OVERVIEW OF THE STUDY
Rationale of the study
In today's globalized world, English has become a crucial language for social and professional advancement, particularly in developing countries like Vietnam, where mastering English opens doors to better job opportunities and partnerships with international firms Companies increasingly seek bilingual employees to overcome communication barriers and stay competitive in the global market As technology advances, proficiency in listening and writing skills is essential for careers in translation, marketing, and education However, many students, particularly in Vietnam, struggle with oral communication and listening due to a curriculum that emphasizes grammar over practical language use This gap highlights the need for a focus on active communication skills, as studies show that a significant portion of our communication time is spent listening and speaking To address these challenges, my research on the factors influencing English oral communication skills among first-year English majors at Thuongmai University aims to provide insights and solutions to enhance their communication abilities.
As a result, it would enable students to provide an effective learning approach to achieve the best outcome.
Previous studies
The investigation into the factors influencing English oral communication skills among first-year English majors at Thuongmai University involved a thorough review of existing literature, including studies by both foreign and Vietnamese authors This research identified key themes and insights relevant to the topic, leading to the selection of several significant studies for further analysis.
Willingness to communicate (WTC) is defined as an individual's general personality orientation towards talking, significantly influencing second language (L2) and foreign language (FL) acquisition Researchers like McCroskey and colleagues have highlighted that WTC encompasses personality traits and varies across different communication contexts MacIntyre and Charos further explored this concept, identifying factors such as motivation, attitude, psychosocial variables, cognitive capacity, and L2 anxiety that affect communication frequency Anxiety can lead to negative feelings, impacting students' ability to concentrate and communicate effectively Numerous studies indicate a negative correlation between L2 WTC and anxiety, underscoring the importance of communicative readiness, which is the willingness to engage in speaking with others in L2.
& Cope, 1986; MacIntyre & Gardner, 1989, 1991a, 1991b), anxiety about foreign languages may be a predictor of success in foreign language learning
Acquiring a new language can significantly influence local language and culture, as communication in a second language (L2) is shaped by interpersonal relationships In educational settings, teachers can gather and analyze information to uncover students' core beliefs and practices, leading to enhanced oral communication skills The primary goal of communication is to exchange information, overcome barriers, and explore diverse cultures Research indicates that improving communicative competence can positively affect students' willingness to communicate (WTC), with students more likely to engage in discussions when they feel competent Furthermore, communication activities not only allow learners to practice the language but also influence their WTC and their connection to the target language community and broader international contexts.
Aims of the study
This study aimed to assess the current state of English oral communication skills among first-year students at Thuong Mai University (TMU), analyze the factors affecting these skills, and offer effective learning techniques based on the findings to help students improve their proficiency in oral communication.
In order to meet the aim of the study, the following research questions are conducted:
1 What is the current situation of learning speaking skills of first-year students at TMU?
2 What factors influence first-year English students’ ability to develop their oral communication skills?
Research subject
This study examines the challenges faced by 100 first-year English students at TMU in developing their oral communication skills, specifically within the context of Business English.
Scope of the study
This research highlights the communication challenges faced by first-year students at the English Faculty of Thuong Mai University These difficulties are influenced by various factors that affect students' oral communication skills in English The study specifically examines the primary issues encountered during English speaking practice It is important to note that the findings are based on a sample of only 100 first-year students from the English Department, and do not encompass the entire student body at TMU.
Research methodology
The study employs questionnaires as a primary research tool, widely favored by researchers for data collection These questionnaires consist of a series of questions sent to participants, who are then asked to complete them Researchers can utilize two types of questionnaires: close-ended, where students select from provided answers, and open-ended, which invites participants to express their thoughts freely While researchers must carefully plan the questions, they cannot influence participants' choices, ensuring that feedback is authentic and in the respondents' own words This method effectively gathers valuable insights from students.
Increasingly, researchers are adopting this approach for data collection due to its quick implementation By directly obtaining information from objects, this method proves effective in acquiring accurate data Consequently, analysts benefit from real-world interactions, which facilitate easier data interpretation and yield more reliable results.
Here is how the study applies this method:
A selection of 100 freshmen from the English Faculty at Thuongmai University will participate in a questionnaire designed to assess the factors influencing their speech skill development These first-year students have limited experience in fluent oral communication in English.
This research aims to collect valuable insights into the key factors influencing students' oral communication skills through a comprehensive survey The survey is divided into three sections: the first explores students' mindsets regarding the four primary language skills, with a focus on their speaking abilities The second section examines the current practices of oral communication among students and identifies the underlying causes of their performance Finally, the third section addresses students' perspectives on the challenges they face in English oral communication.
An online interview was conducted with 10 K57N students through video calls on Facebook to gather authentic insights During the session, the researcher prompted students to assess their English speaking proficiency and share their challenges in mastering English oral communication skills.
In summary, the analysis of the data will reveal the final figures, enabling the implementation of specific techniques and strategies designed to help students improve their skills more effectively.
Organization of the study
The thesis consists of four chapters as following:
Chapter 1: Overview of the study
This chapter provides an overview of the research, encompassing six key components: the rationale behind the study, its objectives, the subjects involved, the scope, the methodology employed, and the overall organization of the study.
LITERATURE REVIEW
Oral communication skills
Oral communication is a vital skill closely tied to listening and pronunciation, essential for students to grasp English sounds According to Tarigan (1990), it is a language ability developed in childhood, rooted in listening skills, and is one of the four core competencies students can master Despite having a rich vocabulary and strong writing skills, many students encounter challenges in speaking due to a fear of making mistakes This fear hinders their ability to engage effectively in conversations, highlighting the importance of fostering oral communication skills in the learning process.
Oral communication can be understood through two primary approaches: the bottom-up approach and the top-down approach The bottom-up viewpoint, as described by Bygate (1987), emphasizes motor perceptual abilities and defines oral communication as the production of auditory signals designed to elicit verbal responses from listeners This approach focuses on the systematic combination of sounds according to language-specific principles to create coherent utterances, aligning with audio-lingual methods Consequently, the bottom-up approach to teaching speaking advocates starting with the smallest units, such as sounds, and progressively advancing to dialogues through the mastery of words and sentences (Cornbleet & Carter).
The traditional approach to oral communication often overlooks its interactive and social dimensions, focusing primarily on psychomotor skills This can hinder the transition from classroom learning to real-world application Bygate advocates for a model of speech that emphasizes interactional capabilities, highlighting that oral communication is inherently a two-way process involving the exchange of thoughts, knowledge, and feelings According to Eckard and Kearny (1981), Florez (1999), and Howarth (2001), spoken texts emerge from collaboration among participants in a shared context Proponents of this perspective argue for empowering learners to engage in spoken discourse from the outset, enabling them to develop their skills organically, rather than merely training them to construct well-formed sentences (Nunan, 1989).
Oral communication involves the process of creating and sharing meaning through both verbal and non-verbal symbols across various contexts (Chaney, 1998) This definition highlights the importance of effective communication skills in educational settings, particularly for students in grades K-8.
Oral communication, as defined by Luoma (2004) and others, is an interactive process that involves generating, collecting, and transmitting information, emphasizing its dynamic nature The context—comprising the participants, physical setting, and purpose—shapes its form and interpretation, making it inherently spontaneous and adaptable In contrast, expression may not always be as unpredictable or fluid.
Language functions can be identified as recurring patterns in specific discourse contexts, highlighting the importance of oral communication as the learner's ability to express themselves coherently, fluently, and accurately This research emphasizes the need to examine various aspects of speech ability, which can present challenges but also provide insights for developing effective educational exercises aimed at enhancing learners' interaction skills in real-life situations.
Speech is a form of oral communication that conveys information through sentences It involves the use of words, guided by the speaker's intentions, to facilitate communication between individuals This process allows for the expression of emotions, the exchange of ideas, and the sharing of feelings and intentions, fostering engagement and connection.
In today's era of economic growth, strong English speaking skills are essential, making them a valuable asset for job seekers and employees alike Government agencies and educational institutions often seek fluent English speakers, while companies require proficiency to engage effectively with international clients Students who possess good English communication skills are more likely to excel academically, secure employment, and advance in their careers.
The importance of oral communication skills
Oral communication skills are essential for effective verbal expression and differ from reading, writing, and listening as they involve a combination of various factors to articulate thoughts Unlike inherited traits, these skills are developed through the communication process, allowing learners to master different behaviors As emphasized by Shumin (2002), oral communication deserves equal focus as literary skills in both mother tongue and foreign language learning The primary goal of learning a foreign language is to communicate effectively, with Nunan (1991) noting that mastery of oral communication is vital for success in language acquisition To build confidence in their oral skills, language learners must engage in consistent practice Furthermore, recent studies indicate that oral communication skills also enhance the development of reading, writing, and listening abilities.
Oral communication is the most essential skill among listening, reading, and writing, as it helps students enhance their vocabulary, syntax, and sentence formation It plays a vital role in enabling learners to articulate their thoughts and emotions effectively, fostering debate and dialogue Proficiency in oral communication is not only crucial in educational settings but also opens doors to various opportunities in the broader community, especially for those fluent in multiple languages Strong speech skills are fundamental for career success and personal growth, as they empower individuals to set and achieve clear goals through collaboration.
Characteristics of oral communication skills
Bygate highlights the significance of oral communication competence, emphasizing that it has not been as thoroughly studied as reading or writing He argues that speech lacks recognition as a distinct discipline, noting that oral communication is a synthesis of various components Unlike prose, speech is often unplanned, contextualized, casual, and interactive, with speakers typically lacking the time to organize their thoughts Bygate points out that oral language is characterized by features more typical of speech than writing, such as the use of clauses and brief, expressive utterances Everyday conversations often involve informal vocabulary and grammar, relying on simple connectors, while written language is more structured with clause subordination Additionally, spoken language frequently includes utterance repetition and expressions that correct or clarify meaning.
Oral communication skills are essential for initiating and maintaining effective dialogue, significantly influencing the success of conversation participants According to Turner (1998), assessing oral communication should focus on performance-based scales and criteria derived from the speakers' actual communicative abilities.
According to Jack C Richard (2015), oral communication occurs in three main types of situations: interactive, partly interactive, and non-interactive Interactive communication involves multiple speakers, such as conversations among friends at a café Partly interactive situations, like classroom teaching, allow for some level of engagement between the teacher and students, where the teacher explains concepts and prompts students to participate In contrast, non-interactive communication is characterized by monologues, where the speaker does not engage with the audience, such as a television presenter delivering information without direct interaction.
Factors affecting English oral communication skills
Oral communication is a vital skill used in daily conversations, but mastering English oral communication can be challenging Various factors contribute to the difficulties in achieving fluency, including psychological and linguistic influences Research by Mahripah (2014) and Elhadi Nasr Elhadi Mustafa (2015) highlights key obstacles encountered during the process of learning to speak English effectively.
Psychological factors play a crucial role in influencing students' ability to learn second or foreign languages, particularly in speaking Therefore, it is essential to examine various psychological causes based on different theories that impact language acquisition.
Student motivation to learn a language is crucial, as it encompasses both the desire to learn and the effort required to achieve proficiency (Ortega, 2009) This motivation can be categorized into two main types: communicative needs and attitudes toward the culture of the language being learned (Lightbown & Spada, 2001) Students are often driven to learn a second or foreign language to meet their social and career aspirations, necessitating a positive attitude toward speakers of that language According to Gardner (2001), integrative motivation is the most significant factor influencing language learning, influenced by students' effort, investment, enjoyment, and their interactions with teachers and learning materials Additionally, a student's mindset regarding their goals plays a vital role in their motivation, affecting their engagement in language learning activities, such as oral communication classes (Al Othman & Shuqair, 2013).
According to Mustafa (2015), students often experience fear and anxiety about making mistakes while speaking English, particularly in front of lecturers or the class, which leads to feelings of shyness This fear is rooted in their desire to communicate correctly, and two students noted that their shyness is influenced by their cultural background, identifying as inherently shy individuals.
Students often experience a lack of confidence in their English-speaking abilities, particularly when communicating with those who possess superior oral skills, such as lecturers or native speakers This can lead to significant hesitation, as they struggle to discern between correct and incorrect usage According to Latha (2012, p.104), many students perceive their English as inadequate simply because they do not speak like native speakers Consequently, they tend to remain silent until they feel confident that their speech matches the proficiency of a native English speaker.
It must be learned before oral communication skills can be developed (Doff,
Effective dialogue requires students to actively engage with what is communicated to them Shumin (1997) reinforces Doff's (1998) assertion that effective communication involves a reciprocal process where the listener actively processes the speaker's message This dual role of being both a speaker and a listener highlights the necessity of understanding in oral communication; without comprehension, meaningful responses cannot occur Thus, the interconnectedness of oral communication and listening is essential for successful interactions.
Al Lawati (1995) identified significant challenges faced by Omani students in their English oral processing, highlighting that difficulties in vocabulary, syntax, pronunciation, and discourse are the most critical issues Instructors noted that these students lack a solid foundation in essential language skills, primarily because their educational programs do not provide sufficient opportunities for learning and practicing new vocabulary Additionally, the limited variety of activities aimed at enhancing oral communication skills, coupled with large class sizes, exacerbates these challenges.
Vocabulary plays a crucial role in English language learning, as highlighted by Mahripah (2014) A diverse and extensive vocabulary helps avoid redundancy and enhances sentence variety, yet many English learners face challenges due to limited vocabulary This deficiency can lead to difficulties in communication with native speakers, resulting in misunderstandings and a lack of engagement in conversations Moreover, a restricted vocabulary hampers both comprehension and speaking skills To communicate effectively in English, it is essential to study vocabulary in conjunction with phonetics, syllables, and contextual usage Thus, building a robust vocabulary is vital for successful communication.
Phonology can be challenging for students to understand due to the discrepancies between English word pronunciation and spelling Additionally, words that sound the same may have different pronunciations based on context.
Pronunciation is the ability to communicate clearly and understandably, as noted by Thornbury (2005) It distinguishes languages like English, German, and French, making it essential for conveying meaning Mispronunciation can lead to misunderstandings or frustration Cook (1996) emphasized that learning a new language involves developing new pronunciation habits that differ from one's native language Effective communication requires attention to pitch, intonation, and stress, as these elements shape the meaning of sentences Therefore, English learners must be mindful of their pronunciation to accurately convey context.
Many non-native English speakers find oral communication challenging due to the complexities of pronunciation and grammar Even native speakers can make errors in spoken English, leading to misunderstandings Trouvain and Gut (2007) note that poor pronunciation can make conversations tedious and uncomfortable for both parties involved This combination of factors contributes to the difficulties that English learners face in mastering effective communication.
Long-term awareness, as outlined by Bachman and Palmer (1996), is crucial for achieving fluency in English Their research highlights that advanced knowledge significantly impacts learners' success However, mastering English pronunciation remains a challenge, particularly when there is a lack of understanding of grammar.
Fluent oral communication in English requires a solid understanding of the language's structure, as noted by Latha (2012) Native speakers typically communicate effortlessly due to their familiarity with the language, although they may occasionally make minor grammatical errors that do not significantly impact the overall context In contrast, English learners, as highlighted by Mahripah (2014), may encounter challenges where their mistakes can alter the meanings of words and create issues within their sentences.
Grammar is a set of rules that governs the structure and organization of words, as noted by Parsons (2004) While language has various laws, individuals often apply different rules in their sentences Just as ingredients are essential in cooking, grammar plays a crucial role in organizing these elements to create effective communication According to Tomita (1996), the purpose of grammar is to enhance the representation of form and context Mastering grammar is essential for constructing coherent sentences and achieving linguistic excellence English learners face challenges not only in vocabulary acquisition but also in mastering oral communication, which is vital for meaningful interaction A thorough understanding of grammar is necessary to speak English correctly and effectively.
Research suggests that having a natural talent for language learning greatly influences the development of language skills Conversely, a lack of such aptitude may hinder the growth of overall language abilities, especially in speech.
Difficulties in learning oral communication skills
According to Brown (1994, p.53), speech is the most challenging skill for students to master, primarily due to the complexities of oral discourse, which include contractions, vowel sounds, reductions, and elision Additionally, the use of slang and idiomatic expressions, along with the crucial elements of stress, rhythm, and intonation, further complicate spoken communication, especially as it often requires interaction with at least one other person.
Spoken English presents a significant challenge due to its reliance on real-time interaction with other speakers Many learners are caught off guard when using their second or foreign language in casual conversations, as they often lack preparation for the simultaneous demands of speech According to Bailey and Savage (1994), oral communication involves the integration of multiple subsystems, making it particularly daunting for language learners For many, mastering oral communication is considered the essential skill in language acquisition.
Effective communication is essential in daily life, encompassing face-to-face interactions, online connections, and various situations such as asking for instructions or engaging with friends Each scenario requires a distinct communication style tailored to the level of formality involved Understanding these nuances is crucial for successful interactions in diverse contexts (Rababa, 2015, p.46).
49) stated that there are numerous factors that contribute to difficulties in oral communication English among EFL learners Any of these variables are related to the learners themselves, while others are related to the instructional methods, curriculum, and atmosphere Many learners, for example, lack the requisite vocabulary to convey their message and, as a result, are unable to maintain the connection Another explanation for not being able to keep the relationship running is a lack of sufficient strategic and diplomatic skills
Many learners struggle with motivation to speak English, often feeling no real necessity to do so Motivation plays a vital role in determining a learner's engagement, effort, and persistence in language tasks (Littlewood, 1984) The development of communicative skills hinges on learners being motivated to express their individuality and interact with others (Littlewood, 1981) Effective language acquisition occurs when learners concentrate on understanding and using the language, rather than solely focusing on its grammatical aspects (Kumaravadivelu, 2003).
Language learners must recognize the challenges of spoken language to improve their overall interaction skills and enhance their oral communication abilities.
Relevant researches
My research has identified several key issues faced by students learning English speech, particularly among those who do not major in the language I have examined various studies conducted both in Vietnam and globally, highlighting the challenges and insights related to this topic.
Research by Ur (1996) identifies four key challenges to effective oral communication among students: anxiety over making mistakes, fear of reprimand, shyness, and lack of effort, which leads to uneven participation in class While some students actively engage, others remain silent, often opting to use their native language instead of practicing a foreign one Additionally, Lukitasari (2003) highlights that learners struggle to enhance their speaking abilities due to inadequate focus on three fundamental language components: vocabulary, grammar, and phonics.
Research by Lawtie in 2004 indicates that mental status significantly impacts speech issues, often driven by emotions like insecurity, shyness, anxiety, and nervousness A lack of self-trust can exacerbate these challenges, making emotional factors essential to consider when engaging with individuals facing difficulties in oral communication.
Rababa'h (2005) asserts that the challenges faced in learning English arise from various factors, including personal attitudes, teaching methods, educational systems, and the surrounding environment Essentially, many learners exhibit a lack of motivation to study English or doubt its importance in their lives.
Hinkel (2005) highlights that challenges emerge in communication when individuals struggle to understand expressions, articulate their thoughts, and convey their intended meaning, ultimately hindering the success of the negotiation process.
Students encounter various challenges in oral English communication, including pronunciation, spelling, vocabulary, inspiration, fear, and humiliation, as noted by Yunita (2014) These factors significantly hinder their ability to effectively communicate in English.
In Mustafa Mubarak Pathan's (2014) research study, "An Overview of Major
Libyan EFL learners encounter various challenges in developing their oral communication skills, including difficulties with pronunciation, the correct use of adjectives and prepositions, and the application of idioms Additionally, they face grammatical and semantic errors, compounded by issues such as limited vocabulary and anxiety.
According to Samira Al Hosni (2014), students face three primary challenges in oral English communication: linguistic difficulties due to limited vocabulary, communication barriers, and cultural issues Many students express their frustration, stating, “We want to speak, but we don’t know the word” or “We do not know how to say it.” Despite extensive grammar instruction, they struggle to form even simple sentences Additionally, the fear of making mistakes, often stemming from concerns about peer judgment, leads to inhibition, with students admitting, “They will laugh at us if we make mistakes.”
RESEARCH FINDINGS AND DISCUSSIONS
Participants of the study
The study focused on 100 first-year English major students from K57N classes at Thuongmai University, aged between 19 and 21 The selection of first-year students was based on two key reasons related to the research objectives.
The quality of English training is a significant concern for both colleges and teachers in the English faculty Despite years of study in secondary and high school, students often struggle with speaking skills, which tend to be the weakest of the four language skills due to a lack of focus on oral communication The basic information of all participants is summarized in the following chart.
Many students studied English for over seven years, but their backgrounds were similar due to their rural origins and a standardized high school curriculum Previously, they had limited opportunities to practice their English skills, resulting in restricted proficiency Consequently, they faced significant challenges in their studies upon entering Thuongmai University.
Chart 3.1 Distribution of student participants by gender
Data collection instruments
The study employed both quantitative and qualitative data collection methods to achieve its objectives, utilizing a questionnaire and semi-structured interviews conducted online through social media platforms like Facebook Detailed descriptions of these instruments are provided below.
The questionnaire is a widely used tool for gathering data on less observable phenomena, including attitudes, motivations, and self-conceptions This method is essential for addressing the three research questions outlined in Chapter [insert chapter number].
1, the researcher used the instrument to investigate the students
The survey questionnaire comprises 20 questions organized into three sections The first section gathers general information about students, while the second section explores the current state of students' English oral skills The third section identifies the challenges students face in learning English, investigates the underlying causes of these difficulties, and suggests potential solutions to enhance English listening skills.
In this study, the researcher utilized online interviews conducted via Facebook video calls with 10 K57N students to gather data on their English speaking skills The interviews aimed to evaluate the students' self-assessment of their speaking levels and to explore the challenges they face in mastering English oral communication The researcher sought to uncover the reasons behind these difficulties, identify additional speaking challenges affecting comprehension, and gather suggestions for potential solutions All participants willingly contributed to the research process.
Procedure of data collection
The data collected from both the questionnaire and interviews were systematically organized and analyzed The questionnaire data underwent both quantitative and qualitative analysis, while the interview data was analyzed qualitatively The findings revealed significant oral communication challenges faced by students at Thuong Mai University.
The survey questionnaire was designed as Google form and sent the link for
The researcher collected and analyzed data from 100 K54N first-year majors after they completed a questionnaire The analysis began immediately following the data collection process.
The researcher chose ten participants who had previously completed the survey questionnaire for in-depth interviews, ensuring that all responses were meticulously recorded for accurate data analysis.
Data analysis
This section presents the statistical results and data analyses to address the research questions of the study Initially, it quantitatively analyzes first-year students' perceptions of the importance of studying oral communication comprehension The subsequent section discusses the oral communication comprehension issues faced by the subjects, utilizing SPSS and percentage data collection for a comprehensive analysis.
3.4.1 Results from the survey questionnaire
3.4.1.1 Students’ assessment of the importance of oral communication skills
The first question is, “What the importance of practicing speaking English in the classroom is?” This question is an assessment of students' perceived importance to English
Chart 3.2 The importance of English
The survey results displayed in the pie chart reveal that a significant majority of students recognize the importance of English for classroom learning Notably, 50% of students, representing 50 individuals, consider English to be very important, while 40% of students, or 40 individuals, deem it important Only 10% of students have a lesser perception of its significance.
Very ImportantImportantNormalUnimportant importance of English is normal (10 students) According to the above results, I appreciate the students' awareness of the importance of English
Many students recognize the significance of English, regardless of their year of study Even first-year students are proactively assessing their English skills By choosing to study Business English, they are preparing to learn a second language alongside their native tongue, which enhances their focus and motivation to improve their English proficiency.
3.4.1.2 Students’ perceptions of the obstacle to practicing English language skills
This article focuses on two key factors impacting the challenges of learning English oral communication skills: psychological and semantic components Each student encounters unique difficulties within these areas, leading to a classification of challenges into four levels: very difficult, difficult, average, and no problem The results of this categorization are illustrated in the accompanying chart.
Chart 3.3 The obstructing factors in practicing English oral communication skills
Chart 3.3 evaluates the significant factors affecting the English oral communication skills of first-year English majors at TMU The data indicates that the differences among these factors are minimal.
At a very challenging stage, pronunciation accounted for 60% of the grade
Motivation Confidence Anxiety Phonology Vocabulary Syntax
No problemNormalDifficultVery difficult
Motivation, fear, vocabulary, and grammar play significant roles in students' language learning, with their importance measured at 40%, 30%, 30%, and 35.6%, respectively Notably, 24% of students identified inspiration as the key factor influencing their choice, making it the most significant among six reasons For those pursuing a specialization in Tourism and Service Administration at the International Training Faculty, understanding their reasons for studying English is crucial in clarifying their educational goals.
The interview question, “Among the stated factors (motivation, confidence, anxiety, pronunciation, vocabulary, and grammar), what factors do you find difficult for you? Explain why?” reveals that many students struggle with these elements due to the high school curriculum's emphasis on grammar and vocabulary Furthermore, the lack of oral communication in vocabulary learning hinders students' ability to acquire language skills effectively.
Currently, sophomores have not been exposed to phonology, thus, they have problems pronouncing, such as wrong pronunciation, incorrect accents, intonation, etc
3.4.1.3 Students’ evaluation on the impact of psychological factors on learning English oral communication skills
The cause of anxiety when oral communication English
The survey reveals that anxiety significantly impacts students' ability to learn English speaking skills This anxiety can be attributed to various factors that become evident when students experience stress during their language learning process.
A recent survey identified three primary factors contributing to students' reluctance to engage in discussions: lack of experience, difficulty articulating thoughts, and fear of making mistakes, with approval rates of 67%, 50%, and 64%, respectively The current English learning environment lacks a proactive approach, leaving students with insufficient practice time to develop their skills Consequently, this leads to a reliance on discussions and fosters a fear of speaking up, as students become accustomed to avoiding mistakes.
Chart 3.4 The cause of anxiety when practicing oral communication English
Students face fewer challenges than initially perceived, with only 44% citing a lack of planning, 42% expressing fear of concentration, and 30% reporting insufficient English proficiency In-depth interviews revealed that class lectures are well-prepared and intense, with fear and low English literacy being less significant issues Notably, students specializing in service administration and tourism typically possess strong English skills, indicating that low proficiency is not a major barrier to developing oral communication abilities in English.
3.4.1.4 Evaluation students' motivation in learning English oral communication skills
Motivation is a crucial factor in enhancing the success of English learning By identifying their sources of inspiration, students can reduce uncertainty and ambiguity in their language acquisition process This newfound motivation enables them to learn English more effectively To determine the most significant sources of inspiration, I conducted a survey examining various motivational factors.
According to the data, 70% of students study English primarily to secure employment, while 60% aim for certification exams, 45% plan to study abroad, 20% seek opportunities as export workers, and 10% have other motivations These findings indicate that the predominant goal for students is job acquisition, as strong English skills significantly enhance employment prospects Currently, foreign companies are actively seeking employees with proficient English communication abilities, providing students with valuable opportunities to work in large, dynamic environments that contribute to their future experience.
Chart 3.5 The cause main purposes of students of practicing English oral communication
The qualification test drives the pursuit of work among students in the foreign teaching faculty, who are trained according to personalized programs aimed at producing economic bachelors in Vietnam with degrees from international universities This training enhances their language skills, offering more career options While students can participate in business internships, their future paths will be guided by their personal aspirations and plans These motivations not only shape their futures but also foster a stronger commitment to studying English, highlighting the necessity of excellent English communication skills for success.
3.4.1.5Students’ evaluation on the impact of linguistics factors on learning English oral communication skills
Study abroad Labor (and service) export
Not pay attention to ending sounds
Students’ assessment on the influence of pronunciation
English pronunciation can be challenging, especially if not learned correctly from the start Mispronunciation can create lasting habits, making it harder to improve Additionally, the differences between written and spoken English often confuse students, leading to further struggles with pronunciation Here are some common difficulties students face in mastering English pronunciation.
Chart 3.6 Students’ assessment on the influence of pronunciation
The data indicates that 40% of students, totaling 12 individuals, struggle with mistakes due to a lack of attention to stress in English Stress is crucial in the language, as it differentiates words that may have similar spellings and pronunciations.
Desert (v) /dɪˈzɜːrt/ ‘rời khỏi, bỏ hoang’
Dessert (n) /dɪˈzɜːrt/ ‘món tráng miệng’
RECOMMENDATIONS AND SUGGESTIONS
Recommendations and suggestions
Research indicates that willingness to communicate (WTC) is a crucial factor in enhancing students' English proficiency Despite the challenges students encounter in speaking, WTC serves as a valuable indicator of their effort Furthermore, developing WTC is beneficial not only for academic success but also for students' future professional and personal lives Therefore, it is essential to focus on strategies that foster WTC in educational settings.
Improving WTC (Willingness to Communicate) takes time and effort, but with determination, students can achieve significant progress To gain appreciation for their awareness and knowledge, students should engage in constructive speaking practices, which will enhance their communication skills It's essential for students to work on overcoming bad habits and timid personalities while expanding their background knowledge Today, resources like YouTube videos and English soft skills classes are effective ways to build self-confidence and improve communication abilities.
To enhance their willingness to communicate (WTC), students should adopt effective habits before, during, and after speaking Preparation is key; they should thoroughly develop their speech content and engage with a variety of resources to deepen their understanding Mastering soft skills, such as pronunciation, stress, and rhythm, is crucial for captivating an audience Additionally, fostering interaction through eye contact, body language, and engaging questions can significantly enrich the speaking experience After concluding their talk, students should express gratitude to the audience and reflect on feedback from their teacher to identify and correct any mistakes Repeated practice of these strategies will not only broaden their knowledge but also bolster their confidence in communication.
Researchers recommend that students engage in various extracurricular activities, such as English clubs like EFA or ESC at TMU Participating in these clubs is one of the quickest and most affordable methods to enhance students' willingness to communicate (WTC) and overall English proficiency.
To enhance students' willingness to communicate (WTC) in English, teachers should create more engaging lessons and assignments tailored to their needs Providing ample preparation time before speaking activities can significantly boost students' confidence According to the survey, students feel more at ease and confident when they can refer to their notes while speaking in class.
Creating a supportive and welcoming classroom environment is crucial for student engagement Many students hesitate to communicate due to feelings of nervousness or fear of making mistakes Therefore, it is essential for teachers to adopt a tolerant and gentle approach towards students' errors, as this fosters greater confidence and encourages them to express their thoughts more freely.
Teachers can motivate students by providing incentives for learning, encouraging them to participate more actively in class discussions This approach fosters a positive learning environment, enhances competitiveness, and helps students develop good habits The researcher believes that this method effectively stimulates students' willingness to communicate (WTC).