11Th graders' perceptions of problems in learning english speaking and their coping strategies

Rationale Developing proficient speaking skills in English is a critical aspect of language learning for students studying English as a foreign language.. By identifying the specific pr

INTRODUCTION

Rationale

Developing proficient English speaking skills is essential for students learning the language as a foreign tongue, as it allows them to communicate effectively with native speakers and engage in academic and professional settings where English is predominant Despite years of instruction, many Vietnamese students, particularly those at Khanh Son High School in Khanh Hoa Province, face considerable difficulties in enhancing their speaking abilities.

This study focuses on the challenges faced by 11th-grade students at Khanh Son High School in developing their English speaking skills Key issues include limited access to authentic language input, insufficient opportunities for speaking practice, and a lack of confidence in using English.

This article highlights the pressing need to explore the distinct challenges faced by English as a Foreign Language (EFL) learners in Vietnam, emphasizing the lack of research dedicated to the speaking skills and experiences of Vietnamese students.

This study aims to enhance the understanding of language learning and teaching by addressing the challenges encountered by EFL learners in Vietnam, specifically focusing on 11th-grade students at Khanh Son High School.

This study offers valuable insights for English language teachers and curriculum developers in Vietnam by pinpointing the challenges students encounter in developing their speaking skills and analyzing the strategies they use to address these issues The findings can guide the creation of more effective teaching methods and resources tailored to the unique needs of Vietnamese learners For example, educators can design classroom activities that enhance students' exposure to authentic speaking practice while integrating confidence-building techniques to improve their language proficiency.

This study's significance goes beyond Khanh Son High School, providing valuable insights applicable to similar educational environments in Vietnam and beyond It addresses challenges and effective strategies for teaching and learning English speaking skills as a foreign language With the growing importance of English proficiency for education and employment in Vietnam, the study's outcomes enhance the existing knowledge on language teaching and learning, particularly within the Vietnamese context.

Research aim and objectives

This study aims to explore the challenges faced by 11th-grade students at a high school in Khanh Hoa Province in learning to speak English as a foreign language, as well as to examine the strategies they employ to enhance their speaking skills.

The objectives of the study are as follows:

- To identify the problems that 11th-graders at the High School face when learning the speaking skill in English

- To investigate the strategies used by 11th-graders at the High School to improve their speaking skill in English.

Research questions

This research study focuses on the challenges encountered by 11th-grade students at Khanh Son High School in Khanh Hoa Province in enhancing their English speaking skills as a foreign language It also seeks to identify strategies for improvement based on the students' perceptions To address these goals, specific research questions have been developed.

1 What are problems in learning the speaking skills as perceived by the 11 th graders at Khanh Son High school in Khanh Hoa province?

2 What are strategies to improve the speaking skills as perceived by the 11 th graders at Khanh Son High school in Khanh Hoa province?

Scope of the study

The proposed study focuses on investigating the problems and strategies in learning the speaking skill in English as perceived by 11th-grade students

1 The research participants are eleventh-grade students at Khanh Son High School in To Hap town, Khanh Hoa province

2 The research subjects are the problems and strategies in learning the speaking skill in English as perceived by 11th-grade students

3 The research time is during the first semester of the academic year

4 The research site is Khanh Son High School in To Hap town, Khanh Hoa province.

Significance of the study

This study explores the challenges and strategies related to developing speaking skills, as perceived by 11th-grade students at Khanh Son High School in Khanh Hoa Province Its findings offer valuable insights for enhancing language teaching and learning practices in Vietnam.

The study aims to uncover the challenges that 11th-grade students encounter in developing their English speaking skills, based on their own perceptions By understanding these challenges from the students' viewpoints, educators can create more effective language teaching programs tailored to meet the specific needs of learners.

This study investigates the strategies employed by students to tackle challenges in enhancing their speaking skills, thereby offering valuable insights for both EFL teaching theory and practice By identifying effective teaching methods and materials, it aims to support the development of speaking skills in English as a foreign language.

The study will offer valuable recommendations for English language teachers and curriculum developers, focusing on effective strategies for enhancing speaking skills in English, derived from the research findings.

The study's findings enhance the understanding of language teaching and learning in Vietnam, where English proficiency is crucial for educational and employment success These results not only apply to Khanh Son High School but also offer valuable insights into the challenges and effective strategies for teaching English speaking skills in various educational contexts across Vietnam and beyond.

Organization of the thesis

The research is presented across five chapters: Introduction, Literature Review, Research Methodology, Findings and Discussion, and Conclusion and Implications

Chapter 1 serves as the foundation of the study, outlining the research rationale, aims, and objectives It defines the scope and presents guiding research questions while emphasizing the significance of the work Additionally, this chapter offers an overview of the study's structure.

Chapter 2, Literature Review, defines the major related concepts and offers a brief review of relevant prior studies This chapter establishes the theoretical background necessary for the research

Chapter 3, Research Methodology, introduces the research design, setting, participants, instruments, data collection procedures, and data analysis techniques It also addresses the reliability and validity of the data

Chapter 4, Findings and Discussion, provides an in-depth analysis of the data and highlights the key findings This section thoroughly examines the results in the context of existing literature, offering valuable insights and interpretations.

Finally, Chapter 5, Conclusions and Implications, summarizes the main findings, draws relevant implications, indicates the limitations of the study, and offers suggestions for further research.

LITERATURE REVIEW

Theoretical background

Developing English speaking skills is essential for language education, especially for non-native speakers Many learners encounter difficulties in this area By examining the views of 11th graders on the challenges they face in learning to speak English and their strategies for overcoming these obstacles, we can gain important insights into the factors that affect language acquisition.

Language acquisition is a multifaceted process shaped by numerous internal and external influences Proficient speaking skills are essential for effective communication, allowing individuals to articulate their ideas, participate in discussions, and connect with others in the target language (Brown, 2014) To achieve fluency in English speaking, learners must grasp the linguistic, socio-cultural, and pragmatic elements of communication.

Eleventh graders, as adolescents, contribute distinct perspectives and experiences to the language learning process, particularly in English speaking Their insights into the challenges they encounter are shaped by various factors, including personal motivation, self-efficacy beliefs, prior language learning experiences, and their sociocultural context Understanding these perceptions can illuminate the specific difficulties they face in mastering spoken English.

11th graders often face several challenges that impede their progress in learning English speaking, including pronunciation difficulties, limited vocabulary, grammatical errors, and a fear of making mistakes Additionally, a lack of confidence, anxiety during speaking situations, and insufficient exposure to authentic English interactions further exacerbate these issues Factors such as linguistic differences between English and students' native languages, ineffective instructional methods, and cultural influences also contribute to these challenges (Dürnyei & Ryan, 2015; Ellis, 2008; MacIntyre, 2007).

11th graders facing challenges in learning English speaking utilize various coping strategies to navigate these obstacles These adaptive mechanisms include seeking support from teachers and peers, engaging in self-directed learning, and leveraging technology and multimedia resources Additionally, students practice speaking in authentic contexts, participate in language exchange programs, and use mnemonic devices to improve vocabulary retention.

The coping strategies utilized by 11th graders are significantly influenced by various factors, including individual differences like learning styles, motivation, and self-regulation skills (Dửrnyei, 2005; Zimmerman, 2000) Additionally, social factors such as peer influence, teacher support, and the classroom environment contribute to the development of these strategies (Ushioda, 2009; Wentzel, 1991) Moreover, the availability of resources, such as textbooks, online materials, and language learning apps, plays a crucial role in the selection and effectiveness of coping strategies (Chapelle, 2001; Warschauer & Meskill, 2000).

Understanding the perceptions of 11th graders regarding challenges in learning English speaking and their coping strategies is crucial for enhancing language education Insights into students' experiences enable educators to create tailored instructional interventions that tackle specific difficulties Effective teaching methods, targeted speaking practice, encouragement of learner autonomy, and the promotion of a supportive classroom environment are essential components of this approach (Brown, 2014; Ellis, 2008; Oxford, 2011).

2.1.1 Learning speaking skills a Learning Language skills and its role for improving speaking skills

Language skills are essential for effective communication and language acquisition, encompassing four main components: listening, speaking, reading, and writing Each of these skills is crucial for overall language proficiency and involves distinct abilities and strategies that enhance understanding and expression.

Listening skills are fundamental for the development of speaking skills Strategies such as active engagement, predicting, note-taking, and summarizing play a crucial role in improving listening comprehension (Rost,

Active engagement in listening helps learners concentrate on the speaker and participate effectively in the process Techniques such as predicting enable learners to anticipate information and establish connections, which enhances understanding and prepares them for speaking tasks Note-taking captures essential points, reinforcing active listening and serving as a valuable reference for future speaking activities Summarizing key ideas aids in comprehension and memory retention, facilitating oral expression By integrating these strategies, language instructors create opportunities for authentic listening practice, significantly enhancing learners' speaking skills.

Writing skills are essential for organizing thoughts and ensuring coherent communication, even though they are not directly linked to speaking Employing effective writing strategies like planning, revising, editing, seeking feedback, and consistent practice significantly improves one's ability to express ideas clearly in writing These skills are transferable to speaking, as both require similar processes of organizing and structuring thoughts Furthermore, regular writing practice enhances vocabulary, refines language proficiency, and strengthens overall communication skills.

& Alshumaimeri, 2019) As a result, individuals who develop strong writing skills are likely to have a positive impact on their speaking abilities

Reading skills play a crucial role in enhancing speaking abilities by fostering vocabulary development, comprehension strategies, and metacognitive awareness Engaging in active reading—through questioning, making connections, and visualizing—improves comprehension and critical thinking, which are essential for effective spoken communication Exposure to diverse vocabulary through reading allows individuals to express themselves more clearly and effectively in speaking tasks Additionally, comprehension strategies like predicting, summarizing, and questioning promote deeper understanding and analytical thinking, leading to more articulate spoken responses Metacognitive awareness helps learners reflect on their reading processes, set goals, and monitor their understanding, which aids in self-correction during speaking activities Consequently, strengthening reading skills indirectly boosts speaking proficiency.

Listening skills are essential for effective speaking, and employing strategies like active engagement, predicting, note-taking, and summarizing can enhance listening comprehension, thereby improving speaking abilities Writing skills also play a crucial role by fostering organization, coherence, and overall communication proficiency Furthermore, reading skills support speaking indirectly through active reading strategies, vocabulary enhancement, comprehension techniques, and metacognitive awareness, which collectively boost comprehension, critical thinking, and self-monitoring Integrating these strategies into language learning can greatly enhance speaking skills.

Effective communication relies heavily on strong speaking skills, which allow individuals to articulate their thoughts and ideas Developing these skills involves several strategies, including regular fluency practice to enhance the flow of spoken language A robust vocabulary is also vital, as it enables precise expression through active word learning and exposure to authentic speech Additionally, employing communication strategies like paraphrasing and gestures helps overcome barriers and ensure clarity Confidence gained from practice and constructive feedback is crucial for improving pronunciation and overall speaking proficiency By utilizing these strategies, individuals can significantly enhance their speaking abilities and become more effective communicators.

Pronunciation is essential for effective speaking skills, significantly impacting intelligibility and comprehension It encompasses the accurate production of sounds, stress patterns, intonation, and rhythm Mastering pronunciation enhances communication and enables learners to express their intended meanings more clearly (Celce-Murcia, Brinton, & Goodwin, 2010).

A strong vocabulary is essential for effective speaking skills, enabling learners to understand and utilize a variety of words, phrases, and expressions With an extensive vocabulary, individuals can articulate their thoughts clearly and convey subtle meanings To enhance vocabulary development, engaging in activities like word games, vocabulary exercises, and interacting with authentic language materials is beneficial (Nation, 2001).

Previous studies on the problems of learning speaking skills

2.2.1 Previous studies on the problems of learning language skills

Understanding the challenges faced by language learners is essential for effective instruction and support Research has highlighted various difficulties encountered in language acquisition, particularly in listening, reading, writing, and speaking skills This study aims to delve into these issues, referencing previous studies to provide a thorough overview of the obstacles learners face, especially in developing listening skills.

A study by Vandergrift (2007) investigated the challenges faced by language learners in understanding spoken language, highlighting key factors like rapid speech, unfamiliar accents, and vocabulary The research utilized a mixed-methods approach, collecting both quantitative and qualitative data through various listening tasks, pre- and post-task questionnaires, interviews, and observations Findings revealed that rapid speech significantly hindered learners' comprehension, as they struggled to process information quickly Additionally, unfamiliar accents posed challenges due to varying pronunciation and intonation, emphasizing the need for exposure to diverse speech patterns The study also pointed out that unfamiliar vocabulary obstructed understanding, stressing the importance of vocabulary development and strategies like inferencing Individual differences in learners' coping mechanisms were noted, with some employing active listening techniques and others benefiting from authentic materials and meaningful interactions to enhance their listening skills.

A study by Paribakht and Wesche (1997) explored the challenges language learners face in reading comprehension, emphasizing the critical roles of vocabulary knowledge and word recognition Utilizing a quantitative approach, the research involved learners reading various texts and assessed through vocabulary tests and comprehension tasks Results indicated that unfamiliar words, idiomatic expressions, and collocations hindered comprehension, highlighting the need for effective vocabulary instruction and explicit teaching of word recognition strategies Similarly, Grabe and Stoller (2019) investigated difficulties in reading skills, focusing on inferencing meaning from context and a lack of reading strategies Their mixed-methods study revealed that learners struggled with context clues, particularly when faced with complex sentences and unfamiliar vocabulary The findings stressed the importance of teaching explicit reading strategies and providing guided practice to enhance inferencing skills Collectively, these studies illuminate the obstacles language learners encounter, underscoring the necessity for targeted instructional approaches that enhance vocabulary, word recognition, and reading strategies to improve reading comprehension.

Lightbown and Spada (2013) explored the challenges language learners face in developing writing skills, particularly in grammar and syntax Their study revealed that learners often struggle with applying grammatical rules, leading to errors in written texts, particularly in areas such as verb tense, subject-verb agreement, word order, and sentence structure Similarly, Hyland (2003) investigated issues related to vocabulary choice, sentence structure, and organization in writing The findings from both studies highlighted the need for targeted instruction and practice in these areas to enhance writing proficiency By focusing on grammar, vocabulary development, and effective organization, educators can equip learners with the tools needed to improve grammatical accuracy and overall coherence in their writing.

2.2.2 Previous studies on the problems of learning speaking skills

Pronunciation is essential for developing speaking skills and poses significant challenges for language learners, as highlighted in a study by Derwing and Munro (2015) This research examined how a learner's first language phonological system impacts their ability to accurately produce sounds in the target language The findings reveal that learners often struggle with unfamiliar sounds not present in their native language, leading to pronunciation errors that affect intelligibility Common issues include difficulties articulating specific consonant and vowel sounds, which can result in distorted or substituted pronunciations that hinder communication with native speakers Additionally, learners face challenges with stress patterns, intonation, and rhythm, impacting their ability to convey meaning effectively These pronunciation difficulties can create misunderstandings and obstruct clear communication, as native speakers may struggle to comprehend learners who cannot accurately produce the sounds and patterns of the target language.

Language learners can overcome pronunciation difficulties through targeted instruction and practice Techniques like imitation, explicit sound articulation instruction, and focused pronunciation exercises are effective in improving skills Engaging in extensive listening activities, such as practicing alongside native speakers, further aids in achieving accurate pronunciation With dedicated effort, learners can enhance their communication abilities in the target language.

Fluency, the ability to communicate smoothly in a language, poses a significant challenge for language learners, primarily due to limited vocabulary and grammatical knowledge, as highlighted by Skehan (2003) His research reveals that learners with restricted language skills often struggle with hesitations and disfluencies, which disrupt their speech flow Psychological factors, such as anxiety and self-consciousness, further exacerbate these challenges, as identified by MacIntyre (1999) High anxiety levels can lead to excessive self-monitoring, hindering the automaticity needed for fluent communication To overcome these barriers, learners can benefit from strategies that focus on vocabulary expansion through extensive reading and conversation, as well as practicing sentence structures in meaningful contexts Creating a supportive learning environment that includes relaxation techniques and low-stress speaking activities can help reduce anxiety and build confidence By addressing both linguistic and psychological factors, learners can significantly improve their fluency and effectiveness in the target language.

Vocabulary acquisition is crucial for developing speaking skills, as it influences a learner's ability to express ideas accurately and fluently Research by Nation (2001) highlights the vocabulary challenges faced by language learners, particularly regarding vocabulary size and word retrieval difficulties Limited vocabulary can hinder effective expression, leading to moments of hesitation and reliance on vague terms during spontaneous speech To overcome these challenges, learners can engage in extensive reading and listening, which exposes them to new words in context, enhancing understanding and retention Actively studying vocabulary through flashcards, word lists, and digital tools also aids in building a robust vocabulary Context-based learning, where learners focus on words within meaningful contexts, improves comprehension and usage Regular practice through conversations and role-plays reinforces vocabulary knowledge, while strategies like paraphrasing and using synonyms can assist in word retrieval By addressing vocabulary challenges and employing effective strategies, learners can expand their vocabulary and enhance their speaking proficiency, leading to greater confidence in communication.

Language learners often face challenges in mastering collocations, idiomatic expressions, and appropriate register, which significantly affect their speaking skills Research by Lewis (1993) highlights the difficulties learners encounter in these areas, revealing that improper use of collocations can lead to unnatural speech and misunderstandings Collocations are word combinations that are commonly used together, and a lack of familiarity with them can hinder communication clarity Additionally, idiomatic expressions, which carry figurative meanings distinct from their literal interpretations, pose further challenges due to their cultural nuances Learners often struggle to grasp these meanings, impacting their comprehension of native speakers and their ability to speak fluently Furthermore, the use of appropriate register—adjusting language style based on social context and relationships—can be problematic Learners may not recognize the necessary levels of formality required in different situations, leading to language that feels inappropriate or misaligned with social expectations, ultimately affecting their ability to connect and communicate effectively with native speakers.

To overcome language learning challenges, learners should immerse themselves in authentic language use through listening and reading materials, such as conversations with native speakers, movies, TV shows, and literature This exposure helps familiarize them with collocations, idiomatic expressions, and contextually appropriate registers Engaging in targeted activities like exercises and role-plays can further enhance their understanding of these elements Building vocabulary and grasping the cultural context behind idioms is essential for effective usage, which can be achieved through context-based learning and analysis of idiomatic expressions Additionally, practicing conversations that incorporate various registers fosters adaptability in social contexts By actively tackling issues related to collocations, idiomatic expressions, and appropriate registers, language learners can significantly improve their communicative competence and express themselves more naturally and effectively in diverse speaking situations.

Confidence, as a psychological factor, plays a crucial role in the development of speaking skills among language learners Horwitz et al

Research by Horwitz et al (1986) underscores the critical role of self-confidence in oral communication, revealing that learners with low self-confidence often hesitate to engage in speaking activities, which negatively impacts their fluency and accuracy This reluctance stems from a fear of making mistakes and being judged, leading to anxiety that distracts from effective communication To combat these challenges, creating a supportive learning environment is essential, where constructive feedback is provided to highlight strengths and guide improvements Encouraging risk-taking through low-stress speaking activities and gradually increasing task complexity can enhance learners' confidence Promoting a growth mindset by viewing mistakes as learning opportunities and setting achievable goals can further foster self-assurance Engaging in real-life communication simulations, such as role-plays and discussions, allows learners to practice authentic communication, thereby building confidence and reducing fear of judgment By addressing self-confidence and fostering a supportive atmosphere, language learners can develop the skills necessary for fluent and effective expression in their target language.

Students' perceptions of challenges in learning English speaking encompass various difficulties, including vocabulary acquisition, word retrieval, collocations, idiomatic expressions, appropriate register, and self-confidence These issues are particularly relevant for 11th graders as they navigate the complexities of speaking English effectively.

To effectively tackle the challenges in English speaking, educators should implement a multifaceted approach that includes explicit vocabulary instruction, extensive reading, and listening activities This exposure helps students enhance their vocabulary, comprehension, and speaking skills Creating a supportive learning environment is essential, as it addresses students' perceptions and anxieties about learning to speak English By acknowledging their concerns and fostering a nurturing atmosphere, educators can boost students' confidence Emphasizing progress and effort over mistakes encourages active participation in speaking activities Additionally, incorporating real-life contexts for practice is vital, allowing students to apply their language skills in authentic situations and ultimately develop fluency, accuracy, and confidence in their English speaking abilities.

RESEARCH METHODOLOGY

Research design

This study utilized a mixed-method approach, incorporating both quantitative and qualitative research methods to effectively address the research questions According to Creswell and Creswell (2018), qualitative research emphasizes detailed narrative information and relies on data collection through words or images, while quantitative research focuses on numerical data and statistical analysis.

This study effectively combines quantitative and qualitative methods to comprehensively understand Khanh Son School students' perceptions of learning English speaking skills Quantitative data were obtained through a closed-ended questionnaire, while qualitative insights were gathered from semi-structured interviews.

Research setting and participants

The investigation took place at Khanh Son High School in Khanh Hoa province, located in Vietnam's South Central Coast During the 2023-2024 academic year, the school has 202 11th-grade students, primarily from the Kinh ethnic group Due to its mountainous location, students encounter significant challenges in accessing foreign language instruction, particularly in English.

The 11th grade English curriculum at Khanh Son High School follows the 2018 General Curriculum, utilizing a newly assigned textbook Students participate in three English lessons each week, with each session designed to enhance their language skills.

The 11th grade English program consists of 105 total periods, each lasting 45 minutes, with 81 dedicated to direct instruction and 24 for reviews and assessments The course uses a textbook organized into 10 units and 4 review sections, each unit containing 8 lessons that cover essential skills such as language, reading, speaking, listening, writing, and communication Each lesson is delivered in a 45-minute session, supplemented by 3 additional periods for review Importantly, each unit includes a dedicated 45-minute lesson focused on speaking, culminating in 10 speaking-centric instructional periods throughout the academic year.

Khanh Son High School's English teaching staff includes one male and two female educators, each holding a bachelor's degree and boasting over a decade of teaching experience They observe that 11th grade students often struggle with developing their speaking skills.

The study focused on 100 randomly selected 11th grade students who completed the 2018 General Curriculum in the previous academic year, organized into five distinct classroom groups The participant pool demonstrated gender diversity, including both female and male students, all sharing the common experience of the curriculum.

English instruction as their primary academic subject within the school curriculum Detailed background characteristics of the study sample are provided in Table 3.1

The background characteristics of the study participants

As shown in table 3.1 the majority of the participants were female, comprising 61% of the participants The remaining 39% of participants were male

The participant distribution across classes is as follows: 28% belong to class 11A1, making it the most represented class, while class 11A2 has 16 participants (16%) Classes 11B1 and 11B2 each have 18 participants (18%), and class 11C has 20 participants (20%) Overall, the distribution among the classes is relatively balanced, with minor variations in participant numbers.

Research Instruments

This research study employed a mixed-method design, combining quantitative and qualitative approaches Data was collected through a closed-ended questionnaire and semi-structured interviews, both offered in Vietnamese and English to enhance accessibility and reduce language barriers This bilingual approach enabled participants to engage with the data collection tools without facing language proficiency challenges.

The study utilized a questionnaire to explore two main aspects of English speaking skills development among participants It gathered background information, including gender and class, while also examining students' perceptions of learning English speaking skills This encompassed their views on the challenges faced in mastering speaking skills and the strategies they employ to enhance their speaking abilities.

The questionnaire utilized a five-point Likert scale, ranging from

The survey utilized a five-point Likert scale ranging from "strongly disagree" (1) to "strongly agree" (5), with a neutral midpoint of 3, enabling the assessment of students' levels of agreement or disagreement with the survey items This questionnaire was adapted from prior research conducted by ệztỹrk and Gỹrbỹz (2013) as well as Habók and Magyar (2023).

The 32-item questionnaire was divided into two main clusters The first cluster of 20 items addressed the problems and challenges students encounter in learning English speaking skills The second cluster of 12 items focused on the strategies students employ to improve their speaking proficiency This comprehensive structure enabled the researchers to gain a multifaceted understanding of the students' perceptions and experiences regarding English speaking skill development (Appendices 1,2)

The current study utilized a semi-structured interview method alongside a questionnaire to gain deeper insights into students' perceptions of learning English speaking skills The interview protocol included three questions and was conducted with a randomly selected group of 10 eleventh-grade students.

The initial interview questions were crafted to collect additional insights related to the primary research question, focusing on the difficulties students encounter in enhancing their English speaking skills These interview questions aimed to validate and elaborate on the results obtained from the questionnaire concerning this issue.

The final interview question aimed to explore the strategies and methods students use to improve their English speaking skills This question allowed participants to openly share their insights and experiences, shedding light on their approaches to enhancing proficiency in this area.

Procedures for Data Collection

The research data were collected using a questionnaire and semi- structured interviews The details of the data collection procedure for each instrument are described below

The initial instrument used for the study was a questionnaire, which was distributed in person to 100 grade 11 students after undergoing a pilot test Developed and reviewed by experienced teachers and a supervisor for valuable feedback, the researcher personally handed out the questionnaires during students' break times or class meetings Participants were instructed to answer all items thoughtfully, with completion taking approximately 10 to 15 minutes To assist Raglai participants, the researcher was present in the classroom to clarify any questions or concerns.

The second research instrument employed was a semi-structured interview, involving ten participants coded as ST1 to ST10 The researcher recorded the conversations using a mobile phone, ensuring that the data collected remained confidential and was solely for research purposes These interviews allowed the researcher to gather in-depth information pertinent to the research questions.

Procedures for Data Analysis

For data analysis, quantitative data from the questionnaire were analyzed using SPSS software, employing Descriptive Statistics to assess the frequency and percentage of responses on a 5-point Likert scale The interval mean scores were categorized as follows: 1-1.80 indicates strong disagreement, 1.81-2.60 signifies disagreement, 2.61-3.40 represents neutrality, 3.41-4.20 denotes agreement, and 4.21-5.00 reflects strong agreement (refer to Appendix 3 for a sample answer).

The qualitative data collected from semi-structured interviews were analyzed using a structured content analysis approach Initially, the interviews were transcribed into written format, followed by multiple readings to categorize the data into distinct groups Similar ideas were then aggregated into broader categories, leading to the final step of drawing conclusions based on the research questions.

Research Reliability and Validity

In this study, the researcher employed a combination of a questionnaire and semi-structured interviews to gather data To ensure the reliability of the questionnaire, the Statistical Package for Social Science (IBM SPSS; Version 20) was utilized for conducting scale tests.

Table 3.2 displays the findings from the Scale Reliability Statistics analysis conducted on the questionnaire, aimed at verifying the internal consistency and reliability of the questionnaire items in effectively measuring the intended constructs.

The high Cronbach's Alpha values exceeding 0.90 demonstrate that the questionnaire exhibits exceptional internal consistency and reliability This indicates that the 32 items are closely interconnected and effectively measure the intended underlying constructs Consequently, this ensures confidence in the quality and reliability of the data obtained through this questionnaire instrument.

The validity of this thesis is reinforced by the strong content and construct validity of the research instruments used, particularly a questionnaire adapted from established studies by ệztỹrk and Gỹrbỹz (2013) and Habúk and Magyar (2023) in English language learning This adaptation process ensures that the questionnaire effectively captures key constructs, including students' perceptions, challenges, and strategies for learning English speaking skills By grounding the questionnaire items in prior research, the study enhances content validity, demonstrating the instrument's relevance and comprehensiveness in addressing the research objectives.

FINDINGS AND DISCUSSION

Students’ problems in learning English speaking skills

This section of the chapter aims to address the first research question:

The study explores the speaking skills challenges encountered by 11th graders at Khanh Son High School in Khanh Hoa province A questionnaire featuring 20 items was divided into two categories: linguistic issues and psychological barriers faced by students To enhance the quantitative data, semi-structured interviews were conducted, providing qualitative insights that enriched the understanding of the questionnaire findings.

4.1.1 Students’ problems related to linguistic aspects

Table 4.1 summarizes the descriptive statistics concerning the psychological challenges faced by participants in learning English speaking It provides key metrics, including the total number of participants (N), the mean score, the minimum and maximum values, and the standard deviation (S.D.) for these specific issues.

Students’ problems related to linguistic aspects

1 I feel afraid to speak in English because my vocabulary is limited 100 2.00 5.00 4.0300 70288

2 It feels difficult for me to express ideas verbally when speaking 100 2.00 5.00 3.9700 67353

3 I often get confused to combine and use the proper vocabulary to speak 100 2.00 5.00 4.0400 80302

4 I rarely response to my partner when speaking because they speak faster 100 1.00 5.00 3.6700 94340

5 I have difficulty in arranging the words into sentences to speak in

6 I just want to speak when I think my grammar is correct 100 1.00 5.00 3.6800 97318

7 I have a habit of using Vietnamese when speaking to avoid misunderstanding

8 I have difficulty in responding to speakers with various accents 100 1.00 5.00 3.9300 91293

9 I have trouble responding to a conversation if the speaker’s intonation is difficult for me to understand

10 I get ashamed to speak in English because I do not have a good pronunciation

An analysis of scale data from 100 participants revealed significant challenges in speaking English, with mean scores for various difficulties ranging from 3.67 to 4.04 The highest mean score (M=4.04) indicated that vocabulary confusion is a major issue, as many students struggle to combine and use appropriate vocabulary Additionally, participants expressed fear of speaking due to limited vocabulary (M=4.03) and often resorted to using Vietnamese to avoid misunderstandings (M=4.01) Pronunciation issues also contributed to feelings of shame when speaking (M=4.01), while difficulties in sentence structure (M=3.99) and responding to conversations with unclear intonation (M=3.99) further hindered their communication skills Performance anxiety emerged as a significant barrier, with students finding it challenging to express ideas verbally (M=3.97) and respond to various accents (M=3.93) Hesitation to engage with faster speakers (M=3.67) and reluctance to speak without confidence in grammar (M=3.68) were also noted, highlighting the psychological obstacles faced by learners.

SD=0.97318) reflected the perfectionism many students experience This perfectionism often resulted in limited speaking practice and lower confidence levels

Regarding the vocabulary limitations, the participants expressed varying perspectives and opinions

Detailed description of vocabulary limitations

A significant majority of participants, 85%, acknowledged that their limited vocabulary hinders their ability to speak English, with 63% agreeing and 22% strongly agreeing Conversely, only 4% disagreed, indicating they do not view vocabulary limitations as a major obstacle Additionally, 11% of participants remained neutral, expressing uncertainty or mixed feelings regarding the influence of vocabulary on their willingness to communicate in English.

Examining the data for item 2, the results further highlighted the challenges that language learners faced in producing verbal output, even when they possessed the necessary grammatical and lexical knowledge

Table 4.3 reveals that a significant 80% of participants struggle with verbal expression, with 61% agreeing that "It feels difficult for me to express ideas verbally when speaking," and an additional 19% strongly agreeing This indicates that most participants view verbal expression as a major challenge In contrast, only 2% disagreed with this statement, suggesting minimal difficulty in articulating their thoughts, while 18% remained neutral on the issue.

Detailed description of verbal idea articulation difficulty

The data presented in Table 4.4 provides further insights into the language learning challenges faced by the participants

Detailed description of vocabulary confusion in speech

A significant 80% of respondents reported difficulties in combining and using proper vocabulary for speaking, with 51% agreeing and 29% strongly agreeing This indicates that lexical selection and usage are common challenges for these language learners Conversely, only 5% disagreed, suggesting that a minority do not view vocabulary as a major obstacle in their spoken language production, while 15% remained neutral on the issue.

Table 4.5 highlights participants' reactions when communicating with their partners, particularly focusing on item 4, which inquired about infrequent responses due to the partner's quicker speech pace The findings indicate a complex array of responses to this situation.

Detailed description of delayed partner response

Over one-third (36%) of participants agreed that they face challenges in responding to partners who speak quickly, with an additional 21% strongly agreeing, indicating that more than half recognize this difficulty Conversely, 33% of respondents remained neutral, suggesting that for a significant number, the issue of responding to rapid speech is not a major concern.

A small minority of respondents, specifically 10%, expressed disagreement regarding the perception of their partners' faster speech as a barrier in conversations, with 9% disagreeing and 1% strongly disagreeing This indicates that most participants did not view their partners' rapid speech as an impediment to their own responses.

Detailed description of sentence arrangement difficulty

A significant majority of participants (79%) reported challenges in arranging words into sentences, indicating difficulties in language proficiency and fluency in English communication In contrast, only 5% disagreed with this notion, suggesting they did not view sentence construction as a major obstacle Additionally, 16% of participants remained neutral, indicating that for some, the issue of sentence formation was either not a significant concern or they were unsure about their experiences.

The data presented in Table 4.7 focuses on the participants' responses to item 6, which asked about their tendency to only speak when they believed their grammar was correct

Detailed description of correct grammar speech

The study revealed that 60% of participants expressed a strong preference to speak only when confident in their grammatical accuracy, highlighting a prevalent concern about making mistakes In contrast, 11% disagreed with this notion, indicating a smaller segment of individuals less affected by the need for grammatical correctness Additionally, 29% of respondents remained neutral, suggesting that for nearly a third, the desire to speak only with correct grammar was either not a major issue or they were uncertain about their stance.

Table 4.8 reveals that most participants preferred using Vietnamese to reduce potential communication misunderstandings, indicating the difficulties they encountered in completely adapting to the target language.

Detailed description of Vietnamese speaking habit

The findings reveal a significant reliance on Vietnamese among participants, with 77% agreeing they habitually use their native language to avoid miscommunication, reflecting a preference for comfort and confidence in self-expression Conversely, only 6% disagreed with this tendency, suggesting that a small minority do not utilize their first language as a communicative aid Additionally, 17% of respondents remained neutral, indicating that for some, the use of Vietnamese may be situational rather than a consistent practice.

Detailed description of accent response difficulty

Table 4.9 indicates that 77% of participants encountered difficulties in responding to speakers with diverse accents, highlighting a widespread struggle to comprehend and engage with individuals who had different accents, which may lead to reduced confidence and comfort in these interactions Conversely, only 8% disagreed with this sentiment, suggesting that a small group did not face similar challenges Additionally, 15% of respondents remained neutral, indicating that their ability to engage with speakers of various accents might depend on specific contexts rather than being a constant issue.

From Table 4.10, the data highlights that the majority of participants faced difficulties in responding to conversations where the speaker's intonation was difficult to understand (item 9)

Detailed description of intonation comprehension challenge

The study found that 79% of participants agreed or strongly agreed that they had difficulty understanding speakers with unfamiliar intonation patterns, highlighting a significant communication barrier In contrast, only 6% disagreed, suggesting that a small minority did not experience these challenges Additionally, 15% of respondents remained neutral, indicating that for some individuals, the ability to engage with varied intonation may depend on specific contexts rather than being a consistent issue.

Detailed description of pronunciation shame in English

Students’ coping strategies

This section explores the second research question regarding the strategies that 11th graders at Khanh Son High School in Khanh Hoa province believe can enhance their speaking skills The findings are based on responses gathered from the second part of the questionnaire.

The study utilized 12 key items to explore the strategies of respondents, incorporating both quantitative data from questionnaires and qualitative insights from semi-structured interviews This mixed-method approach enriched the findings, providing a deeper understanding of the respondents' perspectives beyond the numerical data.

Table 4.23 displays the descriptive statistics of 12 distinct speaking strategies employed by 100 participants, detailing the number of participants (N), as well as the minimum and maximum values, mean, and standard deviation for each strategy.

21 I think about what is most important to listeners so I can focus on it

22 I visualize what I want to talk about to help my speaking 100 2.00 5.00 4.0400 69515

23 I learn new words by grouping them by their meanings with contexts 100 2.00 5.00 3.8900 85156

24 I link my background knowledge to what I am going to say 100 1.00 5.00 4.0000 81650

25 I structure or take notes of some ideas before speaking 100 2.00 5.00 3.9000 79772

26 I use the dictionary to prepare some vocabulary for my speaking activity

27.When I cannot think of a word, I use Vietnamese 100 1.00 5.00 3.8900 93090

28 When I cannot recollect a word, I use similar words/ phrases that I know

29 When I cannot think of a word, I use gestures 100 2.00 5.00 3.8900 81520

30 I use either contextual or linguistic clues to understand what is being uttered by others

31 I use apps (Duolingo, Cake, Coach, etc) to improve my speaking skill 100 2.00 5.00 4.0500 77035

32 I practice speaking by talking to myself in front of the mirror 100 1.00 5.00 3.7200 1.01583

Table 4.23 reveals that the most frequently utilized strategy, with a mean score of 4.06, is "I think about what is most important to listeners so I can focus on it," highlighting the participants' emphasis on audience engagement (Item 1: M=4.06, SD=0.65) Following closely, the strategy "I visualize what I want to talk about to help my speaking" has a mean score of 4.04, indicating that participants often leverage visualization to enhance their speaking skills (Item 2: M=4.04, SD=0.70) Other strategies are also employed moderately among participants.

Participants employ various strategies to enhance their speaking skills, including grouping new words by their meanings in context (M=3.89) and linking background knowledge to their speech (M=4.00) They often structure their thoughts or take notes before speaking (M=3.90) and utilize dictionaries to prepare vocabulary (M=3.91) When struggling to recall specific words, they use synonyms (M=3.98) and gestures (M=3.89) as alternatives Language learning apps, such as Duolingo and Cake, are frequently used to improve speaking skills (M=4.05), and participants often rely on contextual clues to understand others (M=3.95) However, the least used strategy is practicing speaking alone in front of a mirror (M=3.72), and participants occasionally resort to their native language when they cannot think of a word (M=3.89).

The two most frequently used speaking strategies and their detailed descriptions are presented in Tables 4.24, 4.25 and 4.26

Table 4.24 presents data for the speaking strategy "I think about what is most important to listeners so I can focus on it" (Item 21)

Detailed description of listener-centered communication prioritization

The strategy achieved the highest mean score in the overall analysis, highlighting its status as one of the most commonly employed strategies among participants The frequency distribution reveals that 18 participants (18.0%) rated this strategy as "Neutral," while a significant 58 participants (58.0%) selected it.

A significant 82.0% of participants either agreed or strongly agreed that they utilize this strategy to effectively engage their audience and prioritize the most important information for listeners.

Table 4.25 demonstrates that visualizing the content prior to speaking is a widely used strategy among the study participants (Item 22)

Detailed description of speech visualization technique

The frequency distribution reveals that a small minority of participants (1.0%) disagreed with the use of this strategy, while 19 participants (19.0%) remained neutral In contrast, a significant majority, comprising 55 participants (55.0%), agreed, and 25 participants (25.0%) strongly agreed with employing this visualization technique to enhance their speaking performance Overall, 80.0% of participants either agreed or strongly agreed on the effectiveness of this strategy.

The table data reveals insights into participants' use of language learning apps like Duolingo, Cake, and Coach to enhance their speaking skills Item 31 specifically highlights the effectiveness of these applications in improving language proficiency.

Detailed description of digital language learning tools

A significant 75.0% of respondents, comprising 44.0% who agreed and 31.0% who strongly agreed, reported using language learning apps to improve their speaking skills, highlighting the popularity of this strategy among participants.

In contrast, only a small proportion (1.0%) of respondents disagreed with this statement A more sizable group, 24.0% of participants, reported being neutral on the use of apps for improving speaking skills

Regarding items 23, 24, 25, 26, 28, 29 and 30 the participants reported using several strategies with moderate frequency, as indicated by the neutral mean scores

Table 4.27 explores the vocabulary learning strategy of categorizing new words according to their meanings and the contexts in which they are used (Item 23)

Detailed description of semantic word categorization

The data indicates that 70% of respondents view the technique of learning new words by grouping them by meaning and context as effective, with 45% agreeing and 25% strongly agreeing Conversely, only 6% disagreed with this strategy, while 24% remained neutral, suggesting that approximately a quarter of the sample neither supported nor opposed this approach.

Table 4.28 shows the response frequencies and percentages for item 24, which states: "I link my background knowledge to what I am going to say."

Detailed description of background knowledge connection

This article examines the effectiveness of leveraging prior knowledge in communication, with data showing that 78% of respondents support this strategy Specifically, 51% agreed and 27% strongly agreed with linking background knowledge to their speech Conversely, only 4% disagreed or strongly disagreed, while 18% remained neutral, suggesting that a significant majority find this approach beneficial for expressing ideas.

It can be seen in table 4.29 that item 25 explores the strategy of organizing and recording thoughts or ideas prior to verbally communicating them

Detailed description of pre-speech idea organization

The data indicates that a significant majority of respondents, 73%, support the practice of structuring or taking notes of ideas before speaking, with 51% agreeing and 22% strongly agreeing This highlights the perception that preparing thoughts in advance is an effective communication strategy Conversely, only 5% of participants disagreed with this approach, while 22% remained neutral, neither agreeing nor disagreeing with the importance of organizing ideas prior to speaking.

Item 26 examines the strategy of using a dictionary to build up vocabulary knowledge in preparation for a speaking task The data shows in table 4.30 that the majority of respondents find this to be a helpful technique Specifically, 44% of the sample agreed with using the dictionary to prepare vocabulary, while 27% strongly agreed Combined, 71% of the respondents endorsed utilizing a dictionary to build their vocabulary prior to a speaking activity In contrast, only a small percentage expressed disagreement, with 3% strongly disagreeing and 1% disagreeing This indicates that the vast majority of people see value in using a dictionary to expand their vocabulary in preparation for speaking The neutral response was 25%, suggesting that about one-quarter of the sample neither agreed nor disagreed with this strategy This demonstrates that while most respondents find preparing vocabulary with a dictionary to be helpful, there is still a sizable minority who are undecided on the usefulness of this approach

Detailed description of dictionary-supported vocabulary preparation

Table 4.31 presents the response frequencies and percentages for item

28, which states: "When I cannot recollect a word, I use similar words/phrases that I know (i.e synonyms)."

Detailed description of synonym usage strategy

This article explores a language learning strategy where learners use synonymous or similar words when they forget a specific term Data shows that 76% of respondents find this technique beneficial, with 51% agreeing and an additional 25% strongly agreeing Only 3% disagreed, highlighting that 97% of participants recognize the value of leveraging existing vocabulary to fill lexical gaps However, 21% remained neutral, indicating a significant minority that is undecided about the effectiveness of using synonyms in language learning.

Item 29 investigates the use of nonverbal communication, particularly gesturing, as a strategy for learners who struggle to recall specific words

Detailed description of gesture-based communication

CONCLUSIONS AND IMPLICATIONS

Summary of the major findings

This study investigates the perceptions of 11th graders regarding challenges in learning English speaking and their coping strategies, involving 100 students from Khanh Son High School in Khanh Hoa province Utilizing a mixed-methods research design, the study gathered quantitative data through questionnaires and qualitative insights through semi-structured interviews The analysis of the data led to significant conclusions about the students' experiences and strategies in overcoming English speaking difficulties.

Students face numerous challenges in developing their English speaking skills, including limited vocabulary, difficulty in articulating ideas, and confusion with grammar and sentence structure Their reluctance to speak often stems from worries about grammar, pronunciation, and the fear of making mistakes, compounded by a lack of confidence and anxiety over peer judgment Additionally, comprehension issues arise when encountering fast speakers, diverse accents, and varying intonations, leading many to revert to their native language to avoid misunderstandings These linguistic, cognitive, and emotional factors collectively hinder students' spoken English proficiency.

The analysis of questionnaire responses and semi-structured interviews reveals a variety of strategies that students use to improve their English speaking skills These strategies include cognitive techniques, such as considering audience interests and visualizing topics, alongside organizational methods like note-taking and dictionary use In overcoming lexical challenges, students often revert to their native language or use gestures as compensation Additionally, they utilize contextual cues and technology, including language learning apps, to enhance comprehension and strengthen their oral communication abilities.

In summary, this study highlights the challenges encountered by 11th-grade students in mastering English speaking skills and the adaptive strategies they employ By exploring these factors, the research enhances our comprehension of the complexities associated with language learning and communication in educational settings.

Implications

The implications of the thesis are significant across various aspects of education

Educational policymakers and curriculum developers must proactively address challenges that hinder students' English speaking skills, including limited vocabulary, difficulty in articulating ideas, and confusion with grammar and sentence structure Students' reluctance to speak, driven by concerns about grammar, pronunciation, and fear of making mistakes, exacerbates these issues Additionally, comprehension difficulties, particularly with fast speakers, varied accents, and intonations, further impede students' spoken English performance.

To effectively implement strategies for improving English speaking proficiency, it is essential to equip teachers with effective instructional approaches and professional development opportunities These strategies should include cognitive methods that consider audience interests and visualize topics, organizational techniques like note-taking and dictionary use, and compensation strategies such as using the native language or gestures to overcome vocabulary challenges Additionally, utilizing contextual cues and technology-driven tools, such as language learning applications, can enhance comprehension and strengthen oral communication skills By focusing on these elements, stakeholders can better support students in overcoming challenges and improving their English speaking abilities.

Limitations of the study

The study offers valuable insights into the challenges and coping strategies related to English speaking skills among 11th-grade students; however, several limitations must be acknowledged Conducted in a single high school in Khanh Son district, Khanh Hoa province, the findings may not be generalizable to other contexts or student populations With a sample size of only 100 students, the research may not adequately represent the diverse experiences of all 11th graders Additionally, reliance on self-reported data could introduce biases, as participants may provide socially desirable answers or struggle to accurately convey their experiences The focus on perceptions of English speaking skills may also overlook other influential factors, such as socioeconomic background and individual learning styles Lastly, the cross-sectional design captures a moment in time, limiting the ability to analyze changes in students' perceptions and strategies over time.

Suggestions for Further Research

To improve the generalizability of findings, future research should include a diverse sample of 11th-grade students from various regions and socioeconomic backgrounds Longitudinal studies could reveal how students' perceptions and coping strategies change over time, highlighting the dynamic nature of language learning Additionally, combining self-reported data with classroom observations, teacher interviews, and language proficiency assessments would enhance the validity of the results and provide a comprehensive view of factors affecting English speaking development Future investigations should also consider individual differences, such as learning styles, motivation, and language aptitude, to better understand their impact on students' experiences and coping strategies Addressing these limitations could uncover valuable insights into the complexities of 11th-grade students' acquisition of English speaking skills.

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APPENDICES APPENDIX 1A: QUESTIONNAIRE (ENGLISH VERSION)

This survey seeks to investigate the perceptions of 11th graders regarding challenges in learning English speaking skills and the coping strategies they employ We appreciate your participation in completing this survey, as all responses will remain confidential and will be used exclusively for research purposes.

Thank you sincerely for your cooperation!

Please write down some information about yourself

Please indicate your opinion on the statements below by ticking (✔) the appropriate box

I The problems in speaking English

Problems related to linguistic aspects

1 I feel afraid to speak in

English because my vocabulary is limited

2 It feels difficult for me to express ideas verbally when speaking

3 I often get confused to combine and use the proper vocabulary to speak

4 I rarely response to my partner when speaking because they speak faster

5 I have difficulty in arranging the words into sentences to speak in English

6 I just want to speak when I think my grammar is correct

Vietnamese when speaking to avoid misunderstanding

8 I have difficulty in responding to speakers with various accents

9 I have trouble responding to a conversation if the speaker’s intonation is difficult for me to understand

10 I get ashamed to speak in English because I do not have a good pronunciation

Problems related to psychological aspects

11 I do not want to make a mistake in speaking because I am afraid of getting correction

12 I have less confidence to speak English because I think my friends will laugh at

13 When I start to speak in English, I get blank and forget everything suddenly

English because I do not have fluent English ability

15 I feel nervous when I have to speak English in front of other people

16 I feel anxious when speaking and end up saying nothing

17 I do not want to speak in English because I am afraid that my partner will not understand what I am saying

18 I do not understand what my speaking partners say so I would rather keep silent

19 I would rather work alone than work in a team which will force me to speak English

20 I speak English just because my lecturer told me to do so

II The strategies to improve English speaking skills

No Strategies to improve English speaking skills

21 I think about what is most important to listeners so I can focus on it

22 I visualize what I want to talk about to help my speaking

23 I learn new words by grouping them by their meanings with contexts

24 I link my background knowledge to what

25 I structure or take notes of some ideas before speaking

26 I use the dictionary to prepare some vocabulary for my speaking activity

27 When I cannot think of a word, I use Vietnamese

28 When I cannot recollect a word, I use similar words/ phrases that I know

No Strategies to improve English speaking skills

29 When I cannot think of a word, I use gestures

30 I use either contextual or linguistic clues to understand what is being uttered by others

Coach, etc) to improve my speaking skill

32 I practice speaking by talking to myself in front of the mirror

Thank you sincerely for your cooperation!

Các bạn học sinh thân mến!

Phiếu khảo sát này được thiết kế để khám phá nhận thức của học sinh lớp 11 tại Trường Trung học phổ thông Khánh Sơn về các vấn đề liên quan đến việc học nói tiếng Anh và các chiến lược cải thiện kỹ năng nói Chúng tôi rất mong các bạn học sinh dành chút thời gian để hoàn thành khảo sát này Tất cả thông tin và dữ liệu cá nhân của các bạn sẽ được bảo mật và chỉ được sử dụng cho mục đích nghiên cứu.

Xin chân thành cảm ơn sự hợp tác của các bạn!

Xin vui lòng viết xuống một số thông tin về bản thân

Bạn hãy cho biết ý kiến của bạn về những phát biểu dưới đây bằng cách tick (✔) vào ô thích hợp

I Những khó khăn khi học nói tiếng Anh

STT Những khó khăn khi học nói tiếng Anh

Những khó khăn liên quan đến khía cạnh ngôn ngữ

1 Em cảm thấy sợ khi nói tiếng

Anh vì từ vựng của em hạn chế

2 Em cảm thấy khó khăn khi diễn đạt ý kiến bằng lời khi nói

3 Em thường bị nhầm lẫn khi kết hợp và sử dụng từ vựng phù hợp để nói

STT Những khó khăn khi học nói tiếng Anh

4 Em hiếm khi phản ứng với người đối diện khi nói vì họ nói nhanh

5 Em gặp khó khăn trong việc sắp xếp từ thành câu để nói tiếng Anh

6 Em chỉ muốn nói khi em nghĩ ngữ pháp của mình đúng

7 Em có thói quen sử dụng tiếng mẹ đẻ khi nói để tránh hiểu lầm

8 Em gặp khó khăn khi phản ứng với người nói có giọng địa phương khác nhau

9 Em gặp khó khăn với việc phản ứng trong một cuộc trò chuyện nếu ngữ điệu của người nói khó hiểu

10 Em cảm thấy xấu hổ khi nói tiếng Anh vì em không phát âm tốt

Những khó khăn liên quan đến khía cạnh tâm lý

11 Em không muốn mắc lỗi khi nói vì em sợ bị sửa chữa

12 Em thiếu tự tin khi nói tiếng

Anh vì em nghĩ bạn bè sẽ cười chê khi mình nói

13 Khi em bắt đầu nói tiếng Anh, em trống rỗng và quên mọi thứ đột ngột

14 Em cảm thấy xấu hổ khi nói tiếng Anh vì em không có khả

STT Những khó khăn khi học nói tiếng Anh

(5) năng tiếng Anh lưu loát

15 Em cảm thấy lo lắng khi phải nói tiếng Anh trước mặt người khác

16 Em cảm thấy lo lắng khi nói và cuối cùng không nói gì cả

17 Em không muốn nói tiếng Anh vì em sợ người đối diện của mình sẽ không hiểu những gì mình đang nói

18 Em không hiểu những gì đối tác nói nên em thà giữ im lặng

19 Em thích làm việc một mình hơn là làm việc trong nhóm yêu cầu em phải nói tiếng Anh

20 Em nói tiếng Anh chỉ vì giáo viên bảo em làm vậy

II Những chiến lƣợc để cải thiện kỹ năng nói

STT Những chiến lược để cải thiện kỹ năng nói

21 Em suy nghĩ về điều quan trọng nhất đối với người nghe để tập trung vào nó

22 Em hình dung những gì muốn nói để giúp thêm cho việc nói của mình

23 Em học từ mới bằng cách nhóm chúng theo ý nghĩa và

STT Những chiến lược để cải thiện kỹ năng nói

24 Em liên kết kiến thức của mình với những gì em sắp nói

25 Em cấu trúc lại hoặc ghi chú một số ý tưởng trước khi nói

26 Em sử dụng từ điển để chuẩn bị một số từ vựng cho việc nói của mình

27 Khi em không thể nghĩ ra một từ, em sử dụng tiếng Việt

28 Khi em không thể nhớ một từ, em sử dụng từ/ cụm từ tương tự mà mình biết (ví dụ: từ đồng nghĩa)

29 Khi Em không thể nghĩ ra từ nào đó, Em sử dụng cử chỉ

30 Em sử dụng các gợi ý theo ngữ cảnh hoặc ngôn ngữ để hiểu những gì người khác đang nói

31 Em sử dụng các ứng dụng

(Duolingo, Cake, Coach, vv…) để cải thiện kỹ năng nói của mình

32 Em luyện tập nói bằng cách nói chuyện với chính mình trước gương

Rất cảm ơn sự hợp tác của bạn!

APPENDIX 2A: INTERVIEW QUESTIONS (ENGLISH VERSION)

The following questions will be asked students during the interview:

1 What are problems related to linguistic aspects that affect your speaking skills?

2 What are problems related to psychological aspects that affect your speaking skills?

3 What strategies do you use to improve your speaking skills?

Các câu hỏi sau đây sẽ được hỏi các bạn học sinh trong cuộc phỏng vấn:

1 Những vấn đề liên quan đến khía cạnh ngôn ngữ nào ảnh hưởng đến kỹ năng nói của em?

2 Những vấn đề liên quan đến khía cạnh tâm lý nào ảnh hưởng đến kỹ năng nói của em?

3 Em sử dụng những chiến lược nào để cải thiện kỹ năng nói của mình?

Các bạn học sinh thân mến!

Phiếu khảo sát này được thiết kế để khám phá nhận thức của học sinh lớp 11 tại Trường Trung học phổ thông Khánh Sơn về những khó khăn trong việc học nói tiếng Anh và các chiến lược cải thiện khả năng nói Chúng tôi rất mong các bạn học sinh dành chút thời gian để hoàn thành khảo sát Tất cả dữ liệu và thông tin cá nhân của các bạn sẽ được bảo mật và chỉ được sử dụng cho mục đích nghiên cứu.

Xin chân thành cảm ơn sự hợp tác của các bạn!

Xin vui lòng viết xuống một số thông tin về bản thân

Bạn hãy cho biết ý kiến của bạn về những phát biểu dưới đây bằng cách tick (✔) vào ô thích hợp

I Các vấn đề khi nói tiếng Anh

STT Các vấn đề khi nói tiếng

Những vấn đề liên quan đến khía cạnh ngôn ngữ

1 Em cảm thấy sợ khi nói tiếng Anh vì từ vựng của em hạn chế

2 Em cảm thấy khó khăn khi diễn đạt ý kiến bằng lời khi nói

3 Em thường bị nhầm lẫn khi ✔

STT Các vấn đề khi nói tiếng

(5) kết hợp và sử dụng từ vựng phù hợp để nói

4 Em hiếm khi phản ứng với người đối diện khi nói vì họ nói nhanh

5 Em gặp khó khăn trong việc sắp xếp từ thành câu để nói tiếng Anh

6 Em chỉ muốn nói khi em nghĩ ngữ pháp của mình đúng

7 Em có thói quen sử dụng tiếng mẹ đẻ khi nói để tránh hiểu lầm

8 Em gặp khó khăn khi phản ứng với người nói có giọng địa phương khác nhau

9 Em gặp khó khăn với việc phản ứng trong một cuộc trò chuyện nếu ngữ điệu của người nói khó hiểu

10 Em cảm thấy xấu hổ khi nói tiếng Anh vì em không phát âm tốt

Những vấn đề liên quan đến khía cạnh tâm lý

11 Em không muốn mắc lỗi khi nói vì em sợ bị sửa chữa

12 Em thiếu tự tin khi nói tiếng Anh vì em nghĩ bạn bè sẽ cười chê khi mình

STT Các vấn đề khi nói tiếng

13 Khi em bắt đầu nói tiếng

Anh, em trống rỗng và quên mọi thứ đột ngột

14 Em cảm thấy xấu hổ khi nói tiếng Anh vì em không có khả năng tiếng Anh lưu loát

15 Em cảm thấy lo lắng khi phải nói tiếng Anh trước mặt người khác

16 Em cảm thấy lo lắng khi nói và cuối cùng không nói gì cả

17 Em không muốn nói tiếng

Anh vì em sợ người đối diện của mình sẽ không hiểu những gì mình đang nói

18 Em không hiểu những gì đối tác nói nên em thà giữ im lặng

19 Em thích làm việc một mình hơn là làm việc trong nhóm yêu cầu em phải nói tiếng Anh

20 Em nói tiếng Anh chỉ vì giáo viên bảo em làm vậy ✔

II Những chiến lƣợc đề nói tiếng Anh tốt hơn

STT Những chiến lược đề nói tiếng

21 Em suy nghĩ về điều quan trọng nhất đối với người nghe để tập trung vào nó

22 Em hình dung những gì muốn nói để giúp thêm cho việc nói của mình

23 Em học từ mới bằng cách nhóm chúng theo ý nghĩa và ngữ cảnh

24 Em liên kết kiến thức của mình với những gì em sắp nói ✔

25 Em cấu trúc lại hoặc ghi chú một số ý tưởng trước khi nói

26 Em sử dụng từ điển để chuẩn bị một số từ vựng cho việc nói của mình

27 Khi em không thể nghĩ ra một từ, em sử dụng tiếng Việt

28 Khi em không thể nhớ một từ, em sử dụng từ/ cụm từ tương tự mà mình biết (ví dụ: từ đồng nghĩa)

29 Khi Em không thể nghĩ ra từ nào đó, Em sử dụng cử chỉ ✔

30 Em sử dụng các gợi ý theo ngữ cảnh hoặc ngôn ngữ để hiểu những gì người khác đang nói

31 Em sử dụng các ứng dụng

(Duolingo, Cake, Coach, vv…) để cải thiện kỹ năng nói của mình

STT Những chiến lược đề nói tiếng

32 Em luyện tập nói bằng cách nói chuyện với chính mình trước gương

Rất cảm ơn sự hợp tác của bạn!

APPENDIX 4: TRANSCRIPTION OF THE INTERVIEWS

T: Chào em, cảm ơn em đã tham gia phỏng vấn của mình ngày hôm nay Bây giờ e hãy cùng mình nói về việc học nói tiếng Anh của em nha

T: ừm, đầu tiên thì em có thể nói cho mình biết những khía cạnh ngôn ngữ em nghĩ là đang cản trở sự phát triển kỹ năng nói của em được không? (ví dụ như là ngữ pháp, cấu trúc, từ vựng, v.v.)

Em cảm thấy phát âm và từ vựng tiếng Anh khá khó khăn Đôi khi, một số âm phát âm khiến em gặp khó khăn, và vốn từ vựng hạn chế cũng làm cho việc diễn đạt của em không được trôi chảy.

T: à, mình hiểu rồi, phát âm và từ vựng thực sự là khó khăn lớn đó hen Vậy còn ở khía cạnh tâm lý thì sao? Những yếu tố nào ảnh hưởng đến việc học nói của em?

Tự tin là yếu tố quan trọng trong giao tiếp, đặc biệt khi nói tiếng Anh Nhiều người, trong đó có em, thường cảm thấy lo lắng hoặc bối rối khi phải giao tiếp với người nước ngoài, đặc biệt trong các tình huống bắt buộc Sự lo lắng này ảnh hưởng đáng kể đến khả năng giao tiếp của em.

T: Tự tin chắc chắn là rất quan trọng đối với việc học ngôn ngữ Vậy các chiến lược em áp dụng để cải thiện kỹ năng nói của mình là gì? Em thấy phương pháp nào có ích?

Em đã thử nhiều phương pháp khác nhau để cải thiện tiếng Anh của mình Đầu tiên, em thường xuyên giao tiếp với người bản ngữ qua các chương trình trao đổi ngôn ngữ và trực tuyến, điều này giúp em tự tin hơn và quen với các cuộc hội thoại tự nhiên Bên cạnh đó, em cũng nghe podcast, xem phim và chương trình truyền hình bằng tiếng Anh để nâng cao khả năng nghe hiểu Cuối cùng, em sử dụng các ứng dụng học tiếng Anh có chức năng chỉnh phát âm và bài tập tương tác nhằm mở rộng vốn từ vựng.

T: Những chiến lược đó có vẻ rất hiệu quả nha Kết hợp thực hành nói với những người bản ngữ và học trực tuyến có thể thúc đẩy việc học ngôn ngữ nữa đó Cảm ơn em đã chia sẻ kinh nghiệm của mình nhé Chúc em học nói ngày càng giỏi

ST1: Em cảm ơn cô ạ!

T: Hello, I’m so happy to have you here I want to know more about your process of learning speaking skills Please share frankly!

T: Uhm,…Firstly, what do you reckon are the linguistic challenges holding you back from improving your speaking skills?

ST2: Thank you for the opportunity to speak My main challenge is dealing with complex vocabulary and grammar, as I often struggle to articulate my thoughts clearly due to difficulties with word choice and sentence structure.

T: I completely understand Uhm,…Pronunciation and grammar can indeed present significant obstacles Now, on the other hand, what about the psychological aspect? What crosses your mind when it comes to speaking English?

ST2: Honestly, it's primarily nerves I often feel jittery and self-conscious, especially around individuals who speak English fluently There's a fear of making mistakes and appearing foolish

T: Your sentiments are relatable Confidence can be quite challenging to cultivate Now, let's discuss strategy What methods do you employ to enhance your speaking skills?