 questionnaires were distributed among students from four different majors, resulting in 167 completed responses Practical delimitations, including sample size and time constraints, were established to facilitate a thorough investigation Data analysis was conducted using SPSS software, with the survey taking place at HUTECH University, where the participants are enrolled.
Significance of the study
This research aims to identify the factors that negatively impact the speaking skills of non-English majored students at HUTECH Understanding these factors is crucial for enhancing students' speaking abilities and allows lecturers to gain deeper insights into their students' challenges in practicing English speaking in the classroom Consequently, this knowledge empowers teachers to support students in building confidence, ultimately leading to improved speaking performance.
Teachers at HUTECH can implement effective strategies to mitigate the negative impacts on students' speaking skills By selecting appropriate teaching methodologies and fostering a comfortable environment in English speaking classes, they can enhance collaborative practice among students (Brown, 2001).
This study aims to enhance the quality of English language teaching and learning, particularly in speaking skills at universities in Vietnam The findings are expected to benefit stakeholders by improving teaching practices, while also serving as a valuable resource for scholars and researchers interested in further studies in this area.
Definitions of the terms
To avoid misunderstanding and misinterpreting of the meaning in the title of this study, the researcher provides the meaning of terms used in the research entitled
Factors influencing speaking skills include various elements that contribute to a person's ability to communicate effectively A negative impact on these skills can stem from a lack of optimism and enthusiasm, which can hinder communication Non-English majored students are those who are studying fields other than English as a foreign or second language Speaking skills encompass the ability to utilize linguistic knowledge to convey thoughts, feelings, and ideas during actual interactions Furthermore, speaking performance is an interactive process aimed at expressing meaning and facilitating the exchange of information.
Organization of the study
This study includes five chapters as below:
This chapter outlines the essential elements of the study, including its background, the problems addressed by the researcher, and the aims and objectives set for the investigation Additionally, it presents the research questions, defines the scope and significance of the study, clarifies key terms, and describes the organization of the study.
LITERATURE REVIEW
English speaking skills
Speaking is a complex concept that lacks a universally accepted definition This paper aims to summarize various definitions of speaking to provide clarity on the topic, particularly for non-English major students, helping them gain a deeper understanding of their challenges in this area.
According to Luoma (2004), speaking is the most challenging skill for learners to master, particularly when it comes to communicating in a foreign language Developing and perfecting this skill requires significant time and effort.
According to Hedge (2000), speaking is a crucial communication skill that significantly influences first impressions This essential ability demands careful attention in both a person's native and second languages, as it reflects their thoughts and personality.
According to Bygate (1987), speaking skill is the ability to use oral language to clearly convey ideas, thoughts, feelings, and emotions to others This interactive process involves producing messages and processing information, as highlighted by Brown (1994) and Burns & Joyce (1997) The meanings conveyed through speaking are influenced by various factors, including the context, the situation, the experiences of the speakers and listeners, their physical surroundings, and the purpose of the communication Furthermore, the speaking process tends to be spontaneous, open-minded, and continually evolving.
2.1.2 The importance of speaking skills
Speaking skills are crucial for mastering a second or foreign language, as success is often gauged by learners' ability to communicate effectively Many individuals aim to achieve fluency in order to engage in meaningful conversations.
Speaking skill is often regarded as the most challenging aspect of learning a second language, with a high demand for fluency and naturalness Despite its importance, many learners tend to underestimate this skill According to Nunan (1995), for most learners, mastering speaking is crucial, and their success is primarily evaluated based on their ability to engage in conversations in the target language.
Mazouzi (2013) emphasized that teachers must create classroom activities focused on enhancing both fluency and accuracy, which are essential components of the communicative approach By engaging in these activities, students can improve their communicative competence and gain a better understanding of how the language system functions effectively.
Fluency is a crucial aspect of speaking skills, as it enables effective communication without interruptions that could disengage listeners (Hughes, 2002) It involves the ability to connect ideas coherently, pronounce words clearly, and utilize stress and intonation effectively (Hedge, 2000) Alongside fluency, accuracy is equally important; learners must focus on grammatical correctness, vocabulary, and pronunciation to achieve proficiency in a foreign language (Mazouzi, 2013) Therefore, educators should emphasize both fluency and accuracy in their teaching methods to enhance students' speaking skills.
Thornbury (2005) emphasizes the importance of using grammatical structures correctly, which involves creating varied and well-structured sentences Achieving vocabulary accuracy requires students to select appropriate words for specific contexts, as they often misuse the same expressions across different situations Additionally, Thornbury highlights that pronunciation is a crucial skill for low-level learners; mastering grammatical rules and understanding the nuances of pronunciation—such as stress, rhythm, intonation, and pitch—are essential for students to speak English confidently and fluently.
Factors affecting learning’s English-speaking skills
This study examines various factors influencing HUTECH students' speaking skills, highlighting the importance of student interest, motivation, and self-discipline Qualified teachers who are enthusiastic, responsive, and capable of effectively managing the educational process play a crucial role Additionally, the curriculum and textbooks should be engaging, relevant, and tailored to meet students' needs Lastly, creating a comfortable, secure, and positive classroom environment is essential for empowering students in their learning journey.
Students play a crucial role in the learning process, transcending traditional views by being seen as both customers and key contributors to educational outcomes They serve as essential raw materials for education and are the primary products of educational transformations Moreover, students are vital to the labor force, actively participating in the creation of knowledge (Lengnick-Hall & Sanders, 1997) The growing diversity among students highlights the importance of recognizing individual differences, including time management, learning styles, educational backgrounds, cultural diversity, and personal interests.
Teachers must be qualified to create effective learning environments that foster relationships among learners, enabling students to develop their individual learning styles and active investigation methods (Kleiner et al., 1994; Lengnick-Hall & Sanders, 1997; Senge et al., 1994) The affective aspects of English as a Foreign Language (EFL) learners play a crucial role in language acquisition, as highlighted by Oxford (1990) and Krashen (1982), who emphasized the significant impact of motivation and anxiety on second language learning.
Motivation plays a crucial role in language learning, impacting both the principles and components involved According to Merisuo-Storm (2007), adopting an integrative and supportive approach towards English as a Foreign Language (EFL) learners enhances their sensitivity to the audio-lingual aspects of the language being studied.
It also makes the learners more sensitive to the sounds, the accents of that language
EFL learners with a negative attitude towards language learning struggle to improve their language skills, particularly in speaking This highlights that communicative competence alone is insufficient for enhancing speaking abilities A positive attitude towards speaking is crucial for achieving proficiency in this area Moreover, motivation plays a vital role in learning success, as it drives learners to engage and develop their skills Motivation encompasses both extrinsic factors, such as external rewards, and intrinsic factors, which stem from personal interest and satisfaction.
The fear of making mistakes when speaking a foreign language can lead to significant anxiety among learners, often resulting in a sense of failure in their language acquisition journey (Bashir et al., 2011) According to Woodrow (2006), this anxiety negatively impacts the speaking performance of English as a Foreign Language (EFL) students Many learners are overly cautious about errors, which can hinder their willingness to speak English in front of peers and teachers Consequently, speaking anxiety can manifest in classrooms with varying levels of language proficiency.
Doff (1998) emphasized that improving speaking skills is contingent upon developing listening abilities, as learners must comprehend spoken language to engage in effective dialogue Shumin (1997) noted that listening is crucial for students to respond appropriately during conversations, highlighting the interdependence of speaking and understanding Without a solid grasp of what is communicated, students struggle to provide meaningful replies, reinforcing the close relationship between speaking ability and listening skills.
2.2.1.4 Various individual and social factors
Academic motivation is influenced by various individual and social factors, including the school curriculum, job opportunities post-graduation, future expectations, and the distinctiveness of learning and testing environments Intrinsic motivation is crucial for students to engage and exert effort in their studies Conversely, extrinsic motivation, which significantly impacts job prospects, is shaped by factors such as the likelihood of securing a good job, teacher attitudes, income levels, learning environment suitability, and availability of teaching materials Additionally, students often have strong connections with their parents, making parental involvement essential in motivating students to excel in college.
Students have varying learning needs, and factors such as hunger, thirst, or fatigue can significantly hinder their ability to concentrate An uncomfortable environment further distracts students from lectures, while frequent criticism from teachers can lead to feelings of shame and low self-esteem To foster a more effective learning atmosphere, educators should implement strategies that address these needs and promote higher levels of satisfaction By providing encouragement and opportunities for growth, teachers can help students achieve better focus and self-actualization in their learning journey.
Students' perceptions of their well-being, which encompasses factors like mood, emotional state, and interpersonal relationships, play a crucial role in their learning experience Enhanced life satisfaction fosters a more comfortable environment for students, enabling better engagement and performance in learning English speaking skills Key elements contributing to perceived well-being include enjoyment in daily activities, positive self-concept, financial stability, and strong social connections To improve student satisfaction and motivation, teachers must recognize and support these well-being factors, as they significantly influence academic expectations and overall educational outcomes (Duffy & Ketchard, 1998).
Emergent motivation in students arises from their connection with work, leading to self-expression, exploration, and creativity By tackling new challenges and making meaningful contributions, students discover personal rewards To foster this emergent motivation, teachers should implement diverse learning systems that accommodate individual differences This approach enhances students' perceptions of personal effectiveness and the learning environment, ultimately increasing their desire to engage in various courses and find satisfaction in their educational experiences.
Research indicates that conscientiousness and achievement motivation are positively correlated with Grade Point Average (GPA), suggesting that conscientious students tend to achieve higher academic results due to their motivation levels By assessing achievement motivation, educators can identify students who are likely to reach their full potential and recognize those who may require additional support This awareness allows teachers to tailor their approaches to better engage less conscientious students, potentially improving their academic outcomes Furthermore, fostering self-regulated motivation among students can enhance their efforts, supported by targeted interventions (Richardson & Abraham, 2009).
The role of teachers is evolving from merely delivering information to actively managing students' attitudes and the learning environment To achieve clear educational goals, teachers must be empowered to exercise professional judgment in the classroom They should have the opportunity to explore diverse teaching methodologies aligned with strategic objectives and innovative practices Additionally, training is essential to help teachers expand their roles, such as fostering interactive speaking environments for students to collaborate and share ideas effectively Teacher-related factors are crucial in motivating students to enhance their English learning experience.
2.2.2.1 Subject knowledge and motivational level
Teachers' professional knowledge and motivational levels play a crucial role in inspiring students to excel academically This influence is particularly significant as it shapes high school students' aspirations for future employment and pride in graduating with their peers In college, students are further motivated by teachers' expertise in their subjects, their sense of humor, engaging teaching methods, and the academic support they provide.
Improving the qualifications of university teachers is essential, as they serve as role models for students and must embrace new teaching methodologies According to Celikoz (2010), diverse campus environments require supportive structures for educators, emphasizing that effective teaching extends beyond subject knowledge and classroom management Shulman (1987) introduced the concept of "pedagogical content knowledge" (PCK), which combines content expertise and pedagogy to enhance student understanding This approach is particularly vital for addressing the unique challenges faced by EFL learners, ensuring that topics are effectively discussed, represented, and tailored to meet various interests and abilities.
Strategy used for teaching English speaking skills
A strategy is a structured plan aimed at achieving specific goals, particularly in the context of teaching and learning It involves collaborative activities between teachers and students that enhance the effectiveness and efficiency of the learning process Teachers are responsible for designing these strategies, while students actively engage in the learning activities outlined The term 'strategy' originates from the ancient Greek word 'strategia,' highlighting its historical significance in planning and execution.
In the realm of education, 'generalship' or 'the art of war' refers to the strategic approach teachers take to create an engaging learning environment According to Silver (2007), the primary objective of teaching is to foster a collaborative conversation among learners, unified by a common core Teaching strategies, which encompass various methods educators employ, are vital for achieving this goal Silver emphasizes that strategies serve as essential tools for designing thoughtful lessons, invigorating classroom experiences, equipping students with skills for success in achievement tests, facilitating consistent gains in student performance, and providing diverse knowledge to learners.
2.3.2 Strategies used by teachers to reduce negative effects on students’ speaking skills
Form the perpective of education policy, it is relevent to examine the impact of teachers’ attitudes, beliefs and teaching practices on students’ speaking skills (OECD,
In examining the pedagogical context for student learning, it is crucial to differentiate between teachers' attitudes and beliefs, and their teaching strategies Both teaching practices and underlying beliefs are integral to understanding the cultural and pedagogical traditions that influence educational outcomes (OECD, 2009).
Gustafson (2015) suggested some strategies for teachers to reduce negative effects on students’ speaking skills These strategies included as follows: ỉ Creating the right environment
Creating a comfortable and humorous environment is essential for motivating students to share their ideas and communicate in English Teachers can foster this atmosphere by incorporating humor and friendliness, which encourages students to take risks in their communication An engaging and supportive classroom community enhances students' willingness to participate and collaborate effectively.
To foster a comfortable and confident learning environment, teachers should prioritize building a sense of community during speaking hours Allowing students to select their own topics and partners for practice, role-play, and discussions enhances their engagement and cooperation When students are genuinely interested in their subjects and have a good rapport with their partners, they are more likely to enjoy learning speaking skills Additionally, teachers should encourage students to change partners and interact with different classmates, which further enriches the learning experience Ultimately, the teacher's role is crucial in implementing effective strategies to cultivate this sense of community.
According to Nunan (2003), incorporating pair and group work in the classroom is essential for building students' confidence and encouraging them to speak English during lessons Group discussions enhance learning by providing numerous benefits, as students often feel safer and more comfortable sharing responsibilities in a collaborative environment (Phillips, 1992) This notion is further supported by Suwantarathip and Wichadee (2010), who found that students experience reduced anxiety and foster a sense of community when engaging in group activities, ultimately leading to a more relaxed learning atmosphere.
A positive teacher-student relationship significantly enhances students' motivation to develop their speaking skills When students feel comfortable communicating with their teachers, they are more likely to ask questions and share their ideas, ultimately boosting their confidence in speaking.
In 2009, a study emphasized the importance of teachers understanding their students' expectations and challenges in learning English speaking skills Teachers should invest time in researching each student's interests and difficulties, ensuring they provide support not only to engaged and active learners but also to anxious students, helping them overcome their speaking challenges.
Tsiplakides (2009) suggested some strategies for teachers to help their students overcome anxiety and reduce the negative effects on speaking skills These strategies included as follows: ỉ Project work
According to Tsiplakides (2009), teachers should regularly incorporate pair or group work into their lessons, assigning projects that encourage student collaboration and personal engagement This approach allows students to prioritize communication over accuracy, enhancing their speaking skills Additionally, to mitigate anxiety, teachers are advised to select engaging topics that resonate with students' interests and real-life experiences, such as popular idols or current events When students are interested and knowledgeable about the subjects, they are more likely to feel confident and enthusiastic about participating in speaking activities, thereby fostering cooperative learning.
Cooperative learning is an effective strategy for teachers to alleviate students' anxiety regarding speaking skills, as it fosters a comfortable and confident environment through small group interactions In such settings, students can seek clarification on instructions and share ideas without the fear of making mistakes Role-play activities further enhance this experience, allowing students to practice speaking in various social contexts and assume different roles, which significantly improves their speaking skills Ultimately, creating a supportive classroom atmosphere and a strong learning community is essential for developing students' confidence in their speaking abilities.
Creating a collaborative learning community can significantly reduce students' anxiety about making mistakes, as highlighted by Gregersen (2003) Tsiplakides’ case study (2009) further supports this by showing that a "friendly classroom" allows students to focus on expressing their ideas without fear of errors To foster this environment, it is recommended that teachers implement Communicative Language Teaching (CLT) in speaking classes, ensuring that English is the sole medium of communication This approach enhances teacher-student interaction and encourages greater student participation.
Effective teacher-student interaction is crucial for fostering a comfortable learning environment that enhances students' speaking skills The communication methods employed by teachers significantly influence students' feelings and engagement To create an enjoyable atmosphere, teachers should focus on making students feel at ease before diving into lessons Offering rewards can further encourage participation, while positive feedback and constructive comments serve to motivate students during speaking activities It's essential for teachers to exhibit patience, allowing students to complete their speaking tasks before addressing any mistakes, and to utilize indirect correction rather than interrupting with direct feedback during their speech.
This strategy is highly effective in correcting students' mistakes without diminishing their confidence Gregersen (2003) suggests that teachers should avoid interrupting students for direct corrections, as this can distract them from effective communication Instead, it is recommended that teachers provide feedback and corrections after the speaking task is completed, allowing students to focus on expressing their ideas rather than worrying about grammar and pronunciation errors.
(2009) concluded that it can be helpful for shy students to overcome anxiety if the teacher provides more indirect ways of correction, for instance, positive reinforcement or feedback ỉ Instructional practices
Teachers can effectively reduce students' anxiety during speaking tasks or oral tests by carefully selecting the format, such as interviews, presentations, or role-plays It's crucial for educators to choose test types that align with students' interests and prior knowledge, allowing them to express their ideas confidently One widely used method is the oral interview, which can be conducted individually or in pairs, helping to alleviate anxiety across all proficiency levels Additionally, students may not always require extensive preparation for interviews, making this approach more accessible and less intimidating.
2006) Oral interview is considered a form of discussions or conversations that students are able to practice with classmates or with their teacher
Students can enhance their speaking skills by conducting interviews with various classmates on selected topics, while the teacher provides a rubric to clarify evaluation criteria This approach allows students to prepare their own questions, fostering both in-class and out-of-class practice Additionally, interviews promote socialization among students After completing the interviews, each student presents their findings to the class, creating an engaging learning environment filled with relaxation, music, and laughter.
METHODOLOGY
Introduction
This chapter outlines the research methodology utilized in this study, starting with the research design aimed at addressing the questions posed in Chapter 1 It details the research site of the study and describes the sample and sampling procedures, including the questionnaire and interviews conducted with students The chapter further explains the data analysis methods for the collected questionnaire and interview data, and outlines the research instruments used to gather responses Lastly, it discusses the validity and reliability of the research questions developed and the data collected throughout the study.
Research design
This study utilized a mixed-methods approach, combining both qualitative and quantitative data collection As noted by Mackey and Gass (2011), qualitative research aims to provide in-depth descriptions, while quantitative research focuses on measurement through frequencies, scores, and ratings To facilitate this mixed-methods approach, a questionnaire and semi-structured interviews were employed.
The questionnaire, originally developed by Hamad (2013), was adapted by the researcher to better suit HUTECH students, reducing it to four groups of questions: student-related factors, teacher-related factors, curriculum/textbook-related factors, and class-related factors This modified version comprises 59 items that address factors negatively impacting students' speaking skills and strategies to mitigate these effects The questions are structured using a four-point Likert Scale to gauge agreement, following Hamed's framework.
In 2020, a four-point Likert scale was utilized in a survey to assess students' agreement or disagreement regarding negative factors affecting their speaking skills, intentionally excluding a neutral choice to encourage thoughtful responses (Leung, 2011) This approach aimed to prevent students from opting for a neutral response due to laziness in reading the questions Additionally, the TALIS survey evaluated beliefs about teaching using a similar four-point scale, ranging from 1 = “strongly disagree” to 4 = “strongly agree.” The survey responses across different countries helped identify fundamental dimensions of teacher attitudes and beliefs (OECD, 2009).
The questionnaire was meticulously prepared and assessed for validity and reliability through pilot testing with a group of twenty students using Google Forms This crucial step ensures the accuracy and authenticity of the research findings before distributing the survey to HUTECH students Additionally, the use of close-ended questions facilitates the coding of numeric values, allowing for effective statistical data analysis, as recommended by Creswell.
In this paper, a mixed method of both qualitative and quantitative was applied Therefore, the process of collecting the data consisted of two stages
In the initial phase of the study, a questionnaire was distributed to 180 students across four classes to gather quantitative data Griffee (2012) highlights the effectiveness of questionnaires for collecting information from large student groups The questionnaire utilized a Likert scale format to capture student responses, with data analysis conducted using SPSS 22.0 software According to Saunders, Lewis, and Thornhill (2009), a robust research methodology is essential for any study The primary goal of this quantitative research is to qualify the data, enabling the measurement of views, perceptions, and responses from the sample population.
In the second stage of the study, twelve volunteers from various majors participated in semi-structured interviews to gather qualitative data, aiming to cross-check and enhance the accuracy of the findings, as noted by Bouba and Atkinson.
In 1995, it was noted that certain subjects are more effectively explored using quantitative methods, while qualitative methods may yield better outcomes for others However, in some instances, employing a combination of both approaches can enhance the validity and reliability of the results.
Research site
This study was conducted at Ho Chi Minh City, University of Technology (HUTECH) in the first semester of the 2020 - 2021 academic year
In today's globalized world, mastering English has become essential for connecting people, cultures, and businesses At HUTECH, students recognize the importance of enhancing their English communication skills, leading to the implementation of general English classes for non-English majors from their first to third academic years These courses, ranging from elementary to intermediate levels, require students to complete six levels, from ENC101 to ENC106, each comprising 3 credits and 45 periods The curriculum focuses on four key skills: listening, reading, writing, and speaking, with each skill taught over an 8-week period in alignment with the syllabus.
English is a compulsory subject in the curriculum, yet many students, particularly those in non-English majors, find it difficult and uninteresting The lack of speaking skills assessment in final examinations diminishes their motivation to learn these skills, contributing to the challenges in teaching and learning English, especially in speaking.
Teachers at HUTECH face challenges due to the diverse English levels of students from various regions, making it difficult to teach effectively in overcrowded classes of over 50 students The fixed seating arrangement hinders speaking skill development, while most instructors rely on traditional teaching methods that emphasize grammar and vocabulary Additionally, excessive use of Vietnamese during lessons limits the time available for effective speaking practice.
Sample and sampling procedure
A study involving 180 non-English major students from HUTECH was conducted, focusing on third-year students selected through convenient sampling from four different classes This sampling method, as defined by Dornyei (2007), is a non-probability approach that allows researchers to efficiently choose participants who are accessible, available, and willing to engage in the survey The selected students responded to close-ended questions aimed at addressing the first research question, optimizing both time and cost for the study.
The selection of students for this study was based on convenience, irrespective of their age, years of schooling, or field of study This approach aims to gather extensive insights into the perceptions and challenges faced by English learners with low fluency, as well as the awareness and difficulties experienced by those who have achieved a certain level of proficiency, particularly in speaking Furthermore, utilizing convenient sampling allows the researcher to save time, effort, and resources while maximizing data collection efficiency.
Twelve students from four diverse majors voluntarily participated in interviews to provide open-ended responses, addressing research question 2 and enriching the insights gathered from the questionnaire.
As can be seen in the Table 3.1 below, the participants who took part in the survey were 167 non-English majored students at HUTECH including 80 males and
The study focuses on 87 female third-year students aged 20 to 22, representing four different majors: Marketing, Business Administration, Logistics, and Control Engineering and Automation Most of these students have dedicated over eight years to learning English, making them well-equipped for advanced language proficiency.
3 years learning non-major English at HUTECH Therefore, they are the most suitable particiants to take part in the survey
Table 3.1 Demographic characteristics of students as research participants
Research instruments
A mixed-method design, incorporating both quantitative and qualitative approaches, was utilized as the primary research instrument Data was collected through questionnaires and semi-structured interviews To ensure the validity and reliability of these tools, the questions were initially reviewed by an expert in language studies and subsequently modified by the researcher based on supervisory feedback, ensuring their relevance to HUTECH students.
The questionnaire was chosen as a primary research instrument for several reasons Firstly, it is widely recognized as the most effective data-gathering tool across various disciplines, particularly in education Secondly, as noted by Griffee, its popularity stems from its ability to efficiently collect and analyze data.
The 2012 questionnaire is highly effective for collecting data from large groups, such as classes or student populations Designed using the Likert scale format, the statements are crafted based on research questions and pertinent literature To ensure clarity and accuracy in responses, all questions were translated into Vietnamese, minimizing potential misunderstandings among students.
The questionnaire began with an introduction outlining the study's objectives and included a thank-you message to encourage participation It emphasized the confidentiality of participants' personal information and responses The questionnaire was divided into three main sections.
- Part A: General questions on participants’ personal information
- Part B: Specific question items on factors negeatively affecting non-English majored students’ speaking skills
- Part C: Specific questions on strategies teachers should use to help students reduce the negative effect on speaking skills
The questionnaire comprises three sections with a total of 59 items (see Appendix A) The statements were crafted based on the research questions of this study and insights from the relevant literature review To enhance the relevance of the current research, the researcher adapted the wording to fit the specific context of the study.
+ In Part A, HUTECH non-English majored students were required to give their personal information including age, gender, major as well as years of learning English
In Part B of the study, students responded to 38 items regarding factors that negatively impact their speaking skills, using a four-point Likert Scale ranging from '1' for Completely Disagree to '4' for Completely Agree Selected items, specifically No 4, 12, 13, 14, 15, 16, 20, 23, 24, 25, 26, 32, 33, and 35, were adapted from Hamad's 2013 research on factors affecting speaking skills at Saudi Colleges for girls in the South, while the remaining items were developed by the researcher based on a comprehensive literature review and the current research context.
+ In Part C, the students were expected to answer 21 question items about
To mitigate the negative impacts identified in part B, teachers should implement effective strategies A Likert Scale with four response options was utilized to gather student feedback, ranging from '1' for Not necessary at all to '4' for Very necessary The survey items were self-designed, extending beyond the current study's research questions and relevant literature review.
A semi-structured interview was utilized as a qualitative tool to analyze the responses of twelve students, aiming to compare these findings with questionnaire results The interview questions, developed by the researcher under supervision, were aligned with relevant literature and research objectives, featuring nine open-ended questions addressing the interviewees' backgrounds, factors hindering their speaking skills, and effective teaching strategies to mitigate these challenges To ensure comprehension among non-English major students, the questions were translated into Vietnamese The researcher recorded the interviewees' responses in Vietnamese before translating them into English for analysis.
The researcher conducted interviews with groups of two to four students, categorized by their majors: four in Logistics, three in Marketing, three in Business Administration, and two in Control Engineering and Automation These interviews took place in a calm environment at the Hutech library (campus B) and in classrooms after classes.
The study involved participants answering nine open-ended questions, allowing for a flexible interview process where students could express their own thoughts and ideas This approach, as noted by Creswell (2009), not only saved time but also enabled the researcher to explore a wider range of responses Nation and Newton (2009) emphasized the importance of conversation and discussion in research, leading to the development of discussions and recommendations based on the findings from both the questionnaire and interview results.
Data collection procedures
Data collection took place over two weeks at the end of December during the 2020-2021 academic year, coinciding with the conclusion of the first semester when students had free time A total of 180 questionnaires were distributed to third-year students across four different classes at HUTECH campuses B, U, and E, including two classes taught by the researcher and two by colleagues to ensure a diverse range of opinions Students were given approximately twenty minutes during their break to complete the questionnaire Ultimately, 167 fully completed responses were collected, with 13 questionnaires deemed inappropriate and discarded.
Semi-structured interviews were conducted with 12 volunteer students to validate and expand upon the questionnaire responses, aiming to gather additional insights and strategies for mitigating the negative effects identified The researcher began each interview by explaining its purpose and emphasizing the importance of the students' cooperation, assuring them that their information would remain confidential This approach fostered a friendly and relaxed atmosphere, ensuring privacy and minimizing disturbances, as recommended by Denscombe (2003).
Data analysis procedures
The quantitative analysis of the collected data was conducted using SPSS 22.0 software, focusing on descriptive statistical analysis to calculate the mean and standard deviation This approach allowed the researcher to identify the factors most influencing English speaking skills According to Mackey and Gass (2011), descriptive statistics offer a comprehensive overview of the data, enhancing the researcher's understanding of the dataset The questionnaire employed a Likert scale to interpret the data, with SPSS analyzing the quantitative results in terms of mean, standard deviation, and frequency The mean scores indicated the extent to which factors negatively impacted students' speaking skills, categorized as follows: 1.0 - 1.75 (Completely disagree), 1.76 – 2.50 (Disagree), 2.51 – 3.24 (Agree), and 3.26 – 4.00 (Completely agree).
Besides, the meaning of the mean scores for the strategies to reduce negative effects used was interpreted as follows: § 1.0 - 1.75: Not necessary at all § 1.76 – 2.50: Not very necessary § 2.51 – 3.24: Necessary § 3.26 – 4:00: Very necessary
Thematic analysis was utilized for qualitative data analysis from interviews, allowing for the identification of patterns and themes (Braun & Clarke, 2006) Interviewees were coded as S1 to S12, facilitating easier data organization The researcher reviewed the interview responses to pinpoint similarities and differences, grouping participants based on common themes like "pronunciation," "grammar," and "speaking environment." This grouping enabled a comparative analysis with questionnaire responses, highlighting variations among student answers.
The methods and processes of data analysis referring to the research questions and instruments for the whole study were summarized in the Table 3.2 below:
Table 3.2 Methods of data analysis in referring to the research questions and instruments
Research questions Instruments Data analysis
RQ1: What are the factors negatively affecting non-English majored students’ speaking skills?
+ Quantitative analysis Descriptive statistics + Qualitative analysis
RQ2: From students’ perpectives, what should EFL teachers do to help students reduce the negative effects of those factors on speaking skills?
+ Quantitative analysis Descriptive statistics + Qualitative analysis Content analysis
For data analysis procedure, mixed-method approach was employed to analyze both quantitative and qualitative data According to Fraenkel, Wallen and Hyun
In 2012, a mixed-methods approach combining qualitative and quantitative research offers three key advantages for researchers Firstly, it enables a clear understanding of the relationships among various variables Secondly, it allows for a detailed investigation into these relationships Lastly, it facilitates the confirmation and cross-validation of the connections between the variables.
The researcher analyzed the data and presented findings that shed light on the challenges faced by non-English majored students in improving their speaking skills He offered solutions and recommendations to help these students enhance their English proficiency Additionally, the research provided valuable insights for teachers, enabling them to better understand their students' difficulties As a result, educators can create more supportive speaking environments, fostering greater confidence in their students' speaking abilities.
Reliability and Validity
To enhance the reliability and validity of the research instruments, the researcher initially crafted the questionnaire and interview questions in English Subsequently, these materials were translated into Vietnamese, ensuring that all students could easily comprehend and respond efficiently.
Before conducting the survey, a pilot test of the questionnaire and interview questions was carried out using Google Forms with twenty students to ensure their validity To assess the reliability of these tools, the widely recognized Cronbach's Alpha method was employed Additionally, the factors involved in the survey were analyzed to evaluate the singular focus of each question within the group questionnaire.
In this study, the Cronbach’s Alpha α of the whole questionnaire was at 947
The reliability of the questionnaire demonstrated high consistency, with Cronbach’s Alpha values of 944 for factors negatively impacting students' speaking skills and 827 for the strategies teachers can implement to mitigate these negative effects, as illustrated in Table 3.4.
Table 3.3: Cronbach’s Alpha indexes of the questionnaire items for students
No Content Number of items α
2 Factors that negatively affect non-English majored students’ speaking skills 38 944
3 Strategies teachers should use to reduce the negative effects 21 872
To ensure the trustworthiness of the data in this study, the researcher employed the triangulation technique, which enhances reliability by allowing for comparison and cross-checking of findings across multiple data sources Meong (2008) emphasizes that triangulation is an effective method for validating data, while Sugiyono (2009) highlights its purpose in deepening participants' understanding of the examined subject rather than solely determining the truth of social phenomena.
Triangulation enhances the reliability of research by cross-checking data from multiple collection methods In this study, the researcher utilized both surveys and interviews to gather data The survey aimed to identify factors negatively impacting students' speaking skills and strategies teachers can implement to mitigate these effects Following the survey, interviews were conducted with students to gather insights on the application of these teaching strategies at HUTECH To ensure the validity of the interview data, the researcher compared the findings with the survey results, which served as the primary focus of the study.
Ethical issues
When conducting research using questionnaires and semi-structured interviews, it is essential to adhere to two key ethical principles First, participants must be informed about the study's purpose and the research subject, ensuring their voluntary participation (Vetenskapsrådet, 2017) Second, researchers must protect participants' personal information by maintaining the anonymity of all responses in the transcription, preventing any answers from being linked to specific individuals (Vetenskapsrådet, 2017).
This study focuses on identifying the factors that negatively impact the speaking skills of non-English majored students at HUTECH To maintain relevance, the survey did not collect personal information such as age, gender, major, ethnicity, or years of English study.
In this study, qualitative data was collected in the participants' native language, allowing for more accurate transcription into English Ethical considerations were reiterated, and participants provided consent for the interviews, with assurances that their personal information would remain confidential and used solely for research purposes (Vetenskapsrådet, 2017).