04051002018 Nghiên cứu về những khó khăn của học sinh lớp 8 trong việc học kĩ năng nói ở một trường THCS tại Hà Nội 04051002018 Nghiên cứu về những khó khăn của học sinh lớp 8 trong việc học kĩ năng nói ở một trường THCS tại Hà Nội
INTRODUCTION
Rationale
Education, especially foreign language training for lower secondary students, is a priority consistently supported by the Party, State, and society at all levels The Vietnamese government and Ministry of Education and Training have implemented numerous initiatives aimed at improving foreign language teaching quality across all educational levels, with a particular focus on lower secondary schools Significant investments have been made to ensure that students acquire sufficient foreign language skills to communicate, study, and work confidently in a multilingual, multicultural environment Enhancing foreign language proficiency is viewed as a strategic advantage to foster national development and support Vietnam's industrialization and modernization efforts.
In today's globalized world, international integration across various fields—including education—has heightened the importance of English as a vital communication tool, often described as "the key to the treasure of mankind" (Chi, 2011) The widespread adoption of information technology has further emphasized the urgency and indispensability of learning English Consequently, English education for secondary school students has become a priority for students, parents, educators, and the nation, positioning it as a main subject in the curriculum Mastering English requires diligent practice and fosters creativity among both learners and teachers, making effective language acquisition essential for success in the modern world.
Effective English speaking skills are essential for language learners, as they facilitate communication, self-expression, and idea-sharing According to Freeman (2000), speaking is one of the most vital skills in mastering any foreign language, including English Hughes (2006) emphasizes that speaking enables learners to articulate their thoughts, ideas, and feelings clearly to others Developing speaking skills enhances listening comprehension, vocabulary, and overall language proficiency, which is why many Vietnamese students aim to improve their English speaking abilities Supporting students in developing speaking skills is crucial for academic success and future career opportunities, as it encourages real-world practice and enhances confidence in using English in everyday situations.
The new English program for Lower Secondary Schools has been implemented nationwide, emphasizing practical language skills This innovative curriculum focuses on providing students with extensive opportunities to practice the four key skills—listening, speaking, reading, and writing—centered around relevant topics and real-life situations The program aims to enhance communication abilities related to both local and global environments, fostering comprehensive language development among students.
The shift in language teaching since 2006 has transformed Secondary Schools from focusing on memorizing words to teaching a living language Foreign language education now emphasizes practicing communication skills—listening, speaking, reading, and writing—making it an essential activity (Brown, 2007) To effectively develop these skills, students need exposure to diverse communicative situations, which are primarily created by teachers to foster an engaging language learning environment.
In foreign language teaching, students must adapt their behavior to suit specific communication situations, emphasizing practical language use over mere system mastery The primary goal is to develop learners' communicative competence—their ability to use language creatively and effectively in context Mastering the language system serves as a tool for achieving communication goals, rather than being an end in itself According to Donald (1985), successful language learners demonstrate the ability to apply linguistic rules creatively to facilitate situational communication, highlighting the importance of practical language skills for effective interaction.
Many students in Lower Secondary Schools in Hanoi, including Nghia Tan Lower Secondary School, start learning a foreign language with motivation but gradually lose interest, especially in speaking skills Most students struggle to speak simple English sentences, handle communication slowly, and are afraid to speak with foreigners, highlighting limited English communication abilities Improving students’ speaking skills remains a major concern for schools, as many students lack the vocabulary and grammatical knowledge needed to express themselves in English Since speaking practice is often seen as the most challenging aspect of language learning, schools should adopt positive, simple, and practical teaching methods that promote scientific learning, boost students’ thinking, and foster creativity to develop their English speaking proficiency.
In order to help students overcome the above English speaking difficulties, I
4 have decided to conduct the research entitled: “A study on the problems experienced by Eighth Grade student in learning English speaking skill at a Lower Secondary School in Ha Noi”.
Research objectives
The objectives of the study are:
To explore problems experienced by 8 th Grade students in learning
English speaking skill at Nghia Tan Lower Secondary School – Ha Noi
To indicate which factors affecting the English speaking skills of 8 th Grade students at Nghia Tan Lower Secondary School – Ha Noi
To offer solutions to improve English speaking ability of 8 th Grade students at Nghia Tan Lower Secondary School – Ha Noi.
Scope of research
To achieve the above objectives, the study raises the following question for exploration:
What are the problems experienced by 8 th Grade students in learning English speaking skill at Nghia Tan Lower Secondary School - Ha Noi?
What are the factors affecting the English speaking skills of 8 th Grade students at Nghia Tan Lower Secondary School - Ha Noi?
The questions above were formulated using a combination of qualitative and quantitative approaches, encompassing interview and survey inquiries The survey and interview targeted specific groups:
One hundred 8th grade students from Nghia Tan Lower Secondary School on To Hieu Street in Hanoi are sharing the same English curriculum and textbook across five different classes.
Three English teachers for 8th grade at Nghia Tan Lower Secondary School participated in the study, alongside five students randomly selected from a survey of one hundred students.
The survey and data collection occurred during the period between April and May 2023.
Research structure
The research is divided into five main chapters:
Chapter 1: Introduction – presents a brief description of the study It covers the rationale of the study, the aims and objectives, the significance, and the outline of the study
Chapter 2: Literature Review – provides a brief review of the key factors that have impacts on the secondary student’s acquirement of English
Chapter 3: Research Methodology – explains the research method with the design, information collection, and techniques used to identify and analyze information to support the expected findings
Chapter 4: Finding and Discussion – provides findings for the research questions via the outcomes of the survey and focused group interviews
Chapter 5: Conclusion and recommendations – gives some concluding remarks on how the appropriate guidance and influence from teachers can bring out better performance and learning attitude among secondary students, and provides some recommended methods that can strenghthen the connection between teachers and students, as well as develop self-motivation in practicing English speaking
LITERATURE REVIEW
Speaking skill
According to Butterworth (2022), speaking is the ability to use oral language to express ideas, intentions, thoughts, and feelings to other people as a way to make the messages clearly delivered and thoroughly understood by the hearers Similarly, Chi (2011) claimed that speaking is a productive skill that involves using speech to express meanings to others or to produce some words representing one's ideas In other words, it is a process of building and sharing meaning through the use of verbal and non-verbal symbols in various contexts
Speaking is a vital yet challenging skill for language learners Brown (2007) emphasizes that speaking is the most crucial aspect of second language acquisition, highlighting the importance of developing fluency Mastering spoken communication enables learners to effectively express themselves and engage in meaningful conversations, making it a key focus in language learning success.
According to 2011, effective speaking involves both linguistic competence, which includes the ability to produce accurate grammar, pronunciation, and vocabulary, and sociolinguistic competence, encompassing understanding when, why, and how to appropriately use language in different contexts.
Speaking is a vital form of communication that involves expressing meaning through speech, complemented by non-verbal cues to enhance clarity It is an essential yet challenging skill that demands a comprehensive understanding of language and effective communication techniques from learners Mastering speaking enables individuals to convey their ideas confidently and connect more effectively with others.
Problem encounters and factors that influence students in learning
2.2.1 Problems encounters of students in learning English speaking
Secondary students often experience boredom and a lack of motivation in English speaking classes, primarily due to fears of criticism and making mistakes (Butterworth, 2022) For many students, peer perception plays a crucial role in their willingness to participate, as the fear of being judged or laughed at when speaking a new language can hinder their confidence Overcoming the anxiety of making mistakes and the associated concern about peer judgments is a significant obstacle in encouraging active language use among secondary learners.
Many secondary students struggle to understand the motives behind learning English because it is not commonly used in their daily lives (Butterworth, 2022) Although English is recognized as a global language and an important skill for international communication, students often find these reasons disconnected from their personal experiences and do not see them as primary motivations at this stage.
Learning a new language is a long and challenging process, especially when expanding your vocabulary and knowledge Many language learners struggle to respond confidently to teachers in English-speaking classes and often hesitate to speak due to uncertainty about correct usage Overcoming these obstacles is essential for improving language proficiency and building speaking confidence.
2022) Students whom encounter these difficulties frequently will result in using Vietnamese, instead, to convey their opinions
Many secondary students struggle to practice speaking topics from textbooks that do not reflect their daily lives They find it difficult to express their ideas on unfamiliar subjects, especially when they are required to think quickly and articulate their thoughts confidently Overcoming this gap between textbook topics and real-life experiences is essential for improving their language proficiency and speaking skills.
8 the topic in another languages Students face the barriers of not just gathering ideas, but also on picking the appropriate vocabularies and the sentences to talk about the topics
2.2.2 Factors influence students in learning English speaking
Effective school programs significantly impact learning outcomes by emphasizing not only quality instructional materials but also innovative teaching methods and a supportive classroom environment, all aimed at creating engaging and impactful learning experiences for students (Erwin).
Engaging topics that capture students’ interest can significantly increase participation among secondary students Additionally, the teaching program should emphasize the key recommendation from the Ministry of Education and Training, which states that by completing the 8th Grade English program, students will meet the necessary requirements in English speaking skills (MoET, 2018).
Learning English speaking skills at the secondary school level enhances students' communication abilities, critical thinking, and cultural understanding of English-speaking countries worldwide It also fosters national pride and appreciation for their own cultural values (Erwin, 2012) Therefore, engaging and enjoyable learning materials are essential to capture secondary students’ interest in English speaking classes.
Effective guidance from teachers, tutors, and learning peers is essential to enhance learning outcomes, particularly in improving English speaking skills In an information-rich world, students require targeted instruction to efficiently find, process, and utilize relevant language resources Adapting personalized and strategic educational support can significantly boost students' confidence and fluency in spoken English, leading to more successful language acquisition.
Effective language learning involves utilizing credible knowledge sources and setting achievable learning goals Guidance from instructors, including timely feedback, problem-solving support, and collaborative activities, is essential for students mastering a new language (Gebhard, 2006) Positive feedback, encouragement, and well-structured class activities or assessments significantly influence students' progress in improving their English speaking skills.
Secondary students often find themselves highly engaging in the learning of a subject when the knowledge conveying methods suit them (Chi,
Developing closely related and highly engaging teaching methods is crucial for schools and teachers, especially at the secondary level where students' future plans and academic focus are heavily influenced by their instructors (Le, 2014) Creating a learning environment where speaking English is perceived as a joyful and necessary activity encourages active participation Additionally, teachers and peer interactions play a vital role in enhancing students' learning experiences When students have roommates with similar interests in practicing English speaking, they tend to be more involved and actively engaged in class.
Individual factors are the fundamental elements that influence a person's thoughts, behaviors, and decision-making processes Internal factors like self-motivation play a crucial role, along with acquired factors such as personal goals and needs developed through life experiences (Kormos, 2008) Understanding these factors is essential for analyzing human behavior and decision-making.
Self-motivation is a crucial internal factor, defined as the ability to find inspiration and enthusiasm from within to engage in the learning process (Kormos, 2008) Students with high self-motivation tend to be more independent and proactive in seeking out opportunities to practice and enhance their knowledge In learning English speaking skills, a self-motivated attitude significantly boosts a learner's ability to persist and improve through consistent effort.
10 bring students the courage to break through their shiness and embarrassment to speak to others (Ruohotie-Lyhty, 2015)
Students' goals and needs for English language implementation significantly influence their motivation to speak English, with guidance from teachers and parents playing a crucial role (Khasawneh, 2022) Strongly interconnected, goal-setting and self-motivation reinforce each other, fostering students' persistence in practicing spoken English (Le, 2014) This alignment of motivation and goals is essential for effective language acquisition and improved speaking skills.
A positive and supportive learning environment significantly enhances student learning outcomes, from classroom setup to social engagement and parental encouragement (Khasawneh, 2022) Creating an encouraging, joyful atmosphere helps improve students' academic performance and motivation (Chi, 2011) For English speaking skills, extracurricular activities such as English clubs, watching videos, and TV shows outside the classroom are effective strategies to strengthen language proficiency.
Previous studies
Enhancing English speaking skills is a key focus in language education, and recent studies highlight that beyond teaching programs, methods, individual factors, and the learning environment, several other elements significantly impact the learning process These additional factors can include motivation, learner attitudes, technological tools, and cultural exposure, all of which contribute to more effective English speaking development Understanding these influences is essential for designing comprehensive language instruction that supports improved speaking outcomes.
There is a positive correlation between the frequency of English communication and students’ self-evaluation of language competency Therefore, the time and dedication students set for improving English
11 speaking is important (Butterworth, 2022) Due to the tight timetables that many secondary students have currently, setting practicing times for English is often unprioritized (Le, 2014)
Extracurricular classes can significantly enhance the process of learning English speaking skills (Knowledge, 2018) However, many students and their families believe that practicing English outside school often involves attending costly extracurricular programs As a result, they tend to hesitate and overlook more affordable options for improving their English speaking abilities (Vietnam, 2015).
According to Sari (2022), psychological factors such as lack of motivation, low self-confidence, and anxiety play a significant role in learning speaking skills Addressing these psychological barriers is essential for achieving success in English speaking proficiency Understanding and overcoming these factors can enhance learners' confidence and improve their oral communication abilities, making psychological support a key component of effective language acquisition strategies.
Wael (2018) investigated the learning strategies employed by students to enhance their speaking performance, highlighting the use of memory, social, affective, and cognitive strategies However, the study reveals that these strategies are not explicitly demonstrated or guided in the classroom, resulting in limited opportunities for students to effectively apply them (Le, 2014) This lack of clear instruction hampers students' ability to utilize these strategies to improve their speaking skills.
These studies offer valuable insights into factors that hinder students’ English speaking development However, key issues remain unaddressed, such as the impact of cultural differences on students’ perceptions Additionally, most research has overlooked the role of teachers as participants, which could enhance the objectivity and reliability of findings Incorporating teachers' perspectives is essential for a comprehensive understanding of the challenges in English speaking learning This study aims to fill these gaps and promote more effective approaches to improve English speaking skills among non-English-speaking students.
Summary
This study offers a comprehensive analysis of the key factors influencing English speaking proficiency, including teaching programs, teaching methods, individual determinants, and learning environments Building on previous research, it aims to provide in-depth insights and long-term recommendations to enhance students’ speaking skills These findings are designed to inform effective strategies for improving English language learning outcomes.
RESEARCH METHODOLOGY
Research design
This study employs a survey and interview-based research design to effectively explore the reasons behind eighth-grade students' challenges in English speaking The survey method is ideal for gathering detailed information from individuals through targeted questions, making it well-suited to analyze human behavior This approach enables the investigation of factors influencing students' English speaking proficiency, with the flexibility to incorporate both quantitative and qualitative data strategies for comprehensive insights (Erwin, 2012) Additionally, the research design allows for efficient data collection from diverse sources within a limited timeframe, providing a broad and in-depth understanding of the key factors affecting student performance.
This study employs a mixed-methods approach, combining quantitative and qualitative techniques to explore the issues from both objective and subjective perspectives Quantitative methods are used for their efficiency in producing clear, statistically analyzable data, offering quick insights into the research problem (Erwin, 2012) However, Erwin also notes that quantitative approaches can be limiting, as they do not allow participants to customize responses or provide additional context To address this limitation, qualitative methods are incorporated, offering a deeper understanding of participants' experiences and social contexts, enriching the overall findings.
14 background, cognition, affections, and circumstances.
Participants
This study surveyed 100 eighth-grade students randomly selected from five classes at Nghia Tan Lower Secondary School, all following the same weekly lesson schedule and English curriculum These students use identical textbooks and are taught by three different English teachers.
Qualitative data were collected through interviews with three experienced English teachers and five randomly selected students from a survey of one hundred students The teachers, each with at least five years of teaching experience at Nghia Tan Lower Secondary School, provided valuable insights to enhance the depth of the analysis.
Instruments for data collection
This study enhances data reliability by employing two complementary data collection methods Initially, a survey questionnaire serves as the primary instrument for quantitative data gathering, providing valuable insights into participant responses Following the survey, in-depth interviews are conducted to gather comprehensive qualitative data, enriching the overall understanding of the research topic The detailed data collection process ensures a robust and credible foundation for the study’s findings.
A survey questionnaire was designed to gather students' perspectives on the challenges they face in speaking classes and the factors influencing their speaking skills The questionnaire comprised thirteen questions, formulated based on the theories reviewed in the literature, to comprehensively explore these issues.
After designing the twelve questions for the questionnaire, the author translated them into Vietnamese to facilitate better understanding, as the survey was not intended to assess students’ English proficiency This translation ensured that participants could accurately interpret and respond to the questions, enhancing the reliability of the collected data.
Providing 15 carefully designed interview questions helps students easily understand and respond accurately, enhancing data credibility and satisfaction To facilitate better comprehension, these questions for students were translated into Vietnamese, while the interview questions for teachers remained in English This approach ensures effective communication and more reliable data collection.
The questionnaire was delivered to the research students Students responded to the survey through Google Forms as a tool
After gathering data from the questionnaire, there were semi-structured interviews with ten students and ten teachers from the faculty The interviews were conducted via Zoom Meeting
This study involved selecting five students randomly from a pool of one hundred participants for one-on-one interviews, aimed at understanding their feelings and attitudes towards the speaking classroom environment The interviews comprised four main questions designed to explore students’ motivation and how external environmental factors influence their English speaking skills To ensure clear communication, the questions were translated into Vietnamese, allowing students, who were English beginners, to express themselves comfortably Importantly, the interviews focused on students’ perceptions rather than assessing their English-speaking abilities.
Three faculty teachers were invited for interviews to gain in-depth insights into key issues Each interview consisted of four targeted questions (Appendix B), focusing on teachers’ opinions, experiences, and perspectives This approach aimed to gather valuable qualitative data to enhance understanding of the subject matter.
Eight-grade English curricula emphasize creating an engaging in-class speaking environment, setting clear performance conditions, and providing effective feedback and corrections to boost student proficiency During interviews, teachers consistently communicate in English, fostering immersive language practice and enhancing students' conversational skills This holistic approach ensures a supportive learning atmosphere that promotes active participation and language mastery aligned with SEO best practices.
The researcher noted down some noticeable occurrences and
The study conducted 16 interviews, each audio-recorded and transcribed within 24 hours to ensure data reliability To facilitate analysis, both students and teachers were systematically coded, with students labeled as S1, S2, S3, etc., and teachers identified as Teacher A, Teacher B, and Teacher C This approach enhanced data organization and accuracy in analyzing insights from both student and teacher perspectives.
Data analysis procedure
The study primarily addresses two key issues: the speaking challenges students encounter and the main factors influencing their speaking skills To achieve this, the data analysis process was systematically carried out to identify these critical areas, providing insights into students' speaking difficulties and the underlying factors impacting their oral communication proficiency.
The Google Docs application was utilized to analyze survey results before presenting them as statistical data, ensuring accurate and efficient processing Additionally, interview transcripts were thoroughly examined to gather qualitative insights The survey findings were then compared with interview data to identify consistencies and differences, providing a comprehensive understanding The detailed process of analyzing data from both instruments was outlined to ensure transparency and methodological rigor.
The analysis began with question 1 to investigate the problem of students facing in English speaking performance
The analysis of students’ English speaking skills focused on survey question 2, which identified key influencing factors Further examination of the survey responses revealed four main factors significantly impacting students’ speaking abilities, providing valuable insights into the challenges and areas for improvement in English language learning.
(1) Factors related to the Teaching Program – were further studied in the responses of teachers in the interview question 1 – with teachers For specific:
Interview question 1 with teacher gives us the feeling of teacher about the objective of 8 th grade English from government or from the school itself
Factors related to the teaching method were analyzed through survey responses to questions 3 and 4, as well as interview questions 1 with students Additionally, insights from teachers were gathered through interview questions 2 and 3, providing a comprehensive understanding of how teaching approaches influence student engagement and learning outcomes.
Survey questions 3 and 4 reveal how teacher applies his/her method on teaching spoken English seen from the students’ perspective
Interview question 1 with students also reveals how students feel in English speaking class
Interview questions 2 and 3 with teachers give us the overview of teaching method that he/she uses in his/her speaking English class
The study thoroughly investigated individual determinants through student responses to survey questions 5, 6, and 7, as well as interview question 2, providing insights into personal factors influencing their perspectives Additionally, a comparison was made with teachers' opinions obtained from interview question 4, highlighting differences and similarities in perceptions of individual determinants This comprehensive approach enhances understanding of how personal attributes impact educational experiences, making it a valuable focus for targeted interventions.
Survey question 5 can help us to conclude what factors play important role on driving English learning of student
Survey question 6 focuses on learning strategy of student regarding
Survey question 7 tells us how students like to learn speaking skill
Interview question 2 with students focuses on the factors which may affect English speaking motivation of students
Interview question 4 with teacher gives us the answer about how teachers feel about their student regarding learning spoken English attitude
(4) Factors related to the Learning Environment – was further studied in the results of survey questions 8, 9, 10, 11, 12 and the interview questions 3 and 4 – with students For specific:
Survey question 8 and 9 with students reveal how student interest in speaking English inside and out of class
Survey question 10 focuses on how student interest in interfering with English culture in social activities after school
Survey question 11 and interview question 3 focus on students’ family support It will give us the picture of how family may affect student learning speaking English
Survey question 12 and interview question 4 give us the answer on how social media can help student in learning speaking English
The questionnaire responses are presented as percentages and visually represented in a chart, facilitating effective data analysis The chart highlights the key factors that significantly influence students’ English speaking abilities The study discusses these factors in depth and offers targeted suggestions to reduce their impact These strategies aim to enhance students’ speaking performance and foster greater confidence in English communication skills.
To conclude, this chapter explained the research method with the design, information collection, and techniques used to identify and analyze information to support the expected findings.
FINDINGS AND DISCUSSIONS
Findings
4.1.1 Problems facing of students in the speaking class
A survey was conducted to identify the challenges students face with their speaking skills (survey question 1) The results, illustrated in Figure 1, highlight the common problems students encounter during their speaking classes, providing valuable insights into areas that need improvement.
Figure 1: Students' problems in learning English speaking
It could be interpreted from Figure 1 that a significant number of
A study of 20 students revealed significant challenges in their English speaking classes, including difficulties in discussing topics, responding to teacher questions, and fears of criticism and losing face Specifically, 74% of students struggle to generate ideas related to textbook topics, and 71% find it hard to answer teacher inquiries Additionally, 67% fear being laughed at or humiliated when speaking incorrectly, leading to heightened anxiety Over half (64%) of students experience hesitation due to uncertainty about their English language use Nearly half (43%) cannot find the right words to express their thoughts and switch to Vietnamese, while 40% are unclear about the purpose of learning English Furthermore, 36% report boredom in the English class, and notably, no students chose the “Others” option in their responses These findings highlight key areas of difficulty in students’ English speaking proficiency and related emotional barriers.
To better understand the challenges students face in their English-speaking classes, an interview question was posed to assess their experiences The majority of participants (3 out of 5) revealed that they often struggle with pre-performance anxiety, indicating that nervousness before speaking in English is a common issue among learners.
Student 1 feels very nervous about speaking or answering questions in English classroom settings due to fear of being laughed at by peers They believe that private tutoring could boost their confidence, allowing them to speak more boldly even if they make mistakes However, in crowded classes, the fear of teasing often prevents them from speaking up, highlighting the importance of supportive learning environments for developing language skills.
Student 2’s response: “I only know how to say a few simple sentences, so every time the teacher asks me to pair up to talk about the unit's topic that
21 day, I can only say a few sentences to my friend, then move on to another topic to talk about instead of continue discussing on the assigned topic.”
4.1.2 Factors affecting students in learning speaking English skill
The possible causes that impact learrning English speaking in classes were studied in survey question 2, the result was shown as Figure 2 below
Figure 2: Factors affecting students’ learning English speaking
These factors will be classified into 4 groups as shown in Table 1 below:
Table 1: Categorized of factors affecting students’ learning English speaking
1 Teaching program Speaking topic in textbooks is not interesting 29%
Teacher’s feedback on speaking performance 68%
Lack of activities in English 79%
Fear of making mistake 77% Lack of vocabulary and grammar knowledge 85%
4 Learning environment Lack of English-speaking practice outside classes 65%
According to Table 1, only 29% of students find the speaking English topics in textbooks engaging enough to stimulate their learning Additionally, interviews with three teachers regarding the English curriculum for 8th-grade students revealed more in-depth opinions and constructive suggestions to enhance the effectiveness of the textbooks and the curriculum design.
Teacher A highlights that the English 8 textbook program is designed with clear, vivid images and content divided into specific sections, making instruction easier The lessons are well-suited to students' age and daily activities, and the program effectively differentiates student abilities, with only about 10% reaching advanced levels For the spoken English component, students require additional time to build vocabulary and master common phrases, emphasizing the importance of proactive self-review at home to enhance language acquisition.
“I have no further comments on the program in the English 8 textbook
Effective English language learning requires more than just classroom study; children need immersive experiences at home and outside school to develop strong speaking skills A successful teaching program should focus on helping students acquire essential grammatical speaking skills, enabling them to interact confidently with various topics This approach helps students form mental images and gain practical speaking experience, fostering natural and fluent communication with friends According to Teacher B, combining classroom instruction with immersive practice is key to improving children's English speaking abilities.
Teacher C emphasizes the importance of adapting reading and listening comprehension tasks related to students' upcoming speaking topics These activities provide valuable input, inspiring students' ideas and improving their speaking skills Additionally, exposure to relevant texts helps students expand their vocabulary and grammatical range, enhancing their overall language proficiency.
Based on interviews, all three teachers are satisfied with the current 8th Grade English teaching program, indicating its overall effectiveness A significant 71% of students reported that the topics in the English textbook are engaging and not boring, reflecting positive student engagement Both teachers and students agree that the English textbook and curriculum are suitable for this grade level However, teachers consistently emphasize the importance of selecting relevant topics and allocating sufficient practice time within each lesson to enhance learning outcomes.
According to Table 1, 68% of students reported that teachers’ feedback significantly impacted their English speaking skills Additionally, a survey question (Question 3) assessed the frequency of teachers’ error correction during students’ speaking performance The results, displayed in Figure 3, highlight the importance of regular error correction in enhancing students’ spoken English proficiency.
Figure 3: Teachers' reactions to students' speaking performance
According to statistics from Figure 3, the three most common methods teachers use to provide feedback are encouraging students to continue speaking (76%), noting down key points and providing comments after performance (35%), and offering prompts when students struggle to express themselves (47%) These approaches highlight effective feedback strategies that support student communication skills.
The interview responses revealed that all teachers primarily provided feedback by listening to students’ performance and offering comments at the end of their speaking Some teachers acknowledged that interrupting students to correct mistakes could impact their confidence but believed immediate correction was necessary when students repeatedly made the same errors This approach aimed to prevent the persistence of mistakes and improve overall language proficiency.
When providing feedback to students, I typically do so after they complete their speaking tasks My feedback begins by highlighting their strengths and successful areas, boosting their confidence I then address the aspects they need to improve, focusing on specific points where they can develop their skills This approach helps students understand their progress and areas for growth, ultimately enhancing their speaking abilities.
In my teaching approach, I usually suggest additional practice at home to improve students' skills When providing feedback to basic-level students, I focus on pronunciation, common mistakes, and word choice to help them progress Sometimes, I need to intervene during performances, especially when I notice serious errors in students' speech, such as when I ask the first pair to model for the class and detect significant mistakes Prompt feedback is essential to ensure effective learning and correction.
In classroom language instruction, addressing common student mistakes promptly is essential for effective learning As Teacher A emphasizes, pointing out errors immediately allows students to recognize and correct their mistakes on the spot This proactive approach helps other students observe and learn from these errors, fostering a supportive and educational environment Correcting mistakes in real-time enhances students' language accuracy and builds their confidence, making it a valuable strategy for teaching language skills effectively.
Discussions of the findings
To conclude, the data from a questionnaire and interviews helped discover several necessary findings for the study
The study began by identifying common challenges faced by students in their English speaking classes, including boredom, difficulty responding to teachers, and uncertainty about the purpose of learning English Students also expressed worries about losing face when making mistakes, hesitation to speak, inability to think of topics, and a tendency to use Vietnamese instead of English to express ideas Among these issues, three key problems emerged as particularly concerning: the inability to reply to teachers, reluctance to speak English, and a lack of confidence in communicating effectively.
Many 8th grade students struggle with English speaking skills due to key challenges such as the inability to think of anything to say and fear of embarrassment when making mistakes These issues are closely related and significantly impact their confidence and fluency in speaking English As a result, it can be concluded that the majority of 8th grade students face difficulties in developing their English speaking abilities.
The survey and interview results consistently highlighted four key factors influencing students' English speaking ability: teaching program, teaching method, individual determinants, and learning environment Among these, individual determinants have the most significant impact, including a lack of motivation, inadequate guidance on effective learning strategies, and limited English communication opportunities both inside and outside school These findings align with existing literature, emphasizing that establishing clear English learning objectives for academic and career goals fosters long-term motivation and promotes lifelong language learning.
Improving English speaking skills involves more than just studying to advance to the next grade; it requires engaging with the language in natural, real-life scenarios Approaching English learning through practical, science-based contexts offers an effective alternative to traditional grammar-focused lessons (Knowledge, 2018) This method allows students to immerse themselves in an English environment, enhancing their ability to communicate confidently and naturally.
This study addresses existing research gaps by incorporating data from both teachers and students, enabling a comprehensive analysis of different factors The findings identify the key influencers that impact the subject, advancing understanding in the field and providing valuable insights for future research.
Summary
This chapter summarizes key findings from the survey and focus group interviews, providing comprehensive insights into the research questions These results are contextualized by comparing them with previous studies discussed in Chapter 2, highlighting similarities and differences to deepen the understanding of the subject matter.
CONCLUSIONS
Recapitulations of the main findings
First and foremost, the study identified some common problems facing
Eighth-grade students learning English speaking commonly face three main challenges: difficulty understanding teachers, inability to generate ideas for spoken responses, and fear of losing face These issues significantly hinder their progress in developing English speaking skills Addressing these problems is essential for improving their overall English speaking proficiency and confidence.
The research identified key factors influencing students' English speaking skills, with motivation and engagement in social activities playing a significant role for most participants Additionally, teaching methods also impacted students' language development, although the influence of 8th-grade teaching programs was minimal These findings highlight the importance of fostering motivation and practical language use to improve English speaking proficiency among students.
Pedagogical recommendations
Based on the findings of the study, there were several recommendations for both teachers and students
Many students cite a lack of speaking activities as the primary cause of their speaking difficulties Incorporating engaging and relaxed English speaking activities both inside and outside the classroom provides students with essential practice opportunities Teachers play a crucial role by organizing enjoyable speaking exercises that encourage students to actively participate and improve their spoken English skills.
47 in peer to peer interaction
Motivation is one of the most significant factors influencing students' English speaking skills, and teachers play a crucial role in helping students find long-term motivation to learn English Additionally, teachers should provide clear guidance on developing effective out-of-class learning plans, including a structured roadmap for practicing English outside the classroom Engaging students in social activities such as English coffee talks and speaking clubs can enhance their language skills, while suggestions on using mobile apps, social media, and TV shows on electronic devices can offer practical opportunities for speaking practice.
Students play a crucial role in their language learning journey by setting clear learning goals, cultivating the right motivation, and developing long-term learning plans To succeed, they should actively listen to and follow their teachers’ guidance in creating an effective English learning roadmap Practicing a growth mindset and staying committed to their goals are essential for continuous progress.
To improve their English speaking skills, students should actively participate in both in-class and extracurricular activities, such as English clubs, which provide valuable opportunities for communication Many students report limited use of English outside the classroom, so engaging in social networks, language learning apps, and watching English TV shows can significantly enhance fluency, confidence, and overall communication skills when incorporated into a structured schedule.
Limitation of the study and implications for future studies
This study aims to enhance teachers’ understanding of the reasons behind students’ difficulties with English speaking skills, ultimately supporting improved language instruction Although the research successfully achieved its objectives, certain limitations should be acknowledged The investigation was confined to a small sample of 8th-grade students at Nghia Tan Lower Secondary School, which limits the generalizability of the findings to other student groups with similar characteristics across Vietnam Many students expressed the need for more engaging and enjoyable activities to improve their English speaking abilities, though the study did not explore which specific classroom activities are most effective Additionally, students reported infrequent self-practice outside of class, hindered by the use of internet and electronic devices, highlighting an area for further in-depth research on external learning factors influencing English speaking proficiency.
Future research should consider expanding the study to include a larger and more diverse participant pool, enhancing the reliability and generalizability of the results Additionally, it is important for subsequent empirical studies to explore and evaluate the effectiveness of using internet resources and electronic devices in learning English speaking skills, investigating their impact on students' language proficiency These recommendations aim to address current limitations and deepen understanding of effective language learning strategies.
1 Anggranrini, N & (2020) Exploring Mobile Application and Their Usage in English Language Learning
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8 Erwin, H F (2012) A quantitative review of physical activity, health, and learning outcomes associated with classroom-based physical activity interventions Journal of Applied School Psychology 14-36
9 Freeman, L D (2000) Techniques and Principles in Language Teaching Oxford: Oxford University Press
10 Gebhard, J G (2006) Teaching English as a foreign or second language:
A teacher self-development and methodology guide University of Michigan Press
11 Gratis, B (2022, 02 04) Overcoming language barriers to communication Retrieved from Nulab Learn: https://nulab.com/learn/collaboration/overcoming-language-barriers- communication/
12 Joan, R., & Irene, T (1994) How to be a More Successful Language Learner Bostom: Heinle & Heinle Publisher, 9
13 Kaharuddin, A (2018) The communicative grammar translation method: a practical method to teach communication skills of English ETERNAL (English, Teaching, Learning, and Research Journal) 232-254
14 Khasawneh, M (2022) The relationship of curriculum, teaching methods, assessment methods, and school and home environment with learning difficulties in English language from the studetns’ perspectives
Journal of Innovation in Educational and Cultural Research 41-48
15 Kim, D H., Wang, C., Ahn, H S., & Bong, M (2015) English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies Learning and Individual Differences, 38, 136-142
16 Knowledge, M O (2018, 10 12) museumofknowledge.com Retrieved from The Top Four Influencing Factors that Improve English Language Skills: https://www.museumofknowledge.com/top-four-influencing- factors-improve-english-language-skills/
17 Kormos, J & (2008) Age‐related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior Language learning 327-355
18 Le, X M (2014) Factors affecting secondary-school English teachers' adoption of technologies in southwest Vietnam
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Vietnamese EFL learners VNU Journal of Foreign Studies
20 Mohajan H M (2018) Qualitative Research Methodology in Social Sciences and Related Subjects Journal of Economic Development, Environment and People, 7(1), 23-48
21 Paranduk, R R (2021) Enhancing Student's Speaking Skill in Facing the Revolution Era 4.0 Journal of English Culture, Language, Literature and
22 Richard, J C., & Renandya, W A (2002) Methodology in Language Teaching An Anthology of Current Practice Cambridge: Cambridge
23 Riyaz, H., & Mullick, A P (2016) Problems in learning English Speaking Skill: A study of Higher Secondary Students in Srinagar, India
International Journal of Interdisciplinary and Multidisciplinary Studies (IJIMS), 3(2), 59-69
24 Ruohotie-Lyhty, M & (2015) Proactive and reactive dimensions of life- course agency: mapping student teachers’ language learning experiences Language and education 46-61
25 Sari, N (2022) The Psychological Factors in Learning Speaking
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran
26 Sawir, E (2005) Language difficulties of international students in Australia: The effects of prior learning experience International Education Journal, 6(5), 567-580
27 Sayuri, S (2016) English Speaking Problems of EFL Learners of Mulawarman University Indonesian Journal of EFL and Linguistics, 1(1), 47-61
28 Shen, M Y., & Chiu, T Y (2019) EFL Learners’ English Speaking Difficulties and Strategy Use Education and Linguistics Research, 5(2)
29 Suryanto, S (2014) Issues In Teaching English In A Cultural Context: A Case Of Indonesia The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 1(2)
30 Tuan, N H., & Mai, T N (2015) Factors Affecting Students’ Speaking Performance At Le Thanh Hien High School Asian Journal of Educational Research, 3(2), 8-23
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34 Ward, A (2014) The problems of learning and teaching in large classes
Teaching large classes in higher education 23-36
APPENDICES APPENDIX A: SURVEY QUESTIONNAIRE FOR STUDENTS
This survey is part of a research study titled "A Study on the Problems Faced by Eighth Graders in Learning English Speaking Skills at Nghia Tan Lower Secondary School, Hanoi." Your participation is highly valued, and all responses will be kept confidential and used solely for academic purposes Please carefully complete the questionnaire by ticking the box(es) that correspond to your answers.
1 What problems do you encounter in learning speaking English? (You can choose more than one option)
I feel boring when I’m in the English class
I can't reply to teachers because I don’t understand what teachers say in speaking classes
I don’t know why I need to learn English speaking
I am worried about criticism and losing my face when I make mistakes
I cannot think of anything to talk about the topics in English textbook
I use Vietnamese because I don’t know how to express my ideas in English
I hesitate to speak English because I am not sure whether I use English appropriately or not
Others (please give specific answers):
2 What factors affect your learning English speaking? (You can choose more than one option)
Speaking topic in textbook is not interesting
Teacher’s feedback on speaking performance
Lack of activities in English speaking classes
Lack of vocabulary and grammar knowledge
Lack of English speaking practice outside classes
Others (please give specific answers):
3 How does your teacher react when you make mistakes while performing a speaking task? (You can choose more than one option)
Keep quiet, listen, and encourage me to continue my performance
Stop me, correct my mistakes immediately
Keep quiet, listen, note down some points to give feedback later
Not happy and get annoyed when I keep making mistakes
When I don’t know what to say, my teacher gives me prompts
When I don’t know what to say, my teacher just waits and then stops me when the time for the task is out
Others (Please give specific answers):
4 How does your teacher perform teaching English in class?
Never Rarely Sometimes Usually Always
4.1 How often your teacher organize fun activities to help you interested in learning
Never Rarely Sometimes Usually Always teacher able to support closely in your speaking performance?
4.3 How often does your teacher use English to teach and give instructions in speaking class?
5 What motivates you in learning English? (You can choose more than one option)
It is a requirement of my school curriculum
I learn English because I love it
I learn it because it is good for my future career
I learn it to improve my English skills
Others (Please give specific answers):
6 How do you prepare for your English class? (Please tick only 1 answer for each question)
6.1 Do you spend time to do English homework carefully?
6.2 Do you pay attention on preparing for the new lesson at home?
6.3 Do you relate your English speaking topics in the class with your daily activities?
7 Which of the four English skills you like the most?
8 How often do you use English to communicate with your teacher and friends in class? (Please tick only 1 answer for each question)
Never Rarely Sometimes Usually Always
9 How often do you and your friends communicate in English after class? (Please tick only 1 answer for each question)
Never Rarely Sometimes Usually Always
10 Do you often feel being interested in understanding and follow activities of foreign peers?
Never Rarely Sometimes Usually Always
How family support you in learning English
10.1 Do your parents ready to pay for English center to teach you English?
10.2 Do your parrents allow you to use smart electronic devices (like smart TV, tablet, smartphone,…) to use
Apps or Social Medias to learn english?
11 How often do you watch a show or program in English after school?
Never Rarely Sometimes Usually Always
Your name and contact (You may be contacted for an interview for a further discussion if you are interested):
Thank you so much for spending time completing this survey!
(Vietnamese version) BẢNG KHẢO SÁT LẤY Ý KIẾN SINH VIÊN
Bảng câu hỏi khảo sát này nhằm nghiên cứu những khó khăn của học sinh lớp 8 trong việc học kỹ năng nói tiếng Anh tại trường THCS Nghĩa Tân, Hà Nội Các em đóng góp ý kiến trong việc hoàn thành bảng khảo sát đều được tôn trọng và ghi nhận, góp phần làm rõ các vấn đề thực tế các em gặp phải Mọi phản hồi của các em sẽ được bảo mật tuyệt đối và chỉ sử dụng để phục vụ mục đích nghiên cứu Vui lòng đánh dấu (v) vào ô bên cạnh các lựa chọn mà các em chọn để thể hiện quan điểm của mình.
1 Vấn đề mà bạn gặp phải khi học nói tiếng Anh là gì? (có thể chọn nhiều hơn một phương án)
Cảm thấy chán trong lớp học nói tiếng Anh
Không thể trả lời giáo viên vì không hiểu giáo viên nói gì trong lớp tiếng Anh
Không hiểu vì sao phải học nói tiếng Anh
Lo sợ mất mặt khi nói sai
Không thể nghĩ ra gì để nói về chủ đề trong sách
Sử dụng tiếng Việt luôn vì không biết nói thế nào trong tiếng Anh
Chần chừ vì không biết điều mình nói ra có phù hợp không
Khác (ghi rõ chi tiết)
2 Những yếu tố nào ảnh hưởng đến khả năng nói tiếng Anh của bạn? (có thể chọn nhiều hơn một phương án)
Chủ đề nói tiếng Anh không thú vị
Thiếu sự phản hồi và sửa chữa từ giáo viên
Thiếu các hoạt động làm tăng khả năng nói tiếng Anh
Thiếu sự hỗ trợ từ bạn nói và giáo viên
Thiêu vốn từ vựng và ngữ pháp
Thiếu tập nói tiếng Anh ngoài lớp học
Khác (ghi rõ chi tiết)
3 Giáo viên của bạn sẽ phản hồi như thế nào khi bạn mắc lỗi trong khi nói Tiếng Anh? (có thể chọn nhiều lựa chọn)
Giữ yên lặng, lắng nghe, và khuyến khích bạn tiếp tục thể hiển
Dừng bạn lại, sửa lỗi ngay
Giữ yên lặng, lắng nghe, và ghi lại những điểm sai để sai đó nhận xét
Không vui và trở nên khó chịu khi bạn nói sai nhiều lần
Giáo viên sẽ nhắc bài nếu bạn không có ý để nói
Giáo viên sẽ ngừng bạn lại khi thời gian nói của bạn đã hết
Khác (ghi rõ chi tiết)
4 Bạn nhận xét thế nào về phương pháp dạy học của giáo viên? (chỉ chọn 1 đáp án)
5.1 Giáo viên của bạn có thường xuyên tổ chức những hoạt động thú vị khiến bạn cảm thấy thích thú trong việc học nói Tiếng
5.2 Giáo viên của bạn có thường xuyên tương tác trực tiếp với bạn
5.3 Giáo viên của bạn sử dụng tiếng Anh để dạy và đưa ra các hướng dẫn
6 Điều gì là động lực cho bạn học môn Tiếng Anh ở trường? (có thể chọn nhiều hơn một phương án)
Nó là bắt buộc trong thời khoá biểu
Vì rất thích tiếng Anh
Vì tiếng Anh rất quan trọng cho tương lai
Học để cải thiện Tiếng Anh
Khác (ghi rõ chi tiết)
7 Bạn chuẩn bị cho mỗi tiết học Tiếng Anh như thế nào? (chọn 1 đáp án cho mỗi câu hỏi)
7.1 Bạn có dành thời gian để làm bài tập về nhà cẩn thận không?
7.2 Bạn có chú tâm vào việc chuẩn bị bài mới trước khi tới lớp không?
7.3 Bạn có liên đới chủ đề Tiếng Anh của tiết học với những hoạt động hằng ngày không?
8 Kỹ năng nào trong Tiếng Anh mà bạn thích học nhất?
9 Bạn có thường xuyên dùng tiếng Anh để giao tiếp với bạn bè và giáo viên trong tiết học Tiếng Anh?
Không bao giờ Hiếm khi Thi thoảng Thường xuyên Mọi lúc
10 Bạn có thường xuyên dùng tiếng Anh để giao tiếp với bạn bè ngoài giờ học tiếng Anh trên lớp?
Không bao giờ Hiếm khi Thi thoảng Thường xuyên Mọi lúc
11 Bạn có thường xuyên cảm thấy hứng thú và muốn được tham gia các hoạt động giống với các bạn cùng trang lứa ở nước khác không?
Không bao giờ Hiếm khi Thi thoảng Thường xuyên Mọi lúc
12 Bố mẹ bạn ủng hộ bạn trong việc học tiếng Anh thế nào?
12.1 Bố mẹ bạn có sẵn sàng chi trả học phí cho bạn để học các trung tâm tiếng Anh bên ngoài không?
12.2 Bố mẹ bạn có cho phép bạn sử dụng thiết bị thông minh
(như điện thoại, máy tính bảng, tivi) để học tiếng Anh không?
13 Bạn có thường xuyên xem các chương trình trên mạng hay tivi sử dụng tiếng Anh không?
Không bao giờ Hiếm khi Thi thoảng Thường xuyên Mọi lúc
Tên và thông tin liên hệ của bạn (Bạn có thể được liên hệ để phỏng vấn để thảo luận thêm nếu bạn quan tâm):
Cảm ơn bạn rất nhiều vì đã dành thời gian hoàn thành khảo sát này!
1 How do you feel about the 8 th Grade teaching ciriculum?
2 How do you correct your students’ mistakes in speaking?
3 How do you implement the fluency-based activities in your speaking classes? Please be as detailed as you can (What activities? How much percentage of them in each lesson? …)
4 How do you feel about your student in learning speaking English?
1 How do you think about having more interesting activities in the Speaking English class?
(Em nghĩ thế nào nếu có thêm nhiều hoạt động thú vị trong tiết học nói tiếng Anh?)
2 What is your feeling before you have to speak English in class?
(Cảm xúc của em là gì trước khi phải nói Tiếng Anh trong lớp học?)
3 What are your favourite shows or programs in English? Why do you like them?
(Chương trình xem bằng Tiếng Anh yêu thích của em là gì? Vì sao em lại thích xem chương trình đó)
4 How your parents encourage you to speak English at home?
(Bố mẹ em khuyến khích em nói Tiếng Anh ở nhà thế nào?)\
APPENDIX C: STUDENTS’ RESPONSES TO THE QUESTIONNAIRE
Number of students Question 1: What problems do you encounter in when speaking
English? (You can choose more than one option)
I feel the English speaking classes boring 36% 36
I can't reply to teachers because I don’t understand what teachers say in speaking classes
I don’t know why I need to learn English 40% 40
I am worried about criticism and losing my face when I make mistakes 67% 67
I cannot think of anything to talk about the topics in English textbook 74% 74
I use Vietnamese because I don’t know how to express my ideas in English 43% 43
I hesitate to speak English because I am not sure whether I use English appropriately or not 64% 64
Others (please give specific answers): 0% 0
Question 2: What factors affect your English speaking skill? (You can choose more than one option)
The English speaking class is too short 20% 20 Speaking topic in textbook is not interesting 29% 29 Teacher’s feedback on speaking performance 68% 68 Lack of speaking activities in English classes 79% 79
Lack of vocabulary and grammar knowledge 85% 85 Lack of English speaking practice outside classes 65% 65
Others (please give specific answers): 3% 3
Don't know what to speak 1% 1
Never want to speak English 1% 1
Question 3: How does your teacher react when you make mistakes while performing a speaking task? (You can choose more than one option)
Keep quiet, listen, and encourage me to continue my performance 76% 76
Stop me, correct my mistakes immediately 13% 13 Keep quiet, listen, note down some points to give feedback later 35% 35
Not happy and get annoyed when I keep making mistakes 3% 3
When I don’t know what to say, my teacher gives me prompts 47% 47
When I don’t know what to say, my teacher just waits and then stops me when the time for the task is out
Question 4: How does is your teacher perform teaching English in class?
4.1 How often your teacher organize fun activities to help you interested in learning Spoken English?
4.2 How often does your teacher able to support closely in your speaking performance?
4.3 How often does your teacher use English to teach and give instructions in speaking class?
Question 5: What motivates you in learning English? (You can choose more than one option)
It is a requirement of my school curriculum 78% 78
I learn English because I love it 35% 35
I learn it because it is good for my future career 31% 31
I learn it to improve my English skills 51% 51
Question 6: How do you prepare for your English class?
6.1 Do you spend time to do English homework carefully?
6.2 Do you pay attention on preparing for the new lesson at home?
6.3 Do you relate your English speaking topics in the class with your daily activities?
Question 7: Which of the four English skills you like the most?
Question 8: How often do you use English to communicate with your teacher and friends in class?
Question 9: How often do you and your friends communicate in English after class?
Question 10: Do you often feel being interested in understanding and follow activities of foreign peers?
Question 11: Family support in learning
11.1 Do your parents ready to pay for English center to teach you
11.2 Do your parents allow you to use smart electronic devices (like smart TV, tablet, smartphone,…) to use Apps or Social Medias to learn
Question 12: How often do you watch a show or program in English after school?
Người phỏng vấn: Chào em, anh có thể phỏng vấn em trong 5 phút được không?
Người phỏng vấn: Cảm xúc của em là gì trước khi phải nói Tiếng Anh trong lớp học?
Học sinh S1 lo lắng mỗi khi phải nói hoặc trả lời cô giáo bằng tiếng Anh trước lớp đông vì sợ bị bạn bè nhạo báng Em cảm thấy tự tin hơn khi học riêng với cô, vì có thể dám nói dù nói sai mà không sợ bị trêu chọc bởi các bạn xung quanh Việc học nhóm nhỏ giúp em nâng cao kỹ năng giao tiếp tiếng Anh tự tin và giảm áp lực trong môi trường lớp học đông đúc.
Người phỏng vấn: Em nghĩ thế nào nếu có thêm nhiều hoạt động thú vị trong tiết học nói tiếng Anh?
Học sinh S1 thích học tiếng Anh vì mỗi lần đến lớp, em đều mong chờ cô giáo cho chơi trò chơi thú vị, giúp buổi học trở nên vui vẻ và dễ chịu hơn Em cảm thấy học qua trò chơi khiến việc học tiếng Anh trở nên hấp dẫn, tránh cảm giác nhàm chán khi học theo sách giáo trình Điều này giúp em tự tin hơn và tạo động lực để tiếp thu kiến thức hiệu quả hơn trong các tiết học tiếng Anh.
Người phỏng vấn: Em có nghĩ vui hơn sẽ khiến em thích học tiếng Anh và học tốt môn tiếng Anh nói hơn không?
Học sinh S1: Dạ có, em nghĩ vậy
Trong quá trình học tiếng Anh tại nhà, phụ huynh em khuyến khích em luyện tập tiếng Anh để nâng cao kỹ năng ngôn ngữ Tuy nhiên, do bố mẹ em không có nhiều thời gian để theo dõi việc học tiếng của em, khiến việc luyện tập tại nhà gặp nhiều khó khăn Chính vì vậy, việc duy trì môi trường nói tiếng Anh thường xuyên tại gia đình trở nên thách thức, ảnh hưởng đến khả năng sử dụng tiếng Anh của em.
Anh của em, nhưng nếu em xin đi học thêm ở cô hoặc trung tâm, ba mẹ sẽ cho tiền để em học Ba mẹ muốn tạo điều kiện cho em có thêm môi trường luyện tập, đặc biệt vì ba mẹ em không sử dụng thành thạo tiếng Anh.
Người phỏng vấn: Chương trình xem bằng Tiếng Anh yêu thích của em là gì?
Học sinh S1 thích xem phim siêu anh hùng, dù có phụ đề nhưng vẫn thích nghe tiếng Anh của các nhân vật Ngoài ra, em còn chơi game tiếng Anh nhiều, giúp cải thiện khả năng nghe hiểu Tuy nhiên, em chưa bắt chước nói theo như trong phim, chỉ thích xem để giải trí và học hỏi tiếng Anh một cách tự nhiên.
Người phỏng vấn: Vì sao em lại thích xem chương trình đó?
Học sinh S1: Vì nội dung nó cuốn hút ạ
Người phỏng vấn: Cảm ơn em đã tham gia phỏng vấn!
2 Student S2 (Học sinh S2) Người phỏng vấn: Chào em, anh đang thực hiện khảo sát lấy ý kiến của em về việc học tiếng Anh nói ở trường hiện tại Em tham gia trả lời câu hỏi nhé!
Học sinh S2: Em chào anh Dạ được ạ!
Người phỏng vấn: Cảm xúc của em là gì trước khi phải nói Tiếng Anh trong lớp học?
Học sinh S2 gặp khó khăn trong việc giao tiếp bằng tiếng Anh vì chỉ biết nói các câu đơn giản Khi cô giáo yêu cầu bắt cặp nói chuyện về chủ đề của bài học, em chỉ có thể nói được vài câu, sau đó chuyển sang chủ đề khác mà không thể tiếp tục cuộc trò chuyện về bài học Dù chỉ nói được vài câu, em vẫn cảm thấy tự tin và cố gắng cải thiện kỹ năng giao tiếp của mình trong tiếng Anh.
Người phỏng vấn: Em nghĩ thế nào nếu có thêm nhiều hoạt động thú vị trong tiết học nói tiếng Anh?
Học sinh S2 chia sẻ rằng em chắc chắn thích học tiếng Anh, nhờ được bố cho đi học ở trung tâm hai năm trước Các hoạt động tại trung tâm rất vui vẻ, giúp em học tốt hơn, trong khi ở trường học có ít hoạt động, khiến em cảm thấy hơi chán.
Người phỏng vấn: Bố mẹ em khuyến khích em nói Tiếng Anh ở nhà thế nào?
Học sinh S2 chia sẻ rằng bố mẹ thường khuyên em học thêm tiếng Anh, nhưng do tính lười biếng, em chưa muốn đi học thêm Thay vào đó, em thích ngồi xem TikTok để giải trí hơn là dành thời gian cho việc học.
Người phỏng vấn: Chương trình xem bằng Tiếng Anh yêu thích của em là gì?
Học sinh S2 thích xem các video TikTok của các anh chị du học sinh về chủ đề tiếng Anh, đặc biệt là những clip ngắn vừa vui nhộn vừa hài hước Những nội dung này không chỉ dễ hiểu mà còn giúp bạn học sinh giải trí, xem đi xem lại mà không chán Đồng thời, các bình luận dưới video cũng rất hài hước và thú vị, khiến cho trải nghiệm xem TikTok trở nên vui vẻ hơn.
Người phỏng vấn: Em có học được tiếng Anh từ mấy video đó không? Hay là chỉ thích xem vì nó hay với hài?
Học sinh S2: Dạ có chứ, mấy video ngắn đấy em học được nhiều thứ khác không có trong sách giáo khoa lắm
Người phỏng vấn: Cảm ơn em đã tham gia phỏng vấn!
3 Student S3 (Học sinh S3) Người phỏng vấn: Chào em, anh muốn trao đổi với em một xíu về quá trình học nói tiếng Anh trên lớp của em được không?
Học sinh S3: Dạ được cô ạ
Người phỏng vấn: Em thường cảm thấy thế nào trước khi nói tiếng Anh trên lớp?