Luận văn students’ difficulties towards learning english speaking in a rural area an investigation at xuan chau lower secondary school

VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN TII HƯƠNG STUDENTS’ DIFFICLLTIES TOWARDS LEARNING ENGLISH S

VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POSTGRADUATE STUDIES

NGUYỄN TII HƯƠNG

STUDENTS’ DIFFICLLTIES TOWARDS LEARNING ENGLISH SPEAKING IN A RURAL AREA

AN INVESTIGATION AT XUAN CHAU

LOWER SECONDARY SCHOOL

(KHO KHAN VE VIEC HOC NOT TIENG ANH CUA HỌC SINH

Ở KHU VỰC NÔNG THÔN _— NGIHÊN CỨU TẠI TRƯỜNG TRƯNG HỌC

CƠ SỞ XUÂN CHÂU~ XUÂN TRƯỜNG - NAM ĐỊNH)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Mcthodology

Code: 60140111

Hanoi — 2017

'VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POSTGRADUATE STUDIES

NGUYÊN TII HƯƠNG

STUDENTS’ DIFFICULTIES TOWARDS LEARNING ENGLISH SPEAKING IN A RURAL AREA

AN INVESTIGATION AT XUAN CHAU

LOWER SECONDARY SCHOOL

(KHO KHAN VE VIEC HOC NOL TIENG ANH CUA HOC SINH

Ở KHU VỰC NÔNG THÔN — NGIHÊN CỨU TẠI TRƯỞNG TRƯNG HỌC

CƠ SỐ XUÂN CHÂU ~ XUAN TRUONG — NAM ĐỊNH)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Mcthodology

Code: 60140111

Supervisor: Dr Vi Thi Thanh Nha

Tlanoi - 2017

DECLARATION

Thereby certify that the minor thesis entitled: “Students’ Difficulties towards Learning English Speaking in a Rural Area - An Tnvestigation at Xuan Chau Lower Secondary School” is the result of my own work in partial fulfillment of the requirements for the Degree of Master of Arts of Faculty at Post-graduate Studies, University of Languages and International Studies, Vietnam Natioual University of

Tlanoi The research has not been submitted to any other universities or institutions

Lanoi, 2017

Nguyễn Thị Lương

4.3, Findings from students’ interviews

4.3.1 Students’ opinions on the role of speaking in their English course .39

43.2 Students’ difficulties in learning English speaking 41

4.3.3 Students’ suggestions to overcome the difficulties Al

5.3.1 For English teachers aes nie sit 45

APPENDIX 1: BANG CAU HOI DANH CHO HOC SINH

APPENDIX 2: CAU HOI PHONG VAN DANH CHO HOC SINH

APPENDIX 3: SAMPLE LESSON PLAN

APPENDIX 4: STUDENTS’ QUESTIONNAIRE .sss:ssesseseeseesessseesesedX

vi

4.3, Findings from students’ interviews

4.3.1 Students’ opinions on the role of speaking in their English course .39

43.2 Students’ difficulties in learning English speaking 41

4.3.3 Students’ suggestions to overcome the difficulties Al

5.3.1 For English teachers aes nie sit 45

APPENDIX 1: BANG CAU HOI DANH CHO HOC SINH

APPENDIX 2: CAU HOI PHONG VAN DANH CHO HOC SINH

APPENDIX 3: SAMPLE LESSON PLAN

APPENDIX 4: STUDENTS’ QUESTIONNAIRE .sss:ssesseseeseesessseesesedX

vi

ACKNOWLEDGEMENTS

‘This thesis would not be fulfilled without the help of many people, and would like

to show my heartfelt thanks to everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu Thi

‘thank Nha, for her whole-hearted assistance, encouragement as well as profound guidance she gave me while I was doing my research

I would like to take this opportunity to express my gratitude to all my lecturers and

staffs al the Faculty of Post-graduate Studies, the University of Languages and Intemational Studics, Vietuam National University of Hanoi whose support and consideration have enabled me to pursue the course

I would also like to express my whole-heated thanks to teachers and all students of

Xuan Chau Tower Seaondary School for their helps and their willingness to

participate in the research Without their help, this thesis could not be fulfilled

Last but not least, 1 owe my sincere thanks to my family and my kind-hearted friends, who have always inspired and encouraged me to complete this study.

ACKNOWLEDGEMENTS

‘This thesis would not be fulfilled without the help of many people, and would like

to show my heartfelt thanks to everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu Thi

‘thank Nha, for her whole-hearted assistance, encouragement as well as profound guidance she gave me while I was doing my research

I would like to take this opportunity to express my gratitude to all my lecturers and

staffs al the Faculty of Post-graduate Studies, the University of Languages and Intemational Studics, Vietuam National University of Hanoi whose support and consideration have enabled me to pursue the course

I would also like to express my whole-heated thanks to teachers and all students of

Xuan Chau Tower Seaondary School for their helps and their willingness to

participate in the research Without their help, this thesis could not be fulfilled

Last but not least, 1 owe my sincere thanks to my family and my kind-hearted friends, who have always inspired and encouraged me to complete this study.

1.6 Significance of the study

1.7, Outline of the study

2.2.1 Definition of speaking skill

2.2.3, The characteristics of speaking

2.2.4 The role of speaking in language teaching and leaning

2.2.5 Approaches to leaching speaking: A review - 1

2.3, Students’ problems with speaking activities

2.4, Summary

LIST OF ABBREVIATIONS

EEL: English as a Foreign Language

EL'T: English Language Teaching

EST: English as a Sccond Language

TA: First language

TESOL: Teachers of English lo Speakers of Other Languages

1.6 Significance of the study

1.7, Outline of the study

2.2.1 Definition of speaking skill

2.2.3, The characteristics of speaking

2.2.4 The role of speaking in language teaching and leaning

2.2.5 Approaches to leaching speaking: A review - 1

2.3, Students’ problems with speaking activities

2.4, Summary

4.2, Findings from students’ questionnaire

4.2.1 Students’ opinions on the role of speaking in their English course 27 4.2.2 Students’ difficulties in learning English speaking 30 4.23, Students* suggestions to overcome the difficulties - 34

1.6 Significance of the study

1.7, Outline of the study

2.2.1 Definition of speaking skill

2.2.3, The characteristics of speaking

2.2.4 The role of speaking in language teaching and leaning

2.2.5 Approaches to leaching speaking: A review - 1

2.3, Students’ problems with speaking activities

2.4, Summary

LIST OF TABLES AND FIGURES

Table 1: Three key features of learners' speech

‘Table 2: Summary of the questions in part 2 of students' questionnaire Table 3: Students’ opinions in term of difficulty of four English skills

Table 4: Students’ opinions on the skill(s) they wanted to improve

‘Table 5: Students’ difficulties in leaming Hnglish speaking

ABSTRACT

Speaking is often considered as the most difficult skill of language learning Many

students find it difficult to activate this knowledge in real time, and face-to-face

encounters Hence, the study addressed the gap in our understanding of the difficulties of secondary students, especially students in a rural area, encoumered in learning English speaking Furthermore, the students’ opinions about the role of speaking in their English course and the possible solutions to overcome the difficulties were also covered in this study With these aims, questionnaire as well

as semi-structured interview was constructed as collecting data instruments Four

students were interviewed out of 67 students who responded to the queslionnaire The highlighted difficulties were: lack of practice outside class, lange class, and limitation of class time, it also reported together with suggestions that might help students overcome the difficubics Tn addition, some pedagogical implications,

limitations and suggestions for further studies were included in this study.

4.3, Findings from students’ interviews

4.3.1 Students’ opinions on the role of speaking in their English course .39

43.2 Students’ difficulties in learning English speaking 41

4.3.3 Students’ suggestions to overcome the difficulties Al

5.3.1 For English teachers aes nie sit 45

APPENDIX 1: BANG CAU HOI DANH CHO HOC SINH

APPENDIX 2: CAU HOI PHONG VAN DANH CHO HOC SINH

APPENDIX 3: SAMPLE LESSON PLAN

APPENDIX 4: STUDENTS’ QUESTIONNAIRE .sss:ssesseseeseesessseesesedX

vi

LIST OF ABBREVIATIONS

EEL: English as a Foreign Language

EL'T: English Language Teaching

EST: English as a Sccond Language

TA: First language

TESOL: Teachers of English lo Speakers of Other Languages

4.2, Findings from students’ questionnaire

4.2.1 Students’ opinions on the role of speaking in their English course 27 4.2.2 Students’ difficulties in learning English speaking 30 4.23, Students* suggestions to overcome the difficulties - 34

LIST OF ABBREVIATIONS

EEL: English as a Foreign Language

EL'T: English Language Teaching

EST: English as a Sccond Language

TA: First language

TESOL: Teachers of English lo Speakers of Other Languages

ACKNOWLEDGEMENTS

‘This thesis would not be fulfilled without the help of many people, and would like

to show my heartfelt thanks to everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu Thi

‘thank Nha, for her whole-hearted assistance, encouragement as well as profound guidance she gave me while I was doing my research

I would like to take this opportunity to express my gratitude to all my lecturers and

staffs al the Faculty of Post-graduate Studies, the University of Languages and Intemational Studics, Vietuam National University of Hanoi whose support and consideration have enabled me to pursue the course

I would also like to express my whole-heated thanks to teachers and all students of

Xuan Chau Tower Seaondary School for their helps and their willingness to

participate in the research Without their help, this thesis could not be fulfilled

Last but not least, 1 owe my sincere thanks to my family and my kind-hearted friends, who have always inspired and encouraged me to complete this study.

4.3, Findings from students’ interviews

4.3.1 Students’ opinions on the role of speaking in their English course .39

43.2 Students’ difficulties in learning English speaking 41

4.3.3 Students’ suggestions to overcome the difficulties Al

5.3.1 For English teachers aes nie sit 45

APPENDIX 1: BANG CAU HOI DANH CHO HOC SINH

APPENDIX 2: CAU HOI PHONG VAN DANH CHO HOC SINH

APPENDIX 3: SAMPLE LESSON PLAN

APPENDIX 4: STUDENTS’ QUESTIONNAIRE .sss:ssesseseeseesessseesesedX

vi

LIST OF ABBREVIATIONS

EEL: English as a Foreign Language

EL'T: English Language Teaching

EST: English as a Sccond Language

TA: First language

TESOL: Teachers of English lo Speakers of Other Languages

ABSTRACT

Speaking is often considered as the most difficult skill of language learning Many

students find it difficult to activate this knowledge in real time, and face-to-face

encounters Hence, the study addressed the gap in our understanding of the difficulties of secondary students, especially students in a rural area, encoumered in learning English speaking Furthermore, the students’ opinions about the role of speaking in their English course and the possible solutions to overcome the difficulties were also covered in this study With these aims, questionnaire as well

as semi-structured interview was constructed as collecting data instruments Four

students were interviewed out of 67 students who responded to the queslionnaire The highlighted difficulties were: lack of practice outside class, lange class, and limitation of class time, it also reported together with suggestions that might help students overcome the difficubics Tn addition, some pedagogical implications,

limitations and suggestions for further studies were included in this study.

ACKNOWLEDGEMENTS

‘This thesis would not be fulfilled without the help of many people, and would like

to show my heartfelt thanks to everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu Thi

‘thank Nha, for her whole-hearted assistance, encouragement as well as profound guidance she gave me while I was doing my research

I would like to take this opportunity to express my gratitude to all my lecturers and

staffs al the Faculty of Post-graduate Studies, the University of Languages and Intemational Studics, Vietuam National University of Hanoi whose support and consideration have enabled me to pursue the course

I would also like to express my whole-heated thanks to teachers and all students of

Xuan Chau Tower Seaondary School for their helps and their willingness to

participate in the research Without their help, this thesis could not be fulfilled

Last but not least, 1 owe my sincere thanks to my family and my kind-hearted friends, who have always inspired and encouraged me to complete this study.

LIST OF TABLES AND FIGURES

Table 1: Three key features of learners' speech

‘Table 2: Summary of the questions in part 2 of students' questionnaire Table 3: Students’ opinions in term of difficulty of four English skills

Table 4: Students’ opinions on the skill(s) they wanted to improve

‘Table 5: Students’ difficulties in leaming Hnglish speaking

4.2, Findings from students’ questionnaire

4.2.1 Students’ opinions on the role of speaking in their English course 27 4.2.2 Students’ difficulties in learning English speaking 30 4.23, Students* suggestions to overcome the difficulties - 34

LIST OF TABLES AND FIGURES

Table 1: Three key features of learners' speech

‘Table 2: Summary of the questions in part 2 of students' questionnaire Table 3: Students’ opinions in term of difficulty of four English skills

Table 4: Students’ opinions on the skill(s) they wanted to improve

‘Table 5: Students’ difficulties in leaming Hnglish speaking

ACKNOWLEDGEMENTS

‘This thesis would not be fulfilled without the help of many people, and would like

to show my heartfelt thanks to everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu Thi

‘thank Nha, for her whole-hearted assistance, encouragement as well as profound guidance she gave me while I was doing my research

I would like to take this opportunity to express my gratitude to all my lecturers and

staffs al the Faculty of Post-graduate Studies, the University of Languages and Intemational Studics, Vietuam National University of Hanoi whose support and consideration have enabled me to pursue the course

I would also like to express my whole-heated thanks to teachers and all students of

Xuan Chau Tower Seaondary School for their helps and their willingness to

participate in the research Without their help, this thesis could not be fulfilled

Last but not least, 1 owe my sincere thanks to my family and my kind-hearted friends, who have always inspired and encouraged me to complete this study.

4.2, Findings from students’ questionnaire

4.2.1 Students’ opinions on the role of speaking in their English course 27 4.2.2 Students’ difficulties in learning English speaking 30 4.23, Students* suggestions to overcome the difficulties - 34

1.6 Significance of the study

1.7, Outline of the study

2.2.1 Definition of speaking skill

2.2.3, The characteristics of speaking

2.2.4 The role of speaking in language teaching and leaning

2.2.5 Approaches to leaching speaking: A review - 1

2.3, Students’ problems with speaking activities

2.4, Summary

LIST OF ABBREVIATIONS

EEL: English as a Foreign Language

EL'T: English Language Teaching

EST: English as a Sccond Language

TA: First language

TESOL: Teachers of English lo Speakers of Other Languages

4.3, Findings from students’ interviews

4.3.1 Students’ opinions on the role of speaking in their English course .39

43.2 Students’ difficulties in learning English speaking 41

4.3.3 Students’ suggestions to overcome the difficulties Al

5.3.1 For English teachers aes nie sit 45

APPENDIX 1: BANG CAU HOI DANH CHO HOC SINH

APPENDIX 2: CAU HOI PHONG VAN DANH CHO HOC SINH

APPENDIX 3: SAMPLE LESSON PLAN

APPENDIX 4: STUDENTS’ QUESTIONNAIRE .sss:ssesseseeseesessseesesedX

vi

ACKNOWLEDGEMENTS

‘This thesis would not be fulfilled without the help of many people, and would like

to show my heartfelt thanks to everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu Thi

‘thank Nha, for her whole-hearted assistance, encouragement as well as profound guidance she gave me while I was doing my research

I would like to take this opportunity to express my gratitude to all my lecturers and

staffs al the Faculty of Post-graduate Studies, the University of Languages and Intemational Studics, Vietuam National University of Hanoi whose support and consideration have enabled me to pursue the course

I would also like to express my whole-heated thanks to teachers and all students of

Xuan Chau Tower Seaondary School for their helps and their willingness to

participate in the research Without their help, this thesis could not be fulfilled

Last but not least, 1 owe my sincere thanks to my family and my kind-hearted friends, who have always inspired and encouraged me to complete this study.

ABSTRACT

Speaking is often considered as the most difficult skill of language learning Many

students find it difficult to activate this knowledge in real time, and face-to-face

encounters Hence, the study addressed the gap in our understanding of the difficulties of secondary students, especially students in a rural area, encoumered in learning English speaking Furthermore, the students’ opinions about the role of speaking in their English course and the possible solutions to overcome the difficulties were also covered in this study With these aims, questionnaire as well

as semi-structured interview was constructed as collecting data instruments Four

students were interviewed out of 67 students who responded to the queslionnaire The highlighted difficulties were: lack of practice outside class, lange class, and limitation of class time, it also reported together with suggestions that might help students overcome the difficubics Tn addition, some pedagogical implications,

limitations and suggestions for further studies were included in this study.

ABSTRACT

Speaking is often considered as the most difficult skill of language learning Many

students find it difficult to activate this knowledge in real time, and face-to-face

encounters Hence, the study addressed the gap in our understanding of the difficulties of secondary students, especially students in a rural area, encoumered in learning English speaking Furthermore, the students’ opinions about the role of speaking in their English course and the possible solutions to overcome the difficulties were also covered in this study With these aims, questionnaire as well

as semi-structured interview was constructed as collecting data instruments Four

students were interviewed out of 67 students who responded to the queslionnaire The highlighted difficulties were: lack of practice outside class, lange class, and limitation of class time, it also reported together with suggestions that might help students overcome the difficubics Tn addition, some pedagogical implications,

limitations and suggestions for further studies were included in this study.

LIST OF ABBREVIATIONS

EEL: English as a Foreign Language

EL'T: English Language Teaching

EST: English as a Sccond Language

TA: First language

TESOL: Teachers of English lo Speakers of Other Languages

ACKNOWLEDGEMENTS

‘This thesis would not be fulfilled without the help of many people, and would like

to show my heartfelt thanks to everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu Thi

‘thank Nha, for her whole-hearted assistance, encouragement as well as profound guidance she gave me while I was doing my research

I would like to take this opportunity to express my gratitude to all my lecturers and

staffs al the Faculty of Post-graduate Studies, the University of Languages and Intemational Studics, Vietuam National University of Hanoi whose support and consideration have enabled me to pursue the course

I would also like to express my whole-heated thanks to teachers and all students of

Xuan Chau Tower Seaondary School for their helps and their willingness to

participate in the research Without their help, this thesis could not be fulfilled

Last but not least, 1 owe my sincere thanks to my family and my kind-hearted friends, who have always inspired and encouraged me to complete this study.

4.3, Findings from students’ interviews

4.3.1 Students’ opinions on the role of speaking in their English course .39

43.2 Students’ difficulties in learning English speaking 41

4.3.3 Students’ suggestions to overcome the difficulties Al

5.3.1 For English teachers aes nie sit 45

APPENDIX 1: BANG CAU HOI DANH CHO HOC SINH

APPENDIX 2: CAU HOI PHONG VAN DANH CHO HOC SINH

APPENDIX 3: SAMPLE LESSON PLAN

APPENDIX 4: STUDENTS’ QUESTIONNAIRE .sss:ssesseseeseesessseesesedX

vi