PROBLEMS AND STRATEGIES FOR IMPROVING SPEAKING SKILLFLUENCY OF ENGLISH LANGUAGE STUDENTS AT THU DAU MOT UNIVERSITY CHAPTER 1: INTRODUCTION 1.1.. The purpose of this study is to identify
INTRODUCTION
Background to the Study
Fluency in the English language is essential in today’s interconnected world, significantly influencing communication, education, and career opportunities At Thu Dau Mot University, many English language students face challenges in achieving speaking fluency, despite having a strong grasp of grammar and vocabulary This struggle to express themselves confidently in spoken English not only affects their language proficiency but also their future job prospects This study aims to identify the specific issues hindering speaking fluency among these students and to propose effective strategies for improving their communication skills Through a thorough analysis of the factors contributing to these challenges and a review of current teaching methodologies, the research seeks to provide actionable recommendations for enhancing the English language learning environment and fostering greater speaking fluency.
Aims of the Study
This research aims to identify the specific problems faced and to propose effective strategies for English language students at Thu Dau Mot University to develop speaking fluency.
1 What difficulties do students encounter when speaking in English?
2 What are some strategies to improve speaking skill fluency?
Significance of the Study
This study plays a crucial role in enhancing English language education at Thu Dau Mot University by tackling the challenges students encounter in achieving speaking fluency The insights and strategies proposed aim to improve communication skills, boost academic performance, and increase career readiness, ultimately benefiting both the university and its students in today's competitive job market.
Thesis Outline
This article is structured into six chapters, beginning with Chapter 1, which emphasizes the significance of speaking skills and outlines the study's background, aims, research questions, and significance Chapter 2 addresses the challenges students face when speaking English, featuring a literature review divided into a theoretical framework, previous studies, and a summary In Chapter 3, various strategies for enhancing speaking skills are discussed, detailing the research methodology across seven sections, including research design and data collection procedures Chapter 4 presents the study's findings through tables and figures, offering insights into the speaking fluency issues faced by English language students at Thu Dau Mot University Chapter 5 analyzes whether the results align with initial expectations, interpreting findings in relation to existing literature and highlighting similarities and differences Finally, Chapter 6 summarizes the key results, acknowledges research limitations, and offers recommendations for teachers, students, and stakeholders, discussing both theoretical and practical implications of the findings.
LITERATURE REVIEW
Theoretical Framework
2.1.1 Defining Speaking Fluency a) Speaking Skills
Speaking skills are essential for effective communication, allowing individuals to convey information clearly and understandably This interactive process involves sharing information and prompting listeners to engage or act on what they hear Consequently, enhancing both speaking and listening abilities is vital for successful communication.
In "Fluency in L2 Learning and Use," Lintunen et al (2019) emphasize the importance of second language fluency and its practical application for learners, educators, and assessment professionals Learners aim to enhance their fluency, while teachers require effective strategies to foster and evaluate fluency in the classroom Additionally, language assessment specialists need reliable methods to measure and provide feedback on fluent and disfluent language use, making these concepts essential in the field of language education.
2.1.2 Problems in Speaking English for Language Learners
Teaching and learning English in non-English speaking countries pose considerable challenges While English is incorporated as a subject in schools and universities, and some institutions have adopted it as the medium of instruction, many students still struggle to grasp the language effectively (Akbari, 2015; Phyak).
2016) This difficulty stems from the complex grammatical patterns of the language and the learners' attitudinal or psychological factors, such as the belief that English is inherently challenging
A study titled "A Study on Students' English Speaking Problems in Speaking Performance" identifies two primary categories of challenges faced by learners: linguistic and psychological (Fitriani et al., n.d.) Linguistic problems pertain to difficulties in grammar, vocabulary, and pronunciation, which hinder effective communication.
A study by Zainurrahman and Sangaji (2019) revealed that university students face significant speaking difficulties primarily due to limited vocabulary, which correlates with lower speaking scores Notably, the research indicated that students had better vocabulary scores compared to grammar scores, implying that while they may know many words, they often struggle to use them correctly in grammatically sound sentences Furthermore, feelings of nervousness and challenges in clear expression are common among learners, exacerbated by their language deficiencies.
A study by Chand and Bahadur (2021) revealed that learners often struggle with selecting the correct tenses during speaking, highlighting the challenges they face with tense structures and prepositions in their spoken language Additionally, pronunciation emerged as a prevalent issue among these learners.
Students often face challenges in speaking English due to cognitive and psychological factors Even those with strong cognitive skills may struggle if they lack motivation, self-esteem, or confidence These psychological elements can greatly affect their oral performance (Oktaria & Oktaria, 2022).
Students often struggle with fear of making mistakes, which can lead to a lack of confidence and motivation, as well as shyness and anxiety when speaking publicly These challenges frequently stem from insufficient practice opportunities and the apprehension of receiving direct corrections from teachers during speaking exercises Moreover, self-confidence and anxiety significantly influence learners' overall language proficiency.
2.1.3 Strategies to improving speaking skill fluency
Based on students' difficulties in speaking English fluently, we have considered and are offering the following strategies:
Learning vocabulary, grammar, and improving pronunciation:
A strong vocabulary enhances your ability to communicate opinions, ideas, and emotions effectively in English According to Brown and Lee (2015), using vocabulary notebooks to record and review new words daily can significantly boost word-learning and help students achieve their learning goals A diverse vocabulary not only aids in understanding and absorbing information from various English sources, such as books, articles, movies, and lectures, but also contributes to the expansion of knowledge and language acquisition skills.
Mastering proper grammar is crucial for constructing coherent sentences and effectively conveying your message, ensuring that listeners fully grasp your intent This skill not only minimizes misunderstandings but also enhances trust in your communication As highlighted by Maria Woodford (2023), correct grammar is vital for achieving fluency and confidence in English A solid understanding of grammar helps you avoid mistakes that might make your speech sound unusual to native speakers.
Effective pronunciation is crucial for comprehending English words during listening, facilitating smoother communication and enhancing interactions with native speakers Clear pronunciation not only aids listeners in understanding you better but also boosts your confidence in conversations.
Tu Tai (2012) Using tongue twisters to practice speaking English is also a good and effective way.
Control breathing, speak slower, and use body gestures:
This method focuses on controlling breathing, speaking slowly, and using body gestures to enhance English fluency By emphasizing these elements, students can produce clear sounds and express their thoughts with greater confidence According to Goman (2011), effective body language significantly influences message delivery; using the wrong gestures can hinder audience understanding, while appropriate body language increases the likelihood of conveying your message successfully.
Recording yourself speaking in English and listening to the playback is an effective self-assessment method that helps identify and correct errors in pronunciation, grammar, and expression This practice enhances English fluency and allows students to track their progress, fostering motivation to continue learning, as noted by Ramsay Lewis (2021).
Participate in English conversation and discussion groups:
Participating in English conversation and discussion groups offers students a practical setting to enhance their speaking skills through active communication and opinion exchange Madjid (2020) emphasizes that the Group Work Method significantly boosts students' academic performance and communication abilities This method not only increases motivation for learning English but also encourages greater participation in real-life communication activities, fostering confidence and camaraderie among classmates.
Using self-recording and self-assessment:
Self-recording while speaking English followed by self-assessment is an effective method for students to enhance their fluency This approach allows learners to pinpoint areas needing improvement and create a targeted plan for growth Buchelli (2021) highlights in her study that self-assessment not only boosts students' speaking abilities by reducing their fear of communication but also encourages them to reflect on their strengths and weaknesses.
Using methods to practice speaking English by oneself, such as asking and answering questions or speaking in front of a mirror:
Previous studies
Previous studies have explored various problems and strategies for improving speaking skill fluency of English language students Wang et al.
In 2022, a thorough historical review and bibliometric analysis of English-speaking (ES) education literature revealed the current state of the field, including trends and emerging topics, while also identifying research gaps The findings indicated a multidimensional trend in research topics, encompassing communicative skills, language knowledge, assessment, teaching and learning methods, and ICT-related applications Notably, the analysis highlighted a focus on ICT-related applications such as flipped classrooms, blended learning, and e-learning, as well as cognitive factors like motivation, anxiety, and affect.
Cabaltica and Arcala (2021) conducted a study involving 39 Grade 7 students and nine Junior High school English teachers in the Philippines to identify key factors influencing students' speaking skills Their findings highlighted that the primary factor affecting students' speaking abilities is the affective aspect, particularly shyness and fear of making mistakes during speaking activities To address this, they recommended that teachers should encourage more speaking practice in class, allowing students to build confidence and improve their on-the-spot speaking performance.
Al-Sibai (2014) identified key challenges faced by English language students at Al Quds Open University, including insufficient vocabulary, grammar issues, pronunciation difficulties, and low self-confidence He recommended that educators employ diverse strategies to enhance students' speaking abilities, such as utilizing authentic materials, fostering a supportive atmosphere, providing constructive feedback, and implementing cooperative learning techniques Similarly, Sari (2018) emphasized effective strategies for developing speaking skills in EFL classrooms, including the use of games, role plays, simulations, and presentations.
Creating a learner-centered classroom is essential for fostering student interaction and communication Al Hosni (2014) identified six key factors that enhance English speaking fluency: motivation, attitude, learner beliefs, confidence, opportunities to speak, and willingness to communicate He noted that these factors are interconnected and should be considered by teachers when designing speaking activities To improve students' speaking fluency, he recommended practical strategies such as incorporating pair and group work, promoting self and peer evaluation, and offering meaningful, relevant tasks.
Research has enhanced our understanding of the challenges and strategies for improving English language speaking fluency among students Nonetheless, additional studies are necessary to tackle the unique difficulties and requirements of various contexts, proficiency levels, and learner types This study specifically focuses on identifying the problems and strategies to enhance speaking fluency for English language students at Thu Dau Mot University.
METHODOLOGY
Research Methods
This study aims to investigate the challenges and strategies for enhancing speaking fluency among English students at Thu Dau Mot University To achieve this, we employed a quantitative research method to survey students and identify the issues they face in developing their speaking skills The choice of quantitative methods allows for the collection of statistical data and insights from learners, effectively addressing the research topic on improving speaking fluency for English language students at the university.
This topic requires the evaluation and measurement of the improvement in students's English speaking ability The quantitative method allows for accurate and objective measurement of this improvement.
An in-depth analysis of the factors influencing students' English speaking ability is essential, particularly through a quantitative approach This method allows for a comprehensive examination of the relationships and correlations between various elements, including age, university education, instructors, and teaching methods Understanding these factors can significantly enhance English language instruction and student outcomes.
Population and Sampling
This study focuses on third-year English majors at Thu Dau Mot University (TDMU), where data collection will take place among these students.
Regarding sampling, we will randomly select 100 students including 50 male students and 50 female second-year English majors at TDMU.
Research Instruments
Regarding research tools, our research team distributed questionnaires to collect data from sampled students This basic questionnaire is divided into 4 parts with a total of 18 questions.
Part 2: Common difficulties when learning to speak English
Part 3: Dealing with difficulties when speaking English
Part 4: Improve speaking skills to speak fluency
The study's questionnaire consisted of four sections, beginning with demographic information that gathered participants' age, gender, and English background The second section included five questions addressing common challenges in learning English speaking skills, with responses ranging from "Strongly disagree" to "Strongly agree" to ensure clarity Part three focused on coping strategies for these challenges, utilizing a five-level response scale from "Never" to "Always." Finally, the fourth section assessed how respondents enhance their speaking skills through five questions, with answers categorized as "Slightly helpful" to "Extremely helpful."
Data Collection Procedures
We conduct online surveys using Google Forms, ensuring participants are informed about the study's objectives and research design while guaranteeing their privacy Upon receiving their consent, we provide them with the questionnaire to participate in the study.
To minimize interruptions to students' study time, we will implement surveys during breaks or after school hours The entire process, from survey distribution to data collection, is expected to take approximately one week to complete.
Data Analysis Methods
Use Microsoft Excel to analyze the information and convert it into a pie chart or bar chart to depict research results.
FINDINGS/RESULTS
Students’ background information
4.1.1 Student’s year of learning English
Student’s year of learning English
The chart presents the distribution of students learning English across various time frames, from 1-2 years to over 5 years It highlights the proportions of English learners based on their study duration, showcasing the trends in language acquisition over time.
A significant portion of English learners, 34.1%, have studied the language for 3-5 years, while 40.2% have dedicated over 5 years to their English education This reflects a commitment to enhancing their language skills, often through various courses or immersive experiences in English-speaking settings In contrast, only 8.5% of learners have studied English for 1-2 years, and 17.1% for 2-4 years, suggesting that many individuals are either newer to the language or have engaged in shorter learning periods.
Intermediate-level English learners represent 54% of the total, indicating a stronger vocabulary and grammar proficiency compared to beginners They can effectively communicate in various everyday situations, both verbally and in writing Advanced learners constitute 30.5% of the group, showcasing extensive vocabulary and fluency in English In contrast, beginners, making up 12.2%, struggle with limited vocabulary and grammatical challenges, while the "nature" category accounts for just 2.4%, reflecting even lower proficiency levels.
Nervous or anxious when speak in English
The survey reveals that 53% of respondents experience anxiety or discomfort when speaking English, highlighting the self-consciousness language learners often feel about making mistakes and being judged Conversely, 25% of participants maintain a neutral stance, suggesting that some individuals may possess higher self-confidence or proficiency in the language Furthermore, 22% of respondents disagreed or strongly disagreed with feeling anxious when speaking English, likely due to factors such as extensive practice, exposure to English-speaking environments, or increased confidence in their language abilities.
A significant 67% of participants reported difficulty in pronouncing certain English words or sounds, highlighting common challenges with unfamiliar phonemes In contrast, 30% maintained a neutral stance, suggesting that some individuals may not face substantial pronunciation issues, potentially due to higher proficiency or prior experience Meanwhile, 17% disagreed or strongly disagreed, indicating they may have developed effective strategies or attained a higher level of proficiency in English pronunciation.
A significant 50% of respondents acknowledged that they struggle with vocabulary and grammar, highlighting challenges in their English speaking skills Additionally, 18% strongly underscored the importance of this issue, while 20% maintained a neutral stance, suggesting a moderate level of proficiency yet facing some difficulties Conversely, 10% expressed confidence in their vocabulary and grammar, indicating they do not experience major challenges, and only 2% strongly disagreed with the notion of lacking these skills, showcasing a high level of self-assurance in their English abilities.
Difficulty understanding native speakers or different accents in English:
A significant 42% of respondents reported difficulties in understanding spoken English, underscoring the challenges faced by many participants Furthermore, 23% strongly agreed with this sentiment, emphasizing the importance of the issue Meanwhile, 17% maintained a neutral stance, suggesting occasional struggles without significant impact In contrast, 14% disagreed, showing confidence in their ability to comprehend various native accents, while only 4% strongly disagreed, indicating minimal challenges in understanding spoken English.
A significant 39% of respondents reported difficulties in effectively structuring their thoughts and arguments in English, highlighting a common challenge Among them, 21% strongly agreed, underscoring the seriousness of this issue Conversely, 23% maintained a neutral stance, suggesting they occasionally face challenges but not significantly Additionally, 13% expressed confidence in organizing their ideas, indicating fewer difficulties, while only 4% reported high confidence in their ability to express their thoughts coherently, reflecting a smaller segment of the population.
The survey reveals that individuals encounter various challenges when speaking English, such as nervousness, pronunciation issues, limited vocabulary and grammar knowledge, difficulty understanding native speakers and accents, and trouble organizing their thoughts To overcome these obstacles, language learners should engage in targeted practice, enhance their pronunciation skills, expand their vocabulary and grammar, expose themselves to different English accents, and practice structuring their thoughts through activities like debates and presentations.
Dealing With Linguitics Problem
The chart "Dealing with Linguistic Problem" offers important insights into the frequency of participation in strategies designed to improve English speaking fluency Key approaches highlighted include vocabulary learning, effective planning for vocabulary acquisition, techniques for comprehending unfamiliar words, grammar study and practice, and involvement in study groups and classes.
This detailed chart visually summarizes survey and research data on language learners, highlighting the frequency of participation in various language improvement methods Analyzing this chart allows readers to appreciate the significance of each strategy and its potential effectiveness in boosting English proficiency.
Questionnaire Results of Dealing with Linguistics Problem
How often do you learn new vocabulary?
I have a specific plan for learning vocabulary every day
I use synonyms, F 0 11 30 27 16 82 examples, or definitions to explain unfamiliar words.
I learn new grammar and practice with it.
I participate in groups and classes to reinforce vocabulary, grammar, and pronunciation.
The survey results reveal that a majority of respondents (51%) frequently or always participate in vocabulary literacy activities, indicating a strong focus on vocabulary development However, a notable 12% of participants reported infrequent or no engagement in learning new vocabulary This underscores the necessity for further investigation into the factors contributing to this lower engagement and the potential to create strategies that promote active vocabulary growth.
Approximately 41% of respondents indicated they have a structured plan for improving their daily vocabulary, reflecting a proactive strategy for vocabulary development In contrast, 28% reported either rarely or never having a specific plan, suggesting a more reactive or casual attitude towards enhancing their vocabulary skills.
Strategies for Understanding strange Words:
A significant 97% of respondents indicated that they employ strategies such as antonyms, examples, and definitions to grasp unfamiliar words, underscoring the importance of context and explanation in vocabulary acquisition In contrast, a mere 3% reported rarely or never using these strategies, highlighting the need for greater emphasis on contextual learning and clarification in vocabulary education.
A notable 64% of respondents demonstrate a high maturity level by frequently engaging in learning and practicing new alphabets, highlighting a strong emphasis on alphabetical access across various subjects Conversely, 13% of participants reported that they do not consistently engage in alphabet reading, indicating a need to explore alternative methods and resources for those who may find traditional alphabet reading less appealing.
Join study groups and classes:
The test indicates that 60% of responses are shared within groups or classes, highlighting the importance of collaborative literacy in enhancing language skills such as vocabulary, alphabet recognition, and pronunciation This underscores the role of social engagement in improving language access However, 23% of individuals outside the key age group reported infrequent sharing, pointing to personal literacy preferences or limited access to group literacy opportunities.
Test results reveal important insights into respondents' literacy habits and language preferences, emphasizing the significance of vocabulary access and alphabet reading The findings indicate that participants employ strategies like antonyms and contextual clues to comprehend new words Notably, there are variations in individual approaches; some individuals adopt a more visionary and structured method, while others lean towards a more mechanical or personal style.
Dealing with Physchological Problem
The "Dealing with Psychological Problem Chart" highlights effective strategies for improving English fluency by tackling psychological barriers Key methods include breath control, speaking at a slower pace, utilizing body gestures, and recording oneself for review Additionally, engaging in English conversation groups, practicing self-assessment, and performing speaking exercises—such as talking in front of a mirror or conversing with oneself—can significantly enhance language skills and overcome psychological challenges.
This chart offers valuable insights into how various strategies can effectively tackle psychological barriers to fluent English speaking By examining the data, readers can better understand the effectiveness of these approaches in language acquisition and pinpoint the most successful techniques for overcoming mental obstacles in learning English.
Questionnaire Results of Dealing with Physchological Problem
Slightly helpful Moderately helpful Very helpful Extremely helpful
I try to control my breathing, speak slower, and use body gestures.
I use the recording and listening method.
I participate in English conversation and discussion groups.
I tried using self-recording and self-assessment.
I use methods to practice speaking English by myself (speaking in font of mirror, self talk, )
Based on the given data, different strategies have been used to improve English speaking skills, each with varying degrees of usefulness Here is an overview of each method:
Strategy: Control your breathing, speak more slowly, and use body gestures.
A recent strategy evaluation revealed that 50% of participants found focusing on breathing, pacing speech, and incorporating body gestures to be highly beneficial for improving English speaking skills, while only 1.2% rated it as slightly helpful This highlights the significant positive impact these techniques can have on communication effectiveness.
Strategy: Recording and listening methods.
This strategy was rated highest as very helpful (50%), and lowest rated as slightly helpful (1.2%) This strategy enables individuals to analyze their own speech patterns and identify areas for improvement.
Strategy: Participate in English conversation and discussion groups.
Active participation in English-speaking group settings is highly beneficial for improving speaking skills, with 56.1% of respondents rating this strategy as very helpful, while only 1.2% found it slightly helpful.
Strategy: Use self-recording and self-assessment.
This strategy received the highest rating of very helpful at 56.1%, while the lowest rating was slightly helpful at 0% By enabling individuals to assess and reflect on their spoken English, this approach fosters self-improvement.
Strategy: Use methods to practice speaking English (speaking in front of the mirror, talking to yourself, etc.).
This strategy was rated highest as very helpful (56.1%), and lowest rated as slightly helpful (0%) These techniques provide opportunities for self-practice and increased fluency.
DISCUSSION
A recent survey conducted among students at Thu Dau Mot University revealed key factors that impede their effective communication skills To address these challenges, proposed solutions focus on understanding students' needs and habits, ultimately aiming to improve their English speaking abilities.
The findings from part 2 indicate that numerous students acknowledge the challenges associated with speaking English A significant barrier for EFL learners is their limited vocabulary and difficulty in retention, which contribute to their struggles with effective communication (Saroyan).
Vocabulary knowledge is a crucial factor for second language learners, as limited vocabulary can significantly hinder effective communication (Alqahtani, 2015) Research by Tuan and Mai (2015), Al Hosni (2014), Wang (2014), and Gan (2012) supports this finding, highlighting that a primary challenge in speaking is students' insufficient vocabulary knowledge, which often leads to difficulties in recalling words during conversation.
In Part 3: Dealing with Linguistic Problems, participants reported that limited vocabulary and challenges in recalling words during conversations in English posed significant difficulties To address these issues, many students are implementing strategies to enhance their vocabulary, grammar, and pronunciation skills.
Many students experience speaking difficulties due to a lack of confidence, embarrassment while speaking, and fear of making mistakes Addressing these physiological challenges can help identify and improve students' current conditions Research indicates that the strategies implemented have been rated as highly effective by students This aligns with findings from Pysarchyk & Yamshynska (2015), which emphasize the importance of fostering self-confidence and overcoming the fear of speaking.
“being criticized by peers or teachers for poor spelling, pronunciation and grammar or vocabulary.”
CONCLUSION
Summary of the Main Findings
This study investigates the challenges and learning strategies faced by English major scholars in developing their speaking skills It aims to identify the root causes of difficulties encountered in English speaking, providing valuable insights into the issues students face Additionally, the research highlights effective enhancement strategies for improving speaking skills, underscoring the importance of these skills in the overall process of learning English.
Limitations and Future Directions
Research on the challenges faced by English language students reveals various difficulties in their learning process The study identified several methodological obstacles that require attention to improve educational strategies.
The sample size is too small and does not reflect all English learning students This reduces the representativeness and generalizability of the research results.
Data collection tools and methods have not been perfected, which may cause misleading results This affects the reliability and accuracy of the data.
The research period was too short and not enough to fully collect and analyze data This reduces the depth and detail of the research.
To overcome these difficulties, future research should pay attention to the following points:
Increase sample size, ensure representativeness of research results This will help improve the generalizability and comparability of the study.
Use appropriate data collection tools and methods, ensuring data quality and accuracy This will help improve the reliability and accuracy of the research.
Spend more time on research, ensuring adequate data collection and analysis This will help increase the depth and detail of the research.
Research indicates that developing English speaking skills is a complex endeavor that demands commitment from both learners and educators Learners must exhibit patience and engage in consistent practice to enhance their speaking abilities Meanwhile, educators should refine their teaching methods and facilitate opportunities for students to practice speaking in natural settings By collaborating in this manner, both learners and educators can effectively elevate their English speaking proficiency.
Recomandations
Research on the challenges and strategies for enhancing English speaking fluency among English majors at TDMU reveals significant insights into the complexities of developing this skill The study underscores that improving English speaking proficiency for these students is a multifaceted and challenging endeavor.
Research shows that English majors at TDMU encounter a number of challenges in developing English speaking skills, including:
Lack of opportunities to practice speaking English in real environments.
Inferiority when speaking English in front of others.
Limitations in knowledge base such as: grammar, vocabulary, pronunciation.
Research also shows that there are a number of opportunities to improve students' English speaking skills, including:
Enhance students' self-study awareness.
Improve basic knowledge through listening learning methods.
Controlling speaking speed as well as breathing can also make students more confident when speaking, which can help students speak English more fluently.
Based on the study's findings, educators and administrators can make the following changes to improve the English speaking skills of English majors:
Integrate English speaking practice activities into the curriculum.
Use student-centered teaching and learning methods.
Provides students with the opportunity to practice speaking English with native speakers
Organize classes on soft skills such as presentations, public speaking skills, etc However, these changes cannot solve all the challenges facing English majors at TDMU.
Learning English is a lengthy endeavor that demands significant effort and dedication To improve their speaking skills, students must have ample time and opportunities for regular practice Unfortunately, many university English teaching programs face constraints in terms of time and resources, which can hinder students' progress.
Self-consciousness can be a significant barrier for students when speaking English in front of others The fear of making mistakes or being judged often leads to anxiety, causing them to shy away from practicing their speaking skills This avoidance ultimately hampers their fluency in English, making it crucial to address these feelings to foster confidence and improvement in communication.
To effectively learn English, students must possess a solid understanding of grammar and vocabulary Unfortunately, many English majors lack this essential foundation, which can hinder their ability to speak English fluently and coherently.
Enhancing the English speaking skills of English majors at Thu Dau Mot University presents significant challenges Success in this endeavor requires strong collaboration among universities, educators, administrators, and students.
Implications
A study on enhancing speaking fluency among English language students at Thu Dau Mot University has revealed key challenges and opportunities for improvement The findings carry significant implications for educators, curriculum designers, and administrators in the English education sector.
Research shows that English majors at TDMU encounter a number of challenges in developing English speaking skills, including:
Lack of opportunities to practice speaking English in real environments.
Self-conscious when speaking English in front of others.
Limited knowledge of grammar and vocabulary.
Research also shows that there are a number of opportunities to improve students' English speaking skills, including:
Support students in mastering basic knowledge such as vocabulary, grammar or pronunciation
Enhance English speaking practice activities in class and outside of class.
Create a safe and supportive learning environment for students.
Provide students with tools and resources to develop English speaking skills.
Based on the study results, educators and administrators can make the following changes to improve the English speaking skills of English majors:
Integrate English speaking practice activities into the curriculum.
Use student-centered teaching and learning methods.
Create opportunities for students to practice speaking English with native speakers.
This study emphasizes the necessity for ongoing research into effective strategies for enhancing fluency in English speaking skills, as the landscape of challenges and opportunities in this area is constantly evolving.
1 What is your gender? £ Male £ Female £ Prefer not to say
2 How long have you been learning English? £ 1-2 years £ 2-3 years £ 3-5 years £ Over 5 years
3 What is your level of English proficiency? £ Beginner £ Intermediate £ Advanced £ Native
Part 2: Difficulties in Speaking English
Please indicate how much you agree or disagree with each statement about the difficulties you encounter when speaking in English.
Disagree Neutral Agree Strongly agree
I feel nervous or anxious when I have to speak in
I have trouble pronouncing some words or sounds in English.
I lack vocabulary or grammar knowledge to express myself in English.
I have difficulty understanding native speakers or different accents in English.
I find it hard to organize my thoughts or arguments in English.
Part 3: Dealing with Difficulties in Speaking English
Please indicate how often you use each of the following strategies to deal with difficulties in speaking English.
I ask for clarification or repetition when I don't understand something.
I use gestures, facial expressions, or body language to communicate.
I use synonyms, examples, or definitions to explain unfamiliar words.
I paraphrase, summarize, or simplify what I want to say.
I correct myself or apologize for making mistakes.
Part 4: Improving Speaking Skill Fluency
Please indicate how helpful you think each of the following strategies are for improving your speaking skill fluency in English.
English with native speakers or other learners
I listen to or watch English media such as podcasts, videos, or movies.
I read English texts such as books, articles, or blogs.
I write in English such as journals, essays, or emails.
I review or learn new vocabulary or grammar rules in English.
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