04051001932 nghiên cứu những yếu tố quan trọng Ảnh hưởng tới mức Độ nói trôi chảy trong giờ học tiếng anh của sinh viên tiếng anh không chuyên tại một trường Đại học Ở hà nội
INTRODUCTION
Rationale of the study
The growing demand for English communication skills is driven by globalization, making English a vital tool for international interaction Consequently, it is essential for students to develop proficiency and fluency in English At the university level, students often take a course called English for Occupational Purposes, which emphasizes the importance of confident and fluent English communication for their future careers.
Traditional teaching practices in Vietnam hinder students' speaking skill development, as teachers often prioritize accuracy over communicative competence due to examination focuses on language knowledge This emphasis leads students to concentrate excessively on grammatical rules, which alone are insufficient for effective communication Consequently, many Vietnamese students struggle with speaking competence and self-expression in English In English classes, first-year non-English-majored students exhibit shyness and reluctance to communicate, often responding briefly in English despite teachers' efforts to encourage interaction.
Students often struggle to express themselves in English, leading them to prefer using Vietnamese during English classes They frequently resort to their native language whenever possible Additionally, in speaking lessons, students exhibit hesitation, resulting in speeches filled with "ah" and "um" sounds, along with prolonged pauses.
From such observations, the author has always been concerned with the questions
This project is driven by the questions, "What barriers do my students face when learning English?" and "Why are they shy and lack fluency?" Understanding these challenges is essential for enhancing their language acquisition and confidence.
Scope of the study
This research aims to identify the key factors influencing oral fluency in English among non-English-majored learners It focuses on five main factors: affective factors, knowledge, classroom environment, performance conditions, and teachers' error correction The study utilizes a questionnaire and semi-structured interviews as primary research tools, involving one hundred first-year non-English-majored students and ten English teachers from the Faculty of Foreign Languages at the university.
Aims and objectives of the study
This study explores the key factors influencing English speaking fluency among first-year students Based on the findings, important recommendations will be provided to address these challenges and enhance learners' oral fluency.
To achieve the aims, the study is intended to address the following research questions:
What are the problems facing first-year non-English-majored undergraduates’ speaking English fluently?
What are the key factors that affect first-year non-English-majored undergraduates’ fluency in English speaking?
Research methodology
This study employs mixed methods, combining quantitative and qualitative data, to explore factors influencing English speaking fluency among first-year non-English-majored students A survey questionnaire serves as the primary tool for collecting quantitative data from one hundred students, while semi-structured interviews with both students and teachers provide deeper insights The findings from the surveys and interviews are analyzed concurrently to identify the key factors affecting learners' oral fluency in English speaking classes.
Significance of the study
This study aims to benefit both teachers and students by highlighting the factors influencing common challenges in speaking classes By understanding these issues, students can identify solutions and enhance their speaking competence with the support of their teachers Furthermore, the research serves as a valuable reference for educators seeking to explore the difficulties their learners face in oral fluency and the underlying factors affecting it This insight will enable teachers to develop effective strategies to address fluency problems and improve their students' speaking skills.
Structure of the thesis
This study contains five chapters Each chapter contains relevant explanations related to the topic which is discussed
Chapter 1: Introduction – presents a brief description of the study It covers the rationale, the scope, the aims and objectives, the research methodology, the significance, and the outline of the study
Chapter 2: Literature Review – provides theoretical knowledge as a base
This study begins by defining key terms such as speaking skill and fluency in speaking It also explores various factors that may influence oral fluency, laying the groundwork for the development of a survey questionnaire and interview questions Furthermore, it reviews several previous studies to outline the research approach.
Chapter 3: Research Methodology – mentions the methodology utilized to achieve the aim of the study Additionally, it gives a description of the research setting and the participants of the study Finally, it presents the instruments for data collection, and the procedure of data analyses as well
Chapter 4: Findings and Discussions – describes and analyzes the data collected from the survey questionnaire and the interviews with teachers and students
Chapter 5: Conclusions – summarizes all the main issues prior to proposing some implications for teaching and learning speaking English In addition, some certain limitations of the study are pointed out Last but not least, the recommendations are provided for future research
LITERATURE REVIEW
Speaking skill and fluency in speaking
Speaking is defined as the ability to use oral language to convey ideas, intentions, thoughts, and feelings effectively, ensuring clear communication and understanding among listeners (Bygate, 1987) It is recognized as a productive skill that involves expressing meanings through speech, thereby representing one's ideas (Sprat and Pulverness, 1998) Essentially, speaking is a process of constructing and sharing meaning through verbal and non-verbal symbols across different contexts.
Speaking is essential but seemingly a demanding skill for language learners Nunan
Speaking skill is essential for mastering a second language, as emphasized by (2000), who asserts that fluency is a key goal for learners Florez (1999) highlights that effective speaking involves not only linguistic competence—encompassing grammar, pronunciation, and vocabulary—but also sociolinguistic competence, which pertains to the appropriate use of language in various contexts.
Speaking is a vital form of communication that utilizes speech to convey meaning to listeners, enhanced by non-verbal cues for clarity It is a crucial yet challenging skill that demands extensive knowledge and proficiency from language learners.
The term fluency is defined by many authors Nation (1991) states that fluency indicates the capacity of having the intention to communicate without too much
Hedge (1993) emphasizes that fluency involves the seamless connection of speech units without excessive pauses or strain Richard (2006) offers a comprehensive definition of fluency, highlighting its connection to coherent responses during conversations, the use of linking words and phrases, and the importance of clear pronunciation and appropriate intonation, all while minimizing hesitation.
Overall, these definitions share the same point that oral fluency refers to the ability to speak English with confidence and only a few hesitations or pauses in the speech.
Factors that influence fluency in speaking
According to Dửrnyei and Ryan (2015), learners’ affective side is one of the significant influences on their language learning process In Meng and Wang’s
Affective factors play a crucial role in language learning, particularly in speaking skills, as highlighted in this study According to Krashen (1982), various affective variables significantly influence an individual's success or failure in acquiring a new language Recent research has categorized these variables into three main areas: motivation, self-confidence, and anxiety.
Motivation theories seek to explain why individuals behave in certain ways (Hoang, 2011) According to Dửrnyei (2001), motivation determines individuals' decisions to engage in activities, the effort they invest, and their persistence in those activities In the context of language learning, motivation reflects learners' desire to acquire a new language, driving them to exert significant effort to achieve their learning objectives (Ortega, 2009) Dửrnyei (2001) further posits that motivation influences learners' endeavors to master a foreign language.
Motivation in language learning is influenced by students' communicative needs and their attitudes toward the language community According to Gardner (1985), motivation comprises three key factors: the desire to learn, the effort exerted to achieve learning goals, and the overall attitude toward the language being studied.
Motivation is a crucial factor that influences how individuals behave and take action It significantly affects learners' perceptions of language acquisition and their willingness to engage in the learning process, particularly in English speaking classes.
Self-confidence is defined as an individual's perception of their own worth and competence (Corsini, 1994) In the context of language learning, self-confidence is characterized by a person's belief in their value, a low level of fear or anxiety, and the willingness to take risks in pursuing tasks (Suryadi, 2018).
Confidence in language speaking, as defined in 2007, involves actively using the language without the fear of making mistakes This confidence reflects students' willingness to take risks, engage with the foreign language they are learning, utilize it for practical purposes, ask questions, and remain determined to achieve effective communication.
Self-confidence is one of the significant factors influencing speaking performance
According to Suryadi (2018), oral performance is closely linked to self-confidence Lathifah (2015) further emphasizes that students who possess self-confidence are more likely to speak fluently, as they do not view making mistakes as a significant issue.
Self-confidence is defined as an individual's attitudes and beliefs about themselves In the context of language learning, students who possess self-confidence in speaking demonstrate courage and a proactive approach to using the target language for communication, unafraid of making mistakes Importantly, a student's confidence plays a crucial role in their speaking performance and overall success.
Anxiety is commonly understood as a feeling of fear, uneasiness, and shyness (Horwitz, 1991) In language learning, it is specifically referred to as language anxiety, which encompasses a complex set of self-perceptions, beliefs, feelings, and behaviors associated with classroom learning (Horwitz, 1986, as cited in Gregersen and MacIntyre, 2014) This type of anxiety is prevalent among learners, as Ortega (2009) points out that the fear and tension associated with foreign languages cannot be overlooked Adult learners, in particular, often experience anxiety when speaking, especially in public settings, due to concerns about making mistakes and the judgment of others regarding their abilities (Latha, 2012).
Research indicates that anxiety can significantly impact students' oral performance during speaking activities Specifically, the level of anxiety experienced by learners can adversely affect both the quality and fluency of their speech.
Anxiety is an inherent part of language learning, stemming from learners' fears of making mistakes and the impressions they create while speaking This anxiety can notably impact the quality and fluency of students' spoken language.
Cunningham (1999, as cited in Zrekat Sohbani, 2022) emphasizes that language learners must possess both linguistic and sociolinguistic competence He defines linguistic competence as the understanding of pronunciation, grammar, and vocabulary Furthermore, Bhattacharya highlights the critical importance of pronunciation in effective communication, noting that errors in sound production or improper stress and intonation can lead to misunderstandings and confusion.
Grammatical knowledge is essential for learners to accurately understand and use the structure of the English language, ultimately enhancing their fluency (Latha, 2012) Furthermore, vocabulary plays a crucial role in effective speaking, as learners must find the right words for specific contexts (Bhattacharya, 2017).
9 same line of argument, Suryadi (2018) states that vocabulary can be more important than the structure because thoughts are mainly delivered by words
Linguistic knowledge significantly impacts learners' speaking fluency, encompassing pronunciation, grammar, and vocabulary Accurate pronunciation, along with appropriate stress and intonation, minimizes communication confusion Grammatical knowledge enables learners to understand the structure of the English language effectively Additionally, a rich vocabulary allows learners to choose the right words to articulate their thoughts clearly.
Topical knowledge, as defined by Bachman and Palmer (1996), refers to speakers' understanding of relevant information that aids in their language use concerning the world around them This knowledge significantly influences learners' speaking performance, with those who possess it finding test tasks easier compared to those who do not Similarly, MacIntyre et al (1998) highlight that sufficient knowledge of specific topics and related registers can boost learners' linguistic confidence.
Previous studies
Various studies have been conducted to investigate the factors influencing learners’ speaking performance Some of them are reviewed hereafter
The two Korean researchers, Park and Lee (2005), examined the relationships
A study involving 132 Korean college students enrolled in English conversation classes revealed a negative correlation between second language learners' anxiety levels and their speaking performance Higher anxiety was associated with lower oral performance, highlighting the impact of self-confidence on language acquisition.
Tanveer (2007) explored the factors contributing to language anxiety among twenty learners, focusing on its impact on speaking skills and communication in the target language The study revealed that stress and nervousness significantly hindered language learning and performance, emphasizing that increased anxiety correlates with decreased performance.
Ariyanti (2016) conducted a qualitative study in Indonesia to explore the psychological barriers impacting the speaking performance of twenty-one fourth-semester students from the English Department at Widya Gama Mahakam University Samarinda The study identified key psychological factors, including anxiety, fear of making mistakes, shyness, lack of motivation, and low self-esteem, which significantly influenced the students' speaking abilities and affected both the speakers and their audience.
A study by Rezail and Okhovat (2016) in Iran examined the impact of preparation and task complexity on L2 learners' oral fluency in speech production, considering individual differences in working memory capacity The results indicated that both complexity and preparation significantly influenced L2 oral performance, while working memory emerged as a crucial cognitive factor in achieving fluency in a second language.
A study conducted by Nguyen and Tran (2015) in Vietnam examined the speaking challenges faced by high school students and identified several factors influencing their speaking performance The research involved 103 eleventh graders and ten English teachers, revealing eight key issues related to speaking and seven factors that impact oral performance The authors emphasized the significance of these challenges in the context of language learning.
Students often struggle with motivation to express themselves in English, frequently resorting to Vietnamese during discussions due to fear of making mistakes or facing criticism Key factors influencing their speaking performance include topical knowledge, listening skills, motivation, teacher feedback, confidence, performance pressure, and preparation time A study by Vo and Hoang (2020) involving over 217 university students in Da Nang identified critical elements affecting English-speaking performance, such as listening and pronunciation skills, vocabulary, grammar, confidence, and nonverbal communication.
Recent studies have significantly advanced our understanding of the factors influencing students' speaking performance However, several issues warrant further attention Firstly, many studies have focused on isolated groups of factors affecting learners' oral fluency, neglecting the potential interactions between these factors Secondly, there is a lack of research identifying which factors are most critical among the various influences on fluency in speaking classes Lastly, the majority of studies have overlooked the valuable insights that teachers could provide as participants in data collection.
This study focuses solely on learners, excluding teachers, which enhances the objectivity and reliability of the findings It aims to address existing research gaps and assist language teachers in identifying the key factors that promote students' oral fluency in speaking classes.
Summary
This chapter defines speaking skills and fluency, while also exploring various influential factors Additionally, it reviews previous studies to identify gaps in the existing research.
RESEARCH METHODOLOGY
Research design
The survey research method is chosen as the primary design for this thesis, defined as the collection of information from a sample of individuals through their responses to questions (Check and Schutt, 2012, as cited in Ponto, 2015) This method is particularly suitable for the study's aim of investigating the reasons behind students' challenges with fluency in English speaking, as it effectively describes and explores human behavior (Singleton and Straits, 2009) Additionally, survey research accommodates various data approaches, including quantitative, qualitative, or a combination of both, enabling a comprehensive understanding of the factors influencing students (Ponto, 2015) Lastly, this research design facilitates the collection of data from diverse sources in a short timeframe.
The study employs a mixed-methods approach, integrating both quantitative and qualitative methods to explore issues from objective and subjective perspectives The quantitative method is favored for its efficiency in generating clear, interpretable data through statistical analysis (Hoover, 2021) However, it is noted that this approach can be limiting, as participants are unable to customize their responses or provide additional context To address this limitation, qualitative methods are utilized, offering a deeper understanding of the research topic, as highlighted by Ritchie and Lewis (2003).
15 of the research participants related to their experiences, thought, history, social, and material situations.
Research setting and participants
A study was conducted among first-year non-English-majored students at Hanoi University of Industry, a prominent institution in Bac Tu Liem, Hanoi, known for offering a diverse range of educational programs The university's mission is to prepare qualified, multi-disciplinary graduates for both domestic and international job markets, emphasizing the importance of English proficiency alongside career skills Consequently, all students, regardless of their major, are required to complete and pass English courses to graduate However, it is evident that many students at the university harbor a fear of the English language.
The university has developed a specialized English program for non-English-majored students, utilizing a blended learning approach This program, titled English for Occupational Purposes, spans six semesters, guiding students from elementary levels to achieve B1 proficiency according to the CEFR-V framework Each ten-week course consists of 75 periods, with 35 online and 40 offline lessons Students engage in self-study through an online platform, where they learn vocabulary, grammar, and essential skills, completing this work before attending face-to-face classes In-class sessions emphasize speaking practice, enhancing students' communication abilities The course materials, crafted by the English lecturers at the Faculty for Foreign Languages, are tailored to meet the specific learning needs of the students.
16 help them build up necessary and relevant English skills for their future careers
The study involved one hundred first-year non-English students, comprising seventy-eight males and twenty-three females, from four English classes These students had recently completed their first-semester English course and were grouped by their major, with each class containing thirty students of mixed English proficiency Most participants had been learning English for five to ten years, and the selected classes had the lowest performance in the previous semester Specifically, 60.83% of students scored between 5 and 6 on their final speaking tests, while 18.33% scored below 5 Only 4.17% achieved scores higher than 8.5, with the remainder scoring between 6.1 and 8.5 Students' speaking abilities were evaluated based on four criteria: Message content, Vocabulary and grammar range, Fluency and coherence, and Communication strategies and skills Notably, over half of the students received scores between 4 and 6 for Fluency and Coherence.
Noticeably, there were a total of one hundred and twenty students from the four classes However, only one hundred of them were willing to participate in the study
The study aimed to gather valuable insights from ten experienced English teachers who have a minimum of three years of experience working with first-year non-English-majored students These innovative educators were selected for their creative approaches to in-class activities, making them ideal participants for the research.
Data collection procedure
To enhance the reliability of the data gained, the study employs various data gathering methods Initially, a survey questionnaire was conducted as the main
17 instrument for data gathering Afterward, there were interviews to get in-depth qualitative data for the study The data collection process is described in detail hereafter
A survey questionnaire was developed to gather students' perspectives on the factors influencing their fluency (see Appendix A) This questionnaire was crafted based on a thorough review of relevant theoretical knowledge in the literature and comprised two distinct sections.
1) The first section was about the participants’ demographic information There were two factual questions, and the participants selected among the given opinions to indicate their gender and time of learning English
2) The second section was to study the factors affecting learners’ fluency in English-speaking classes Among a total of seven questions, there was one question regarding the problems facing students in their speaking classes Besides, there was one question to study all investigated factors in general, and the five others were about each factor in more detail The researcher selected the type of multiple choice for questions about the issues facing students in English-speaking classes, the five factors, the motivation for students to take the English course, and the teachers’ reaction to speaking performance For each of the questions, more than one response was allowed Besides, participants could leave their answers in the last option named 'Other' as they wished The set of questions about the in-class activities and one question about teachers’ error correction were both ranked questions Respondents indicated their choices about the frequency of the in-class activities and teachers’ feedback with five scales: never, rarely, sometimes, usually, and always In addition, the big question about the performance conditions in English-speaking classes included a set of four Yes-No sub-questions Participants indicated their answers for each question by selecting either Yes or No Furthermore, at the end of the survey, participants could leave their email for the researcher to contact them if they were interested in further discussions
The procedure for collecting data from the survey questionnaire was hereafter
1) After finishing designing the nine questions, the author translated them into Vietnamese The researcher planned to let the participants freely select the version they wished to respond to That was mainly because the survey did not aim at judging students’ English competence More importantly, the translation into Vietnamese could help participants easily understand and properly respond to the questions, which could promote the reliability and quality of the data gained
2) Google Forms was utilized as a tool to collect the responses from the research participants The questions were designed on Google Forms Afterward, to pilot the survey, the researcher sent the Google Forms link to ten first-year students who were not involved in the study to guarantee all questions were understandable
3) After the pilot, the questions were reviewed and edited before being sent to the participants Noticeably, the researcher decided to use the Vietnamese version of the questionnaire after piloting it with the ten students Finally, the survey questionnaire was delivered to one hundred participants through a Google Forms link
The research involved collecting data through a questionnaire, followed by interviews with students and English teachers to gain deeper insights into the research issues A semi-structured interview model was employed, with all sessions conducted via Zoom Meetings, audio-recorded, and transcribed within twenty-four hours to ensure data reliability The researcher also made note of significant occurrences and observations during the interviews For analytical purposes, both student and teacher interviewees were assigned codes, with students identified as Student S1, Student S2, and so forth, while teachers were labeled as Teacher A, Teacher B, and Teacher C.
The procedure of the interviews was as follows
1) Firstly, there were interviews with ten students Among the participants leaving their emails in the survey questionnaire, ten were randomly chosen for the one-on- one interviews A list of questions was made for them (Appendix B) The list included three main questions about students’ feelings in English-speaking classes, their attitudes toward the speaking classroom environment, and the teacher’s error corrections Besides, there was one optional question regarding students’ online task completion before class All questions were translated into Vietnamese, and students used Vietnamese to express themselves clearly and confidently That was because students were just English beginners, and more importantly, the interviews were not for assessing their English speaking competence
2) There were one-on-one interviews with the ten selected English teachers A set of five questions was prepared for teachers (Appendix B) The interview questions were to get a detailed understanding of some issues related to the in-class speaking environment the teachers created, the performance conditions they set, and the feedback/ correction they gave their students During the interviews, the teachers could freely decide to speak English or Vietnamese as long as they could feel comfortable expressing their perspectives As for the reasons, the interviews aimed to get information, not to judge the teachers’ English proficiency.
Data analysis procedure
The research primarily addressed two critical aspects: the challenges hindering students' oral fluency and the essential factors influencing their fluency Consequently, the data analysis will follow a structured process to uncover these insights.
The survey results were initially analyzed using Google Docs, followed by an analysis of the interview transcripts Subsequently, the survey findings were compared with the interview data to highlight similarities and differences The process of analyzing the data from both tools was detailed systematically.
- The analysis began with figuring out the problems of English learners in their
20 speaking class Thus, the results of survey question 4 were analyzed and compared with the answers to interview question 1 with students
The analysis focused on five key factors that influence learners' oral fluency in speaking classes The findings from survey question 5 were examined and compared with responses from other questions and the results of the interviews.
(1) Affective factors – were further studied in the responses to interview question 1 – with students, and then survey question 3
(2) Knowledge factors – were also studied in interview question 2 – with students, and interview question 3 – with teachers
(3) Classroom environment factor – was further studied in survey question 6 results Then, there were comparisons with the interview answers in questions 1 and 2 – with teachers, and question 3 – with students
(4) Performance factor – was also investigated in survey question 7 and compared with the interview results in question 4 – with teachers
(5) Error correction factor – was deeply investigated in survey questions 8 and 9 and compared with the interview findings in question 5 – with teachers, and question 4 – with students
After displaying the results of survey question 5, the groups of factors were analyzed and compared in descending order, from those affecting the highest proportion of participants to those with the least impact.
Following the data analysis, we will discuss the key factors influencing students' oral fluency in speaking Additionally, we will provide several suggestions aimed at reducing the impact of these factors and enhancing students' speaking performance, particularly their fluency.
Summary
In summary, this chapter detailed the research methodology, including the research design, data collection methods, and the techniques and procedures employed to identify and analyze information, ultimately leading to the anticipated findings.
FINDINGS AND DISCUSSIONS
Findings
4.1.1 Problems facing English learners in their speaking classes
A survey question (Question 4) was created to identify the challenges students faced with their oral fluency The results, illustrated in Figure 1, highlight various issues encountered by students in their speaking classes.
Figure 1 Students' problems in English oral fluency
Figure 1 reveals that many students face challenges in speaking class, primarily due to three issues: frequent pauses while thinking of responses, reliance on Vietnamese because of difficulty expressing themselves in English, and hesitation caused by uncertainty in their English usage Notably, 85% of students reported these concerns.
I cannot think of anything to say
I am worried about criticism and losing my face when I make mistakes.
I use Vietnamese because I do not know how to express my ideas in English.
I pause very often while speaking to think of what to say next.
I hesitate to speaking English because I am not sure whether I use English appropriately or not.
I can't reply to teachers and partners because I don't understand what they are saying.
Students in English-speaking classes face significant challenges, with 22% frequently pausing during speech to think of their next words A striking 81% resort to using Vietnamese due to their inability to express ideas in English, while 78% report hesitation when speaking Nearly half (45%) struggle to generate topics for conversation, and 33% and 31% cite difficulties in understanding teachers and peers, as well as fear of criticism Only 1% of students mentioned other issues, specifically highlighting problems with word selection stemming from thinking in Vietnamese.
A recent interview with students revealed that a significant majority, specifically 8 out of 10 participants, are struggling with expressing themselves in English and often feel uncertain about the correctness of their language use.
Learning English can be challenging, as expressed by a student who finds the class enjoyable yet struggles with speaking Despite understanding the material and knowing the Vietnamese meanings, they feel unable to articulate their thoughts in English.
4.1.2 Factors influencing students’ oral fluency in speaking classes
The possible factors affecting learners’ fluency in speaking classes were studied in survey question 5 Students’ responses were summarized in Table 1 hereafter
Table 1: Factors affecting students' oral fluency in speaking classes
1 Knowledge factors Lack of vocabulary and grammar knowledge
Teachers’ feedback on speaking performance
Time allowed for a speaking performance
Table 1 indicates that the majority of students' choices were influenced by knowledge factors, with 85% of students acknowledging that insufficient vocabulary and grammar knowledge negatively impacts their speaking abilities.
The research utilized a semi-structured interview format, allowing for flexibility in questioning An additional question regarding the completion of e-learning tasks prior to in-class lessons was posed to some students, all of whom confirmed they had completed these tasks Despite this, participants reported facing challenges in speaking, attributing their difficulties to gaps in vocabulary and grammar knowledge.
The e-learning system integrated into each lesson was essential for effective communication Students believed that enhancing their speaking skills required a deeper understanding of vocabulary, grammar, and relevant topics from various sources.
In my view, mastering the system is just one aspect of effective communication To speak English fluently, I must be adaptable and incorporate various grammar rules and vocabulary from diverse sources Consequently, I still struggle to articulate my thoughts clearly in English.
Topical knowledge emerged as the second most significant factor influencing students' oral fluency, with 80% of students indicating that a lack of this knowledge adversely affected their fluency.
Researchers investigated how teachers introduced speaking topics to students by asking them a specific question during interviews Notably, 90% of the teachers reported using review activities at the start of each lesson to familiarize students with the speaking topics This involved spending a few minutes revisiting vocabulary and grammar structures through the e-learning system.
Each lesson is centered around a specific theme, which guides my teaching approach I begin by familiarizing students with the lesson content through vocabulary review and engaging vocabulary games Following this, I encourage them to practice the relevant structures by creating sentences that connect to the topic of the upcoming discussion.
Half of the interviewed teachers reported using additional activities to activate their students' background knowledge prior to speaking tasks Notably, two of these teachers engaged their students through lead-in activities, such as watching videos and reading humorous related stories Additionally, three teachers prepared their students for speaking lessons by creating relevant listening or reading tasks.
The listening and reading texts were closely aligned with the discussion topic, and the questions designed for these tasks were similar to those the students faced in their speaking activities.
The book includes activities like sentence construction and picture description, but I believe these are insufficient for enhancing students' speaking skills To address this, I often source reading texts relevant to the topic for reading comprehension practice I also create key questions aligned with the speaking topic to help students feel more comfortable generating ideas Additionally, I seek listening materials, although finding audio that perfectly matches the speaking topic is challenging; I typically settle for related content My goal is to improve students' listening abilities while equipping them with useful vocabulary and phrases for speaking.
Moreover, only a minor number of teachers paid attention to providing students with extra words and structures besides what they learned from the e-learning website
Discussion of the findings
To conclude, the data from a questionnaire and interviews helped discover several necessary findings for the study
The study initially focused on identifying the challenges faced by students in their English speaking classes The results revealed several issues, including frequent pauses during speech and the tendency to use Vietnamese to convey ideas.
First-year non-English-majored students often face significant challenges in speaking fluency, primarily characterized by three key issues: frequent pauses during speech, excessive hesitation, and a tendency to use Vietnamese instead of English These problems, which vary in severity, contribute to a general reluctance to speak, fears of making mistakes, and limited engagement with teachers and peers Addressing these concerns is crucial for improving oral fluency among these students.
The study identified five key factors influencing learners' oral fluency in speaking classes: affective factors, knowledge factors, classroom environment, performance conditions, and error corrections Notably, knowledge factors, particularly linguistic and topical knowledge, emerged as the most significant This finding aligns with Vo and Hoang (2020), which highlighted vocabulary and grammar knowledge as critical to students' speaking performance, and Nguyen and Tran (2015), where topical knowledge was identified by the majority of students as a crucial element affecting their speaking skills.
The study identified four key factors influencing learners' speaking fluency: knowledge factors, affective factors, error corrections, and classroom environment Notably, knowledge and affective factors were found to negatively impact students' speaking fluency Conversely, error corrections and classroom environment can hinder oral fluency if not properly addressed by teachers Additionally, performance factors were observed to have a minimal effect on a small number of students' speaking abilities.
Lastly, this study was believed to solve some research gaps of the previous research
37 stated in the literature It utilized the data from both teachers and students to coincidentally study different groups of factors before concluding the key ones.
Summary
In conclusion, this chapter presented the findings related to the research question derived from the survey and interview results, while also comparing these findings with previous studies discussed in Chapter 2.