STATEMENT OF AUTHORSHIP I hereby affirm that the thesis titled "STUDENTS’ PERCEPTIONS AND PRACTICES OF LEARNING SPEAKING AT NGUYEN HUE HIGH SCHOOL" is my original work and does not incor
INTRODUCTION
Rationale
Language competency encompasses four key components: auditory comprehension, verbal expression, textual interpretation, and written communication Verbal expression is crucial for effective communication and should be developed by everyone Engaging in verbal expression requires individuals to convey information accurately and effectively (Richards, 2007; Karimy & Pishkar, 2017) It involves a collaborative process of meaning-making, which includes formulating, verifying, and processing information (Brown, 2001; Supraba, 2018) Understanding speech events and the functions of language is essential for effective communication (Harmer, 2017; Kasita Bangun, 2018) To assess speaking ability, factors such as accuracy, appropriateness, lexical completeness, grammatical accuracy, clarity, fluency, and content relevance must be evaluated (Weir, 2005) Additionally, speaking skills involve cognitive, physical, and psychological processes (Hadley, 2001; Elnadeef & Abdala, 2019).
Speaking English effectively requires comprehensive language input, including exposure, expression, classroom interaction, and a supportive environment Many learners struggle with fluency despite years of study due to gaps in essential knowledge This frustration often stems from a lack of effective communication skills and understanding of cultural norms in various contexts To address this, oral teaching should adopt a communicative approach that emphasizes active participation from both teachers and students According to Richards and Lockhart (1994), learners' beliefs significantly impact their classroom experiences; successful learners grasp the language learning process and apply effective techniques, while negative beliefs can lead to ineffective strategies and a poor attitude towards learning (Lockhart, 1995, cited in Bernat, 2005).
Effective speaking practices rely heavily on positive perceptions from both students and educators, making the learning process smoother When learners view speaking pedagogy favorably, they are less likely to face challenges in communication Additionally, the nature of assigned tasks plays a crucial role; tasks that are uninteresting or lack motivation can hinder student participation in speaking classes It is essential that these tasks match the learners' comprehension levels Collaborative activities should be designed to be simple yet engaging, providing appropriate challenges and support to enhance the learning experience.
Speaking abilities have garnered significant attention, as highlighted by the Ministry of Education (MOE, 2003) This study aimed to assess the effectiveness of spoken lessons in facilitating students' speaking skills Despite the recognized importance of these lessons, students' motivation to engage in English-speaking group discussions can be adversely affected by the nature of the tasks assigned Specifically, uninteresting and unmotivating tasks can deter learners from participating actively in group discussions (Nunan).
1989) If the speaking activities allowed students to participate, the problem could be related to perception and practices of students
According to Syakur et al (2020), students often struggle to express their ideas and thoughts fluently in English due to factors like insecurity, shame, and fear, which can lead to misunderstandings related to grammar and vocabulary Gilakjani and Sabouri (2016) emphasize the importance of speaking in daily interactions, as it serves as a primary means of conveying ideas and information To foster effective communication in English, educators should incorporate real-life language use and encourage students to practice speaking.
Despite extensive research, there are still shortcomings in students' oral communication skills in English Although English instruction begins in lower grades, many students struggle to speak the language fluently To address this gap, the researcher aims to investigate students' self-perceptions and behaviors regarding their communication abilities.
At Nguyen Hue High School, English is a key component of the curriculum; however, many students struggle to achieve the desired speaking proficiency Observations reveal that students often have difficulty articulating their ideas clearly and confidently, largely due to a lack of speaking practice and limited participation in interactive activities These challenges hinder their overall language development and affect their ability to engage fully in both academic and social settings, despite the importance of speaking skills for effective communication and academic success.
In summary, my four years of teaching experience have shown me that additional research is essential, as students' speaking skills are inadequate to meet the challenges encountered in the classroom.
Aims and objectives
The overall aim of this study is to investigate students’ perceptions and practices of learning speaking at Nguyen Hue High School
This research intends to achieve the following specific objectives:
- To investigate the students’ perceptions toward learning speaking
- To identify the students’ practices of learning speaking.
Research questions
This study attempts to answer the following questions:
1 What are the students’ perceptions towards learning speaking English?
2 How do students practice learning speaking English?
Scope of the study
This study aims to evaluate the perceptions and practices of Grade 10 English students at Nguyen Hue High School regarding speaking skills It focuses on various learning methods, such as discussions and role-plays, while exploring students' attitudes towards speaking in the classroom, their confidence levels, and the importance they place on speaking for academic and professional success Additionally, it investigates the activities and strategies students use to enhance their speaking abilities, both in and out of the classroom, as well as the challenges they encounter, such as anxiety and lack of practice Utilizing a mixed-methods approach, the research combines quantitative surveys to identify general trends with qualitative interviews and observations for deeper insights into individual experiences By clearly defining its scope, this study seeks to provide valuable insights into students' perceptions and practices, ultimately guiding more effective teaching strategies at Nguyen Hue High School.
Significance of the study
This study offers crucial insights into the challenges and perceptions of Nguyen Hue Secondary School students regarding their English speaking skills By examining students' views on the significance of speaking in language education and identifying the obstacles they face, the research enhances understanding of their specific needs The findings aim to provide valuable information for both teachers and students at the school, with the hope that this thesis will assist EFL students in recognizing existing issues and seeking effective solutions for improving their speaking abilities.
Structure of the thesis
The thesis consists of five chapters: Introduction, Literature Review, Research Method, Result Discussions and Conclusion
Chapter 1 presents the study's justification, emphasizing the value of speaking abilities in the acquisition of the English language It defines the scope of the study, provides out the goals and objectives of the investigation, and poses the research questions that will direct the investigation This chapter also highlights the research's importance in resolving the issues that Nguyen Hue High School pupils confront An outline of the thesis structure is provided at the end
Chapter 2 delves into the theoretical frameworks pertinent to the investigation, examining significant prior research that has shaped the current study while defining key terms related to speaking skills This chapter identifies existing gaps in the literature, underscoring the need for the present investigation By synthesizing diverse perspectives and findings, it establishes a foundational understanding of the current research landscape in English speaking skills and highlights how this study intends to address these identified gaps.
Chapter 3 investigates students’ perceptions and practices regarding speaking It describes the research subjects, including demographic information about the participants The chapter outlines the research instruments used for data collection, such as surveys and interviews, observation and discusses the employed methods for data analysis This section also addresses ethical considerations and the rationale for the chosen mixed-methods approach, providing a comprehensive overview of how the study was conducted
Chapter 4 presents a thorough analysis of the data collected from both quantitative and qualitative methods It begins with a statistical analysis of the survey responses, highlighting trends in students’ perceptions and practices related to speaking Following this, qualitative findings from interviews and observations are presented, offering deeper insights into individual experiences and challenges faced by students This chapter aims to answer the research questions outlined in Chapter 1, providing evidence and interpretations of the data collected
Chapter 5 synthesizes the key findings from the research and discusses their implications for teaching practices at Nguyen Hue High School It addresses how the findings align with or contrast previous research and offers recommendations for educators to enhance speaking skills in the classroom This chapter also considers the limitations of the study, suggesting areas for further research to build on the findings It concludes by summarizing the main contributions of the study to the field of English language education and the specific context of Nguyen Hue High School.
LITERATURE REVIEW
Theoretical frameworks
Speaking skill, as highlighted by Annisa (2015), is a productive ability similar to writing, where individuals create spoken language instead of written text It plays a crucial role in communication, information sharing, and building relationships in society (Fulcher, 2014) Proficiency in speaking is often seen as a key measure of language acquisition, with learners considered proficient when they can effectively use the target language Glover (2011) emphasizes that mastery of speaking is a definitive indicator of success in language acquisition.
Speaking is a complex skill essential for effective communication, encompassing key elements like grammar, vocabulary, pronunciation, fluency, and comprehension (Harmer, 2007) Each component significantly influences an individual's ability to express thoughts and engage in conversations, with grammar providing the structural foundation for language use.
Grammar, as defined in 1982, is a systematic set of rules that governs the application of language Mastering grammar is essential for students, as it provides them with the tools needed to construct accurate sentences in both spoken and written communication A strong understanding of grammatical principles is crucial; without it, learners may find it difficult to express their thoughts clearly, which can result in misunderstandings during conversations.
Vocabulary is a crucial element of effective speaking, as it includes the selection of words used in communication (Brown, 2007) A rich vocabulary enables speakers to convey their ideas with precision and depth, while Hornby (1995) defines vocabulary as the collection of words known to an individual or used in specific contexts, like academic subjects Conversely, a limited vocabulary can impede effective communication, making it difficult for speakers to express their thoughts clearly and fully.
Effective speaking hinges on proper pronunciation, which is vital for clarity in spoken language It involves the accurate production of sounds and distinct articulation of words, including both phonemes and suprasegmental features like stress and intonation According to Gerard (2000), consistent mispronunciation can hinder understanding, particularly among speakers from varied linguistic backgrounds Therefore, clear pronunciation is crucial for being understood and promoting effective communication.
Fluency is a key objective for language learners, reflecting their ability to communicate smoothly and confidently According to Brown (2007), fluency involves expressing oneself without excessive hesitation Key indicators of fluency include a consistent speaking pace and limited use of fillers like "um" or "uh," which demonstrate a speaker's capacity to convey ideas seamlessly, thus improving the overall flow of conversation.
Comprehension is a crucial aspect of effective speaking and interaction According to Hornby (2000), it refers to the cognitive ability to understand spoken language, which is essential for appropriate responses in conversations Strong comprehension skills enable speakers to engage fully in discussions, allowing them to follow and contribute meaningfully to the exchange of ideas For students aiming to enhance their speaking abilities, developing comprehension skills is vital for successful communication.
In summary, mastering grammar, vocabulary, pronunciation, fluency, and comprehension is crucial for improving speaking skills Each component plays a vital role in effective communication, and by concentrating on these aspects, learners can greatly enhance their clarity and engage in more meaningful conversations.
2.1.3 Important Factors Affecting English Speaking Proficiency
Educators must identify key factors that impact their students' oral proficiency to address challenges in speaking instruction These factors include performance contexts like time constraints, preparation, evaluation criteria, and support levels, as well as emotional aspects such as motivation, confidence, and anxiety Additionally, listening comprehension skills and feedback received during oral activities play a significant role in shaping students' speaking abilities.
Students face various performance conditions during speaking activities that significantly affect their outcomes According to Nation and Newton (2009), the key factors include time pressure, planning opportunities, performance standards, and the level of support available For example, time constraints may lead students to focus on fluency over accuracy, resulting in unclear communication In contrast, adequate planning time can improve the coherence and organization of their responses Additionally, performance standards can either motivate students or heighten their anxiety The support provided by instructors and peers is also vital in boosting students' confidence and encouraging participation Therefore, educators must thoughtfully consider these conditions when designing speaking tasks to enhance student engagement and success.
Affective factors play a crucial role in language acquisition success, as highlighted by Oxford (1990) and Krashen (1982) Emotional states such as motivation, self-confidence, and anxiety significantly influence learners' performance Motivated students are more engaged in speaking activities, while those with higher self-confidence are willing to take risks, leading to better learning outcomes Conversely, anxiety can hinder performance, causing students to withdraw from speaking opportunities due to fear of negative evaluations Therefore, educators should focus on creating a supportive classroom environment that addresses these emotional aspects, promoting positive engagement and enhancing overall language learning.
The development of speaking skills is closely tied to listening abilities, as highlighted by Doff (1998), who notes that successful communication relies on students comprehending spoken language for meaningful conversation participation Shumin (1997) further emphasizes that effective dialogue requires active listening from both participants, illustrating that every speaker must also be a listener If students struggle to understand spoken language, they will find it difficult to respond effectively Therefore, the interconnection between speaking and listening highlights the importance for educators to prioritize listening skill development alongside speaking instruction, fostering an integrated approach that enhances both competencies.
Topical knowledge, or the information retained in long-term memory about specific subjects, significantly impacts speaking performance (Bachman & Palmer, 1996) It enables speakers to access relevant information, enhancing communication and linking language to real-life experiences When students have sufficient topical knowledge, they can approach speaking tasks more confidently; however, a lack of familiarity can impede clear expression, causing frustration and disengagement Therefore, it is crucial for educators to incorporate relevant topics into speaking exercises, creating connections between the language being learned and students' personal interests By grounding speaking activities in real-world contexts, teachers can boost student motivation and engagement, leading to deeper learning and more meaningful language application.
Feedback during speaking activities plays a vital role in shaping students' learning experiences While students generally appreciate evaluations from teachers, the way feedback is delivered significantly affects their engagement and confidence According to Harmer (1991), educators should customize their feedback based on the lesson's context and the specific errors made by students Overly frequent corrections during speaking exercises can disrupt the flow of conversation and deter participation Instead, offering constructive feedback that emphasizes strengths while addressing areas for improvement encourages students to engage more actively in speaking tasks (Baker & Westrup, 2003) By fostering a supportive environment, teachers can boost students' confidence and willingness to communicate, ultimately enhancing their speaking performance.
Students' cultural backgrounds significantly impact their engagement in speaking activities and group projects Diverse cultural environments lead to varying attitudes toward participation in discussions, which can influence students' willingness to engage Many individuals may not recognize how their cultural backgrounds shape their behaviors in classroom settings, as noted by Tayca (1986) For educators aiming to enhance participation in group discussions, understanding and respecting these cultural influences is crucial By implementing strategies that help students recognize their cultural contexts, teachers can foster greater engagement and encourage a more positive view of collaborative learning methods.
Previous related studies
The researcher found out some previous studies which are related to the perceptions and practices of students on learning speaking Amita and Tavriyanti
In 2015, it was noted that learners faced challenges in oral communication due to a lack of self-confidence when speaking to peers Additionally, research indicates that students' speaking proficiency scores often fall below the required threshold of 75 (KKM score) This shortfall can be linked to various factors, such as limited vocabulary mastery, insufficient participation in classroom discussions, and a reluctance to speak in English (Syakur et al., 2020).
Further studies have explored the relationship between students' perceptions of speaking anxiety and their actual speaking practices Gardner and Lambert
Anxiety can significantly hinder effective communication, as established by researchers like Horwitz (2001) and MacIntyre et al (1998) Students experiencing higher anxiety levels when speaking English tend to shy away from spontaneous speaking activities, leading to missed opportunities for practice and skill enhancement This avoidance ultimately impacts their language development and confidence in communication.
A study conducted in 1977 revealed that students who perceive themselves as competent speakers are more likely to take risks and engage actively in communicative language use This indicates that promoting a positive self-image among learners can help reduce anxiety and encourage greater participation in speaking activities.
Nunan (1999) emphasizes the necessity of providing students with ample opportunities to practice the target language in real-life contexts during speaking lessons, which is crucial for an effective speaking course The teacher's role is to guide students in mastering essential language components like pronunciation, grammar, and vocabulary, while also aiding them in understanding language use across various social situations By offering authentic exercises, teachers can prepare students for real-world communication, enabling them to construct accurate and coherent sentences with appropriate pronunciation tailored to specific contexts.
Vygotsky (1978) highlighted the crucial role of social interactions in enhancing speaking skills, suggesting that effective communication is developed through negotiation and collaboration with peers This approach emphasizes the significance of collaborative learning activities, enabling students to engage in meaningful dialogues that foster their speaking abilities in a supportive environment.
A study by Sita Arya (2017) explored students' perceptions of classroom activities designed for speaking instruction, utilizing strategies such as role play, discussion, simulation, information exchange, brainstorming, storytelling, and interviews The findings revealed that students were actively engaged in these speaking activities; however, the research also highlighted a need for more practice in classroom interactions and extracurricular activities to further develop their speaking skills.
A study by Pham (2018) shows that students favor interactive learning methods, such as role-plays and group discussions, over traditional lectures, as these activities enhance engagement and provide practical language application Role-plays, in particular, help students practice authentic conversations, boosting their confidence and fluency However, many students express concerns about insufficient practice time in the classroom, which hinders their speaking proficiency and confidence This highlights the necessity for curricular changes that emphasize speaking practice and incorporate more collaborative learning experiences.
Park and Lee (2005) examined the connection between speaking performance, anxiety, and self-confidence in second language learners, involving 132 Korean college students in English conversation courses Their findings indicated a negative correlation between anxiety levels and speaking performance Similarly, Tanveer (2007) studied the causes of language anxiety and its impact on communication among 20 learners, reinforcing Park and Lee's results by demonstrating that heightened anxiety significantly hinders language performance and learning Tanveer concluded that increased anxiety levels lead to decreased performance.
Research emphasizes the critical role of feedback in enhancing students' speaking skills Studies by Beebe and Takahashi (1989) and Kasper and Roever (2005) indicate that constructive feedback is vital for improving speaking abilities Swain (1995) found that feedback not only enhances students' self-assessment
This study uniquely investigates the perceptions and practices of Nguyen Hue High School students regarding speaking skills, differing significantly from previous research Findings from various studies highlight the crucial role that students' perceptions and practices play in language teaching and learning Understanding these factors can aid in developing effective strategies and activities that enhance speaking skills By addressing these diverse influences, the researcher aims to foster a supportive learning environment that promotes language development and boosts students' confidence in their speaking abilities.
RESEARCH DESIGN AND METHODOLOGY
Research Design
This investigation utilized a descriptive research framework that combines qualitative and quantitative methodologies, specifically the mixed method as defined by Kothari (2004) The primary aim of descriptive research is to accurately outline existing conditions Creswell (1999) noted that a mixed-method design involves using both qualitative and quantitative data collection and analysis within a single study This approach enables policy analysts to gain a qualitative understanding while also quantitatively and graphically representing complex processes, as highlighted by Rossman and Wilson (cited in Creswell).
A multi-method approach to policy research enhances our understanding of complex social phenomena by incorporating diverse methodologies and perspectives This approach broadens the scope of inquiry, allowing for a richer analysis that integrates qualitative insights with quantitative findings By capturing individuals' emotions and contexts, this methodology proves to be more effective in addressing the needs of various stakeholders involved in policy issues.
Research setting and participants
The researcher chose to focus on grade 10 students at Nguyen Hue High School due to a noticeable decline in their English speaking skills observed over four years of teaching This prompted an investigation into the underlying causes of their inadequate performance Additionally, the lack of existing research on the students' perceptions and usage of speaking in English further justified the need for this study.
Nguyen Hue High School has 500 tenth-grade students for the 2024-2025 academic year, organized into 12 classrooms with 44 to 46 students each To achieve a representative sample, the researcher utilized a simple random sampling technique, selecting 110 students, which constitutes 22% of the total student population, as the primary data source.
To ensure balanced representation, the researcher selected 10 students from each of 7 classrooms and 8 students from each of 5 additional classrooms, totaling 110 participants From this diverse group, 4 students were chosen for in-depth interviews to explore their perceptions and challenges related to learning speaking skills.
Four classrooms were chosen for observation, with each session featuring the same teacher conducting an identical speaking lesson across different classes This method enabled the researcher to evaluate differences in teaching practices and levels of student engagement while maintaining consistent instructional conditions.
The study featured a highly qualified teacher with advanced credentials in English education and extensive professional experience The participating students displayed a diverse array of English proficiency levels, mirroring the typical linguistic abilities of tenth-grade learners at the school.
Research Instruments
In order to collect relevant data from the respondents, the researcher used questionnaire, interview and classroom observation
The study utilized closed-ended questionnaires to gather valuable insights into students' perceptions of active learning techniques Chosen for their efficiency in collecting large amounts of data and accommodating diverse participants, questionnaires are a widely recognized data collection tool (Kothari, 2004) The primary aim was to capture respondents' genuine thoughts, feelings, and experiences related to these learning methods The questionnaire was meticulously crafted based on a thorough review of relevant literature, incorporating key concepts such as practice, motivation, and confidence, as well as addressing practical materials, large class dynamics, assessments, and various strategies.
The present study utilized a questionnaire to gather data on students' perceptions of learning speaking skills, focusing on both demographic information and attitudes toward speaking The first section collected demographic details, including name, gender, age, and prior English learning experience, to better understand how these factors influence perceptions of speaking skills The second section comprised 10 questions aimed at exploring students' views on key aspects of speaking practice, such as confidence in speaking English, engagement in speaking activities, the effectiveness of classroom practices, and the role of peer interaction in enhancing speaking skills.
Students responded to each question using a five-point Likert scale, enabling them to indicate their level of agreement with the statements: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), and Strongly Disagree (1) This structured approach facilitated the quantification of students' attitudes and allowed for comprehensive data analysis.
The interviews aimed to gather insights into the participants' perspectives, emotions, and relevant aspects within the interview context, while also clarifying students' views on a previously administered questionnaire to ensure reliable data collection This research utilized interview guidelines from Alfi (2015), which included six questions designed to identify the challenges students encounter during oral communication practice.
To enrich the quantitative findings, the study integrated semi-structured open-ended interviews, organized into three key clusters of questions The first cluster examined students' general approaches to learning speaking skills, while the second cluster investigated their in-class practices and activities related to speaking The final cluster addressed the primary challenges students encounter in developing their speaking skills.
In this study, class observation was employed to gain valuable insights into participants' instructional methods, offering rich descriptive data and direct evidence of their behaviors (Bryman, 2012) This observational approach provided numerous advantages for the researcher, enhancing the collection of sample data effectively.
In this study, the researcher employed a non-participant observation method to analyze classroom activities that reflected students' engagement in developing speaking skills Observations were conducted in four randomly selected classes, all focused on Unit 5: Inventions - Lesson Speaking, encompassing activities such as warm-up, pair work, group work, and idea presentations The qualitative data collected at Nguyen Hue High School, where all classes were taught by the same instructor, was documented under codes C1, C2, C3, and C4.
The researcher utilized classroom observations and a modified observation checklist to gather quantitative data on student behaviors during speaking sessions This checklist, based on a two-point (yes/no) format from Nunan (1989), was designed to systematically document classroom activities and track key interactions By employing this tool, the researcher aimed to analyze and identify patterns in students' speaking practices effectively.
Data collection procedure
To collect data on students' perspectives regarding speaking in English classes, a closed-ended questionnaire was utilized, focusing on motivation, confidence, participation, and the effectiveness of speaking activities The survey was distributed via Google Forms, with a link sent through email to participants for convenient completion A total of 110 responses were collected, and the automatic logging feature of Google Forms facilitated an efficient data collection and analysis process.
In-depth interviews were conducted with four students who participated in the survey and classroom observations to gain a deeper understanding of their experiences and challenges with speaking in English These interviews provided valuable insights into the reasons behind the students' questionnaire responses, clarified their perceptions, and offered a detailed exploration of their speaking practices.
Over the course of one week, the researcher conducted observations in four randomly selected classrooms to analyze the implementation of speaking activities and student engagement The focus was on key factors including student confidence, participation, and interaction, aiming to gain a comprehensive understanding of classroom dynamics and students' involvement in these speaking tasks.
Data analysis procedure
After gathering data from educators and learners through surveys, classroom observations, and interviews, a thorough analysis and interpretation of the findings was carried out The quantitative data reflecting students' perceptions were analyzed using the methodology outlined by Sugiyono (2010).
Remarks: p= Percentage f =Number of students choose every choice of Answer for each statement
According to Marwa (2020), she indicated that scale to classify the level of percentage for the questionnaire as follows:
81% - 100% categorized into very high level
41% - 60% categorized into high enough level
0% - 20% categorized into very low level
The data from the questionnaires were analyzed using a specific formula to generate a total score, which was subsequently converted into a percentage This percentage allowed for the classification of students' perceptions into different levels, addressing the first research question regarding students' views on speaking activities in the classroom.
In-depth qualitative interviews with four students, each lasting 20 to 25 minutes, provided valuable insights into their experiences and challenges in learning to speak The interviews were transcribed and analyzed through thematic analysis, revealing key themes related to the students' challenges, motivations, and speaking strategies By coding the responses, the researcher highlighted recurring patterns that were then compared with questionnaire findings, resulting in a more comprehensive understanding of the students' speaking experiences.
To answer the second research question, classroom observation data were analyzed using both qualitative and quantitative methods The qualitative analysis focused on identifying recurring patterns in student behavior, participation, and interaction during speaking activities, revealing insights into student engagement, confidence levels, and interactions with peers and the teacher Meanwhile, the quantitative data quantified the frequency of specific behaviors, such as participation rates and the use of speaking strategies, thereby enriching the qualitative findings.
Research reliability and validity
The research tools used in this study were essential for ensuring reliable results, with a closed-ended questionnaire providing consistent quantitative data on students' perceptions Additionally, a modified observation checklist allowed for standardized data collection, yielding qualitative insights into actual learning processes To capture a comprehensive view of students' experiences, interviews were conducted, further enriching the data By employing a mixed-methods approach, the study successfully triangulated information from various sources, enhancing the overall validity of the findings and offering a robust understanding of student participation in class.
Ethical considerations
Before commencing the study, permission was secured from Nguyen Hue High School to address ethical concerns The research was conducted under the guidance of academic advisors to uphold ethical integrity Verbal consent was obtained from both teachers and students prior to data collection, ensuring informed participation The study's purpose and goals were clearly communicated to the school administration, teachers, and students to maintain transparency throughout the process.
FINDINGS AND DISCUSSION
Students’ perceptions
4.1.1 Students’ perception of the importance of interaction in language learning
Table 4.1 Students' perceptions of the value of interaction in language acquisition
4= Agree 3= Neutral 2= Disagree 1= Strongly disagree
In Communicative Language Teaching (CLT) classrooms, learners play an active role as participants rather than passive recipients of information Breen and Candlin (1980) emphasize that learners serve as negotiators in their own learning processes, engaging with both their personal development and the evolving learning objectives This interaction occurs during class discussions and collaborative activities, highlighting the importance of group dynamics in the learning experience.
A significant majority of students at Nguyen Hue High School recognize the importance of interaction in enhancing their English-speaking skills, with 77.5% agreeing and 12% strongly agreeing that interaction is vital for language learning This supports the notion that language acquisition is an active process, aligning with the principles of communicative language teaching (CLT), which focuses on learner-centered activities and communication's role in language development Group activities foster a dynamic classroom environment, as many students expressed a preference for lessons that encourage active participation While most students value interaction, a small group (10%) remained neutral, and only 0.5% disagreed with its significance.
The findings indicate that most students recognize the advantages of interactive language learning; however, a subset may not fully understand or appreciate its significance, potentially due to individual preferences or previous experiences that focused on passive learning techniques.
Most students prefer learning English through interactive activities with classmates, such as group discussions, role-plays, and debates, which they find more enjoyable and effective These activities foster engagement and reduce anxiety, allowing students to feel less pressure compared to speaking individually in front of the class This preference underscores the significance of social learning in language acquisition, as students thrive in relaxed, peer-based environments As Nguyen noted, “I prefer activities where we talk to each other It’s less stressful and more fun than just listening to the teacher,” while Truong added, “When we work together, I feel less afraid of making mistakes because everyone is in the same situation.”
A study conducted at Nguyen Hue High School revealed that students prefer learning English through interactive activities with their peers, such as group discussions, role-plays, and debates, which enhance enjoyment and reduce stress Many students find individual speaking in front of the class intimidating, but group activities alleviate this pressure, highlighting the importance of a supportive social environment in language learning By engaging with classmates, students not only enhance their speaking skills but also gain confidence in making mistakes and experimenting with language This underscores the necessity of creating learning spaces that foster both social and linguistic growth, minimizing the anxiety associated with individual performances.
4.1.2 Students’ perception related to overcrowded classrooms
Table 4.2 Students' perceptions of large class sizes
4= Agree 3= Neutral 2= Disagree 1= Strongly disagree
Temechegn (2002) pointed out that learner-centered approach takes advantage of individual differences He recognized that different learning styles of students require different learning methods to be implemented
Item 2 deals with the large number of students in the class More than half of the respondents, 88 (80.0%), said that students think that the class size is too large for a lecture Eight (8.1%) responded that he/she strongly agreed with the idea However, 7 (6%) had the same score and responded neutrally, disagreeing that large classes are suitable for oral classes In order for group members to collaborate and interact successfully, they need to sit close enough so that everyone can see and hear each other in a preferred way The seats are arranged in a circular pattern Classroom layout requires rearranging tables and chairs according to the nature of the furniture, group size, task type, and available space (Cohen, 1972) In summary, three-quarters of the respondents believe that a large number of students in the class is not suitable for oral classes
Promoting effective oral language learning in large classes poses significant challenges, as the high student numbers directly hinder engagement in productive oral activities A striking 80% of respondents believe that class sizes are too large for meaningful oral interaction, leading to concerns about student participation in group discussions, role-plays, and debates Oral language learning relies heavily on interaction, yet the limited physical space in large lecture settings restricts opportunities for students to communicate and collaborate effectively.
The classroom layout significantly impacts the effectiveness of group activities, particularly regarding visibility and auditory accessibility When students are positioned too far apart or in rigid rows, communication becomes challenging, hindering productive conversations This highlights the advantage of circular seating arrangements or flexible seating patterns that promote closer collaboration, emphasizing the necessity for a dynamic and interactive environment conducive to oral learning.
Students' responses regarding speaking in larger classes varied significantly Many expressed that the presence of numerous classmates made it more challenging to participate, primarily due to fears of being overlooked or making mistakes Nhan articulated this sentiment, stating, "It's harder to speak when there are so many people because I feel like I might get it wrong, and nobody will notice."
Truong shared: “Speaking becomes more challenging in large groups because I'm worried about making mistakes, and it seems like no one would pay attention anyway.”
Some students prefer larger classes as they feel less anxious and can blend into the crowd, while others thrive in smaller settings that offer personalized attention This indicates that class size can significantly impact student comfort and engagement, suggesting that smaller classes may foster a more supportive environment for effective speaking practice.
Students exhibit mixed feelings about speaking in larger classes, highlighting the intricate connection between class size and comfort during speaking activities While some find the large number of peers intimidating, fearing judgment and mistakes, others appreciate the anonymity that larger classes offer, allowing them to feel less pressure This variance in comfort levels suggests that students respond differently based on class dynamics; some thrive in smaller settings with personalized feedback, while others prefer the reduced stress of larger groups, even at the cost of interaction Consequently, these insights indicate that a uniform approach to class size and teaching methods is inadequate, emphasizing the need for adaptations that cater to diverse student needs in speaking practice.
4.1.3 Students’ Perception on the Importance of Engaging in the Group/ Pair work
Table 4.3 Students' perceptions of the significance of participating in group or pair activities
4= Agree 3= Neutral 2= Disagree 1= Strongly disagree
Similarly, 67 students (60.7%) agreed, 32 (29.5%) disagreed, 6 (5.7%) strongly agreed, and 5 (4.1%) were neutral regarding the statement: "I think I can understand better when I participate in group/pair discussions" (Item 3)
A recent survey revealed that 60.7% of students prefer group and pair discussions to enhance their comprehension, indicating a trend towards collaborative learning over traditional, teacher-centered methods These interactive formats promote engagement and allow students to clarify concepts with peers, thereby deepening their understanding However, 29.5% of respondents disagreed, suggesting that some may not find these discussions beneficial due to factors like group dynamics or personal learning styles Additionally, 4.1% remained neutral, highlighting that the effectiveness of group discussions may vary based on context Overall, the findings emphasize the value of interactive, student-centered activities in the classroom, as most students recognize the benefits of collaborative learning.
4.1.4 Confidence of the Students to Speak English in the Classroom
Table 4.4 Students' perceptions of their self- confidence in speaking English during class
4= Agree 3= Neutral 2= Disagree 1= Strongly disagree
Therefore, for item 4, stating “I think using English confidently in class will improve my speaking skills”, the table above shows that 66 (60.3%), 17 (16%), 6 (5.8%), and 21 (17.9%) agreed, disagreed, neutral, and strongly agreed, respectively
A recent survey revealed that 60.3% of students believe that using English confidently in class enhances their speaking skills, with an additional 17.9% strongly agreeing, highlighting the critical role of confidence in language learning This finding supports the idea that active participation fosters fluency and reinforces learning However, 16% of students disagreed, and 5.8% remained neutral, suggesting that some may prioritize other factors, such as grammar or vocabulary, or may lack the necessary support to feel comfortable speaking Overall, the data indicates a strong consensus on the importance of confidence in improving oral skills, emphasizing the need for a classroom environment that promotes risk-taking and active engagement.
Many students struggle with a lack of confidence when speaking English in class, leading to feelings of nervousness and self-consciousness While a few students feel comfortable expressing themselves, the majority admit to their apprehensions, as highlighted by Linh's experience.
“e… I‟m not confident because I worry about making mistakes My English isn‟t perfect.”
Common obstacles to speaking fluency include fear of making mistakes, limited vocabulary, and pronunciation difficulties These challenges underscore the emotional and cognitive barriers students encounter, indicating that strategies aimed at building confidence and reducing anxiety are essential for enhancing speaking skills.
Students’ practices of English speaking
Table 4.11 Students’ Practices During Spoken Classes
2 Students are interested to interact in pair/group works
3 Students actively participate in speaking lessons
4 Students comprehend the information given by the teacher
5 The students correct the mistaken vocabulary each other’s
The students are able to ask and respond in English while discussing in a group
7 The students help others who are difficult in English
8 Students use their mother tongue to communicate
Fluency in English emerged as a significant challenge across all four observed classes, with students frequently struggling to speak smoothly Many experienced interruptions mid-sentence or relied on fillers while searching for appropriate words Such pauses and fragmented responses were prevalent, even among those who understood the material and could follow instructions This indicates that, although students possess a solid foundational knowledge of the language, their confidence and ability to engage in real-time conversations are still in the process of development.
Classroom observations of four different classes revealed a consistent pattern in students' speaking practices, particularly in their use of fillers like "uh," "um," and "you know." These fillers serve as a coping mechanism for students, allowing them to buy time while they search for the right words or work to maintain the flow of their speech.
During a group work activity in Unit 5: Inventions, it was noted that students from all four classes frequently used fillers in their speech, indicating a lack of comfort with spontaneous speaking A typical sentence structure observed was: “I think um it’s important to uh that the Internet is used to communicate over long distances.” This pattern highlighted students' difficulties in producing fluent and uninterrupted speech.
In both C1 and C2, group discussions and role-play exercises revealed a notable pattern of frequent pauses among students, despite their apparent vocabulary proficiency For example, in C1, a student discussing technology hesitated while stating, “Well, um I think the Internet is uh used for, you know communicating.” Similarly, in C2, a student exhibited hesitation during a role-play about a new invention These pauses disrupted their speech flow and indicated uncertainty in word retrieval and sentence construction, particularly under time constraints.
In C3, students exhibited increased confidence in their vocabulary related to the topic, yet they continued to struggle with fluency, often relying on fillers and frequent pauses Conversely, C4 showed a modest improvement, with some students using fillers less frequently Nevertheless, hesitation remained apparent in C4, particularly when students were required to quickly formulate sentences during role-play exercises.
Observations from all four classes revealed that students had the necessary vocabulary for conversation but struggled with fluency and real-time sentence construction The frequent use of fillers and pauses during role-play activities emphasized a critical need for improvement in their speaking proficiency.
Fluency in English poses a significant challenge for Grade 10 students, despite their strong vocabulary and grammar skills The presence of frequent pauses and fillers reveals their struggle to articulate thoughts smoothly during real-time interactions, highlighting a common issue in second language acquisition where learners find it difficult to produce speech spontaneously This challenge may stem from the cognitive load involved in speaking, which requires not only vocabulary retrieval and grammatical accuracy but also the organization of coherent ideas under time constraints Many students displayed hesitation and anxiety while speaking, likely exacerbated by emotional barriers such as fear of mistakes or peer judgment These factors emphasize the need for a supportive environment that encourages students to practice speaking freely and confidently, without the fear of making errors.
4.2.2 Engagement in Pair/Group Exercises
Observational data from four classes revealed that 85% of students participated in group exercises, indicating that collaborative learning significantly boosts student engagement Analysis showed a positive correlation between active participation in group activities and the quality of spoken responses, with approximately 70% of engaged students providing more detailed and structured answers compared to their less active peers This suggests that group interactions enhance the depth of student responses, allowing them to rehearse and refine their ideas before sharing them with the class.
The data revealed variability in student performance among different groups, with some students showing lower engagement due to a lack of confidence or being overshadowed by more vocal peers This led to an unbalanced dynamic in group work, where a few students dominated discussions while others remained passive Therefore, there is a critical need for structured guidance to promote equitable participation in group settings.
Classroom data reveals that pair and group exercises significantly enhance student engagement and active participation These collaborative activities foster open communication and create a more relaxed, supportive environment compared to traditional teacher-led formats Students feel more comfortable working in groups, highlighting the importance of sharing ideas and dividing tasks as crucial elements of their success.
In C1 and C3, group discussions on the societal impacts of new inventions showcased students' increased interaction and eagerness to explore diverse aspects of the topic, resulting in dynamic and comprehensive conversations A significant observation in C2 highlighted a student's transformation from hesitance to confidence during a pair activity, indicating that the supportive peer environment reduced anxiety and encouraged more active participation.
Group exercises fostered collaboration among students, creating a supportive environment that valued individual contributions This was particularly noticeable in C4, where students felt more comfortable taking risks with their language, experimenting with complex sentence structures and a varied vocabulary Such activities diminished self-consciousness, allowing students to focus less on the fear of judgment and more on their learning, in contrast to traditional classroom settings.
Peer feedback in group and pair exercises significantly enhanced students' language fluency by enabling them to give and receive constructive criticism This process not only improved their language skills but also fostered a sense of community and mutual support among learners The feedback loop created a collaborative learning environment, allowing students to learn from each other's mistakes and successes.
Not all students engaged equally in the collaborative format, with some actively participating while others remained passive listeners This disparity was especially evident in larger groups, where a few individuals dominated discussions, leaving others on the sidelines Therefore, it is essential to design group exercises thoughtfully to ensure equal participation opportunities for all students.
Pair and group exercises are highly effective in enhancing student participation in speaking activities These collaborative learning environments foster active engagement and minimize anxiety, making students feel more at ease when using English Research supports the benefits of peer interaction, indicating that students gain significantly from working together, especially in tasks that involve idea exchange and the development of a shared understanding of the subject matter.
Summary
The analysis reveals that students view active practice and interaction as the most effective methods for learning English speaking Many believe that using their native language during lessons hinders their progress, and they identify large class sizes as a barrier to effective speaking practice In contrast, smaller group or pair discussions enhance their understanding of the material However, fluent communication in English remains uncommon, as students often prioritize grammar and vocabulary over other language skills, frequently resorting to their native language in class This reliance limits their English usage and highlights the difficulties they encounter in developing their speaking abilities The upcoming chapter will discuss these findings, explore implications and limitations, and offer recommendations for future research.