INTRODUCTION…
Background of the study
In recent years, English has become increasingly important in Vietnam as an international language that fosters mutual understanding and cooperation with other countries Its significance spans various fields, including sports, politics, economy, science, technology, and education English is a compulsory subject from primary school through university, playing a crucial role in high school examinations According to a 2010 decision by the Ministry of Education and Training (MOET), high school students are expected to develop essential language skills: listening, speaking, reading, and writing This entails acquiring standard knowledge and skills from the curriculum for each lesson or module Furthermore, MOET emphasizes the need for teachers to fully understand its objectives to enhance the quality of English language education Ultimately, students should be able to effectively communicate using their English skills upon completing the general English program in high school.
The new curriculum outlines that by the end of upper secondary education, Vietnamese students will achieve specific goals in English language learning, equipping them with essential skills for effective communication and comprehension.
To effectively communicate in English, individuals must achieve a certain level of proficiency across four key skills: listening, speaking, reading, and writing Additionally, learners should be capable of reading materials that align with their textbook level, utilizing a dictionary as needed for comprehension.
To have mastered basic English phonetics and grammar, to have acquired the minimum of around 2500 vocabulary items of English
To achieve a deeper understanding of English and American cultures, it is essential to recognize cross-cultural differences This awareness enhances our communication skills and enables us to effectively share the rich history and culture of the Vietnamese people, fostering pride in Vietnam's language and heritage.
High school students, as anticipated by the MOET, are expected to effectively use the target language to express their thoughts and emotions while engaging in language activities tailored to specific situations Each speaking lesson encourages students to ask and answer questions or present topics relevant to the lesson's content Moreover, students develop essential communicative skills, such as expressing ideas, seeking directions, and providing information Additionally, for each skill, students must apply their acquired knowledge to answer questions, explain exercises, and practice effectively.
Mastering English speaking skills demands significant time and effort from learners, focusing on grammar, vocabulary, and pronunciation Beyond linguistic competence, it's crucial for learners to grasp the context of language use—understanding when and why to communicate effectively Florez (1999) highlights that speaking requires not only the ability to produce language components but also insight into their appropriate usage Similarly, Nunan (1999) emphasizes the importance of articulating sounds clearly and possessing a sufficient vocabulary to engage in meaningful conversations.
Mastery of syntax and various linguistic elements contribute to overall linguistic competence However, as noted, linguistic competence alone is insufficient for effective communication in another language Achieving this competence necessitates a comprehensive understanding of language, including the ability to construct complete sentences and comprehend spoken language.
Dieu Cai High School (DCHS) is situated in the mountainous region of Dong Nai Province, serving a diverse student body primarily composed of Kinh and Hoa students, along with ethnic minorities such as Chauro, Muong, Khmer, and Nung These ethnic minority students are integrated into various 10th-grade classes, sharing the same curriculum as their Kinh peers Generally, they are perceived to have lower academic performance compared to Kinh students, highlighting the multicultural environment at DCHS, where individuals from varied backgrounds coexist The principal emphasizes the importance of teachers understanding this multicultural context to enhance the overall quality of education.
The Vice-principal of DCHS highlighted a significant dropout rate among 10th-grade ethnic minority students at the end of each school year, noting their tendency to be more passive in classroom settings compared to Kinh and Hoa students She stressed the importance of providing these students with increased attention from teachers across all subjects at the start of the 10th grade.
Prior to conducting this study, the researcher engaged in informal discussions with English teachers at DCHS regarding the effectiveness of teaching and learning English speaking skills During these conversations, the issue of quality in English instruction was frequently raised by the educators.
Four teachers at DCHS unanimously agreed that the quality of English speaking instruction was inadequate and emphasized the need for improvement They acknowledged the significant challenge of teaching this skill in the current context Reflecting on their experiences, they noted that ethnic minority students tended to be more passive compared to their Kinh and Hoa peers The teachers highlighted difficulties in teaching English speaking to these students due to their limited English proficiency and cultural differences, which hindered classroom interaction Common complaints among teachers indicated persistent challenges in effectively teaching speaking skills to ethnic minority students at DCHS.
Like other high schools in Dong Nai province, English is one of the compulsory subjects in each graduation examination at DCHS Although the textbooks of
Since the implementation of the "Tieng Anh" curriculum for grades 10, 11, and 12, which emphasizes speaking, listening, reading, and writing (Hoang et al., 2008, 2009, 2010), English language learning and teaching have largely centered around examination requirements Students are often engaged in grammatical exercises and reading comprehension during extra classes The researcher, while working with ethnic minority students in a multicultural setting at DCHS, observed significant challenges faced by teachers in developing these students' English speaking skills Informal discussions with the students indicated that they struggle with speaking in English within the classroom environment, highlighting a need for targeted support in this area.
Many ethnic minority students, particularly from the Chauro and Muong groups, struggle to collaborate with peers in class and often remain silent due to language barriers They face challenges in balancing their education with the need to work after school to support their families, leaving them with limited time and resources for learning English Most of these students communicate in their mother tongues within their communities and find it challenging to grasp lessons in Vietnamese, which affects their understanding and participation in class.
Teaching English speaking skills to ethnic minority students presents significant challenges, necessitating an exploration of the issues to enhance the quality of instruction at DCHS Effective communication in a second language is crucial for academic success and overall life achievements (Kayi, 2006) Therefore, it is essential to gain deeper insights into the obstacles faced by teachers in this multicultural context and to develop strategies aimed at improving the English speaking abilities of ethnic minority students, ultimately fostering their success in school and beyond.
Purpose of the study
Generally speaking, much research has been done to study the ways of improving English speaking skill for Vietnamese students at high school level so far Since
This study focuses on the challenges faced by teachers in teaching English speaking skills to ethnic minority students at DCHS, who come from diverse cultural backgrounds and possess limited English proficiency It aims to explore the specific problems encountered in a multicultural classroom setting, examine how cultural differences affect classroom interactions, and provide suggestions to enhance the English speaking skills of these students at the high school level.
Research questions
This thesis investigates the challenges faced by teachers and students at DCHS in teaching and learning English speaking skills among ethnic minority students within a multicultural setting It aims to provide actionable suggestions for English teachers at DCHS to enhance the quality of instruction in this area The study is guided by specific research questions focused on these issues.
1 What are the problems experienced by teachers in teaching English speaking skill to ethnic minority students in a multicultural context at DCHS in Dong Nai Province?
2 To what extent do cultural differences impact on ethnic minority students’ classroom interaction in that multicultural context?
Significance of the study
This study addresses the challenges faced by teachers in enhancing English speaking skills among ethnic minority students at DCHS, serving as a valuable resource for English educators in multicultural settings across Dong Nai province Additionally, it highlights the importance of understanding cultural differences among students, which can significantly impact teaching effectiveness in diverse classrooms.
7 know how to help these ethnic students overcome these difficulties in learning English speaking skill a multicultural context at DCHS.
Scope of the study
This study aims to identify the challenges teachers face when teaching English speaking skills to ethnic minority students at DCHS during the 2011-2012 school year, which includes 41 students from the Chauro, Muong, Khmer, and Nung ethnic groups The research was conducted in Dinh Quan district, Dong Nai Province, and involved observations from 12 classes, interviews with 6 teachers, and questionnaires distributed to the students The focus is specifically on 10th-grade students due to time constraints, and while the findings will draw on the researcher’s multicultural teaching experience, they will not be generalized to other high schools, as teaching contexts may vary significantly in terms of facilities, students' English proficiency, economic status, and the overall learning environment.
Addressing the challenges of teaching English speaking skills to 10th-grade ethnic minority students at DCHS can significantly enhance their proficiency, benefiting both the researcher and fellow educators in supporting these students' academic success.
There are five chapters in this study Chapter 1 is the introduction, dealing with the background, significance, purpose, research questions, limitations and
This thesis is organized into several key chapters, each addressing critical aspects of the research Chapter 2 provides a comprehensive literature review on the concept of speaking, the challenges associated with it, factors affecting student participation, the influence of cultural differences on classroom interactions, and a synthesis of previous studies Chapter 3 outlines the research methodology, detailing the methods used, research site, sampling techniques, and data collection processes In Chapter 4, the findings and discussions are presented, drawing on data from classroom observations, student questionnaires, and teacher interviews Finally, Chapter 5 offers suggestions and recommendations for managers, teachers, and ethnic minority students, along with proposals for future research and a conclusion summarizing the thesis.
LITERATURE REVIEW
Concept of Speaking
Speaking differs significantly from writing, as it occurs in real-time and does not allow for revisions or pauses for reflection According to Cook (1989), this immediacy means that language learners must possess a solid understanding of the language and the ability to communicate effectively in various contexts.
Speaking is an interactive process that constructs meaning through the production, reception, processing, and utilization of both verbal and nonverbal elements It involves building and sharing meaning, highlighting the importance of effective communication skills.
Speaking is a vital component of second language acquisition, particularly in learning English, where the ability to communicate verbally is often equated with language proficiency According to Ur (1996), speaking is considered the most essential of the four language skills—listening, speaking, reading, and writing—since individuals who master a language are commonly referred to as its "speakers." This highlights the primary focus of many foreign language learners, who are predominantly interested in developing their speaking abilities.
Many language learners view speaking ability as the primary indicator of language proficiency, defining fluency largely through conversational skills rather than reading, writing, or comprehension They prioritize speaking as the most crucial skill to develop and measure their progress based on their spoken communication achievements It is essential for language learners to understand that effective speaking encompasses three key areas of knowledge.
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building); and
Social and cultural norms dictate essential aspects of communication, such as turn-taking, speech rate, and pause length between speakers It is crucial to consider the dynamics of who is speaking, the context of the conversation, the subject matter, and the underlying reasons for the interaction Understanding these elements enhances effective communication and fosters better relationships among participants.
In the communicative model of language teaching, instructors facilitate authentic practice to equip students for real-life communication This approach enables learners to construct grammatically correct and logically connected sentences, enhancing their overall language proficiency.
11 appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation
To enhance speaking skills, learners must focus on Grice's (1975) four conversational maxims: quantity, quality, relevance, and manner The maxim of quantity emphasizes providing the right amount of information—neither too much nor too little The maxim of quality underscores the importance of the speaker's belief in the truthfulness of their statements Relevance requires speakers to ensure that their contributions are pertinent to the listener's understanding and the interaction's goals Lastly, the maxim of manner pertains to delivering clear and coherent messages, facilitating the listener's interpretation process (Celce-Murcia & Olshtain, 2000).
To effectively learn to speak English, learners must understand the fundamentals of speaking, which include using the correct words in the appropriate order and with accurate pronunciation Additionally, it is crucial for them to be mindful of how and when to communicate, ensuring that their message is clear and easily understood by listeners.
Mastering the ability to speak is essential for foreign language learners, as effective communication is a key indicator of language proficiency Speaking not only facilitates the conveyance of messages but also reflects the overall success in language acquisition According to Brown & Jule (2001), the primary goal of a speaker is to communicate their message rather than simply to please the listener.
Fluency in speaking, as noted by Harmer (2001), involves not just understanding language features but also the ability to process information and communicate effectively in real-time During discussions, speaking serves various purposes, including expressing opinions, persuading others, and clarifying information Additionally, it can be utilized to give instructions, describe people or objects, voice complaints about behavior, and request or offer services.
Speaking a foreign language serves various purposes and requires distinct skills, making it a complex task (Richards & Renandya, 2002) Therefore, it is essential to teach and practice speaking skills in language classrooms, as this helps students effectively communicate in English However, teaching speaking presents challenges due to factors such as clustering, redundancy, reduced forms, performance variables, colloquial language, delivery rate, stress, rhythm, intonation, and interaction (Brown, 2000).
Students should be informed about the purpose of developing speaking skills in the classroom, as understanding their learning objectives enhances motivation to communicate in English This clarity can significantly contribute to their success in oral proficiency.
2.1.3 Types of classroom speaking performance
Mastering speaking skills in English is a key goal for many second-language learners, who often assess their progress and the effectiveness of their courses based on improvements in spoken proficiency (Richards, 2008) To facilitate this, language teachers must provide ample opportunities for students to practice speaking in the classroom Consequently, various types of classroom speaking performances should be carefully considered to enhance learning outcomes.
According to Brown (2001), students are expected to engage in six types of oral production in the classroom: imitative, intensive, responsive, transactional, interpersonal, and extensive (monologue) To effectively incorporate these types into teaching English speaking skills, teachers should follow specific principles for designing speaking techniques.
(1) Use techniques that cover the spectrum of learner needs, from language based focus on accuracy to message-based focus on interaction, meaning, and fluency
(3) Encourage the use of authentic language in meaningful contexts
(4) Provide appropriate feedback and correction
(5) Capitalize on the natural link between speaking and listening
(6) Give students opportunities to initiate oral communication
(7) Encourage the development of speaking strategies
English teachers hold a significant responsibility beyond merely instructing students on sentence structure; they must also effectively prepare speaking lessons that foster communication and encourage student participation To create a dynamic and engaging classroom environment, teachers should consider different types of speaking performances, which can enhance student involvement in speaking activities.
2.2 DIFFICULTIES ERMERGING FROM THE NATURE OF SPEAKING
Difficulties emerging from the nature of speaking
production subskills (e.g., vocabulary retrieval, pronunciation, choice of grammatical pattern, and so forth) in unpredictable, unplanned situations (p.165)
Grammar is essential for effectively using words, as it provides the principles and rules necessary for proper word choice and placement According to Cobbett (1819), understanding these guidelines enables individuals to communicate clearly and accurately.
According to Bygate (1987), mastering a foreign language requires essential micro-linguistic skills, including grammar, vocabulary, and sentence structure This underscores the significance of grammar in language learning, as it enables learners to construct coherent and comprehensible sentences by adhering to grammatical rules.
According to Swan (1998), understanding how to construct and utilize specific grammatical structures is essential for effective communication of common meanings Without these structures, creating comprehensible sentences becomes challenging Deviating significantly from native-speaker grammar rules can hinder social integration and foster prejudice, as individuals who speak poorly may be perceived as uneducated Banjibar (2012) emphasizes that grammar is a crucial sub-skill that significantly influences other language abilities Essentially, language devoid of grammar is merely a collection of words, which alone cannot convey meaningful messages.
(1992) notes that grammatical competence is an umbrella concept that includes increasing expertise in grammar (morphology, syntax), vocabulary, and mechanics
15 with regard to speaking, the term mechanics refers to basic sounds of letters and syllables, pronunciation of words, intonation, and stress
Grammar is essential for effective English communication, as a lack of grammatical knowledge can lead to incomplete sentences and misunderstandings for listeners.
Vocabulary is crucial in learning a foreign language, as it connects the essential skills of speaking, listening, reading, and writing To communicate effectively, students must not only acquire a sufficient vocabulary but also understand how to use words accurately As British applied linguist Wilkins stated, "without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed" (1972, p.111, cited in Choudhury, 2010).
Words are fundamental units of language, and a limited vocabulary can hinder students from effectively learning a foreign language (Ranjbar, 2012) When learners struggle to expand their vocabulary, their motivation to learn diminishes over time Additionally, without sufficient lexical knowledge, it becomes challenging to utilize grammar effectively to create meaningful sentences (Harmer, 1991).
Vocabulary is a crucial component of English speaking skills, and learners must dedicate time and effort to acquire it effectively To succeed in this aspect, it is essential for students to be equipped with effective strategies for learning vocabulary.
Pronunciation plays a crucial role in learning a second or foreign language, as it significantly impacts learners' communicative competence and performance For effective communication, language students must articulate their thoughts clearly and pronounce words correctly Adequate pronunciation is essential for successful interactions, making the teaching of pronunciation a vital component of language education.
Pronunciation encompasses the sound system used in speaking and listening, including consonants, vowels, intonation, stress, rhythm, and junctures While listening is crucial for oral production, active speaking is equally important To master pronunciation, learners should practice pronouncing sounds, words, and phrases, ideally by imitating a model initially (Ghimire, 2005) According to Brown (2001), stress, rhythm, and intonation are key elements that contribute to the challenges of English pronunciation.
Elmaksoud (2013) emphasizes the critical role of pronunciation in foreign language learning Correct pronunciation is essential for effective communication; without it, students struggle to be understood A language serves as a communication tool, and poor pronunciation undermines this function Thus, good pronunciation significantly enhances learners' success in conveying their messages Ultimately, without accurate pronunciation, English learners may find it challenging to communicate naturally, often leading to misunderstandings for their listeners.
The linguistic elements of the English language, such as grammar, vocabulary, and pronunciation, significantly impact students' speaking abilities These challenges are inherently linked to the complexities of spoken communication Therefore, it is essential for teachers to address these aspects before instructing students in English speaking skills.
17 students understand the roles of grammar, vocabulary and pronunciation in learning how to speak English and help them improve through each speaking lesson in the 10 th - English textbook
Speaking encompasses three key areas: mechanics, functions (transaction and interaction), and social and cultural norms, including turn-taking and speech rates A significant challenge in speaking is communicative competence, which, as defined by Canale and Swain (1980), comprises grammatical, discourse, sociolinguistic, and strategic competence These components highlight the importance of both linguistic structure and the functional aspects of effective communication.
Brown (2001) emphasizes that communicative competence is a fundamental principle in language learning and teaching He argues that instruction should encompass all components of communicative competence, including organizational, pragmatic, strategic, and psychomotor aspects To effectively achieve communicative goals, it is crucial to focus on language use rather than mere usage, prioritize fluency alongside accuracy, utilize authentic language and contexts, and prepare students to apply their classroom learning to real-world situations (p.69) This approach is supported by Shumin's findings.
(2002), communicative competence is one of the factors that make speaking effectiveness
The theory of communicative competence highlights the challenges students face in language speaking, as effective oral communication necessitates the appropriate use of language in social interactions.
In conclusion, to effectively speak English, learners must develop essential linguistic skills and communicative competence This involves using appropriate vocabulary in the correct order and with accurate pronunciation Additionally, understanding when and how to express themselves is crucial, as clear articulation and proper word choice enable listeners to easily grasp their message.
2.3 OTHER PROBLEMS HINDER STUDENTS’ PARTICIPATION IN SPEAKING ACTIVITIES
Impacts of multicultural differences on classroom interaction
aspects which may have impact on ethnic minority students’ participation in classroom Therefore, they will be elaborated in the next section
2.4 IMPACTS OF CULTURAL DIFFERENCES ON CLASSROOM INTERACTION
Many scholars emphasize the crucial role of interaction in second language learning, as it fosters communication opportunities that enhance students' motivation and engagement (Yu, 2008) Counihan (1998) notes that interaction encompasses both social and personal elements, forming the foundation of everyday conversations among native speakers It involves emotional expression, creativity, and active participation, rather than merely waiting for questions or providing brief answers In fact, poorly conducted English foreign language classes often devolve into a series of monologues, lacking the dynamic exchange that true interaction entails.
Classroom interaction can take various forms, including group work, individual tasks, teacher-led questioning, choral responses, and full-class discussions Among these methods, pair or group work is recognized as the most interactive approach to learning (Yu, 2008).
Creating classroom interaction is essential for facilitating communication between teachers and students through organized speaking activities These opportunities to engage in the target language during speaking lessons significantly benefit students aiming to enhance their oral skills.
Culture encompasses the ideas, customs, and social behaviors of a specific group or society, as defined by Oxford Dictionaries It significantly influences individual communication behaviors and serves as a framework for interpreting, assimilating, and adapting experiences.
Individual characteristics such as sex, age, social status, social distance, and specific roles significantly influence spoken discourse (Celce-Murcia & Olshtain, 2000) Additionally, people from diverse ethnic backgrounds exhibit varying attitudes, values, and norms that are shaped by their cultural heritages (Cox & Lobel, 1991).
Hofstede (2001) supposes that the following five independent dimensions of national cultural differences, each rooted a basic problem with which all societies have to cope:
Power distance, which is related to the different solutions to the basic problem of human inequality
Uncertainty avoidance, which is related to the level of stress in a society in the face of unknown future
Individualism versus Collectivism, which is related to the integration of individuals into primary groups
Masculinity versus femininity, which is related to the division of the emotional roles between men and women
Long-term versus short-term orientation, which is related to the choice of focus for people’s efforts: the future or the present (p.29)
Adler (1997) highlights six dimensions for analyzing cultural differences, focusing on the understanding of human nature and individuals' relationships with their external environment.
27 environment; the person's relationship to other people; the primary mode of the activity; people's orientation to space; and the person's temporal orientation
Understanding cultural differences is essential for educators, as it enables them to address the unique challenges students may encounter in a diverse classroom setting By recognizing and appreciating these differences, teachers can foster better interactions among students and support their learning experiences.
2.4.3 Impact of cultural differences on classroom interaction
According to Kramsch (1998), individuals who identify with a social group—such as family, neighborhood, or nation—develop shared perspectives through their interactions within that group Tarman (2011) further emphasizes that cultural differences lead to varying interaction styles, languages, and traditions among people from different backgrounds Therefore, it can be concluded that cultural differences among students significantly impact their interactions.
Cultural and individual differences in communication styles significantly influence classroom interactions In a multicultural setting, students serve as valuable resources of knowledge, contributing diverse values and ideas that enrich the learning experience for both their peers and teachers.
Cultural differences significantly influence classroom dynamics, as noted by Petres (2001) In some cultures, students are discouraged from speaking up due to respect for teachers, elder students, or individuals of higher status Additionally, factors such as gender, race, and ethnicity can further contribute to this reticence in classroom participation.
Students with diverse cultural backgrounds may face challenges in classroom interactions, particularly in the multicultural environment at DCHS, where a variety of cultures coexist These cultural differences can significantly influence how students engage with one another during class.
In Vietnam, English has become the primary foreign language taught in schools, essential for obtaining the Secondary School Education Certificate and a requirement for higher education students As a result, effective English communication skills are expected from students upon completing high school Numerous studies have investigated the challenges faced in enhancing English speaking skills among students, identifying issues related to students, teachers, learning environments, and factors like class size, time constraints, and assessment methods Notable research, including work by Pham (2005) and Nguyen, has specifically examined high school students' experiences in this context.
(2005), Phan (2006) However, few studies have concentrated on ethnic minority students in Vietnam Some remarkable studies related to ethnic minority students belong to Nguyen (2008), Bui (2009) and Krong (2011)
Nguyen’s research (2008) highlights significant challenges in teaching English speaking skills to minority students at Sonla ethnic boarding high school The study identifies three primary issues: first, the students' low English proficiency hinders their ability to communicate effectively; second, a lack of motivation to learn speaking skills further impedes their progress; and third, students often experience a lack of confidence when using the language.
Bui (2009) conducted research highlighting that teaching strategies, textbooks, social context, learning conditions, and school facilities significantly influence ethnic minority students' communication skills A key issue identified is the social context, which Bui argues serves as a major barrier to English learning for these students.
Krong's (2011) research examines the challenges faced by ethnic students in learning English speaking skills at No Trang Ethnic School in the Highlands The study identifies issues linked to both students and teachers, highlighting the significant impact of ethnic students' cultural backgrounds on their classroom performance Krong suggests that cultural differences between students and teachers play a crucial role in influencing educational outcomes.
Synthesis
This chapter examines both theoretical and empirical literature essential for understanding the challenges faced in teaching English speaking skills to ethnic minority students within a multicultural context It presents diverse perspectives from renowned scholars on the subject Initially, the chapter analyzes the concept of speaking, addressing its nature, purposes, and various types of classroom speaking performance Subsequently, it highlights the difficulties arising from the inherent nature of speaking, focusing on linguistic factors and the importance of communicative competence.
This article explores various factors that impede student participation in speaking activities, focusing on issues related to teachers, students, and the learning environment Additionally, it highlights how cultural differences can significantly affect classroom interactions.
This study aims to identify the challenges teachers encounter when teaching English speaking skills to ethnic minority students in a multicultural setting at DCHS Additionally, it examines how cultural differences affect classroom interactions within this diverse environment A review of existing literature has highlighted several issues pertinent to this research.
Language learners often find speaking to be one of the most challenging aspects of language acquisition Mastering a language necessitates proficiency in vocabulary, grammar, and pronunciation, along with the ability to communicate effectively Ethnic minority students at DCHS, in particular, may encounter unique challenges in developing their speaking skills, leading to the perception that learning to speak English is exceedingly difficult.
Teachers play a crucial role in facilitating speaking activities in the classroom by providing tasks and fostering an interactive relationship with students They must create ample opportunities for students to practice the target language and encourage participation However, ethnic minority students at DCHS often receive insufficient attention from their teachers during speaking lessons, leading to decreased interest and challenges in their learning experience This highlights significant issues in teaching English effectively to all students.
31 speaking skill to ethnic minority students in a multicultural context at DCHS may be resulted from the teachers
To effectively speak English, learners must master grammar, vocabulary, and pronunciation; however, ethnic minority students often face challenges due to limited language knowledge, which hinders their participation in speaking activities Factors such as lack of self-confidence, motivation, and a positive attitude towards learning further affect classroom participation, leading to reluctance in engaging in class activities Research indicates that students who actively participate, such as raising their hands and responding to teacher prompts, tend to perform better on tests Consequently, low participation can impede teachers from completing their lessons It is evident that the difficulties in teaching English speaking skills to ethnic minority students stem from their limited English background knowledge and low levels of classroom engagement.
Teaching English speaking skills to ethnic minority students can be challenging due to the multicultural learning environment and the influence of cultural differences on classroom interactions At DCHS, students from diverse communities bring varying beliefs and behaviors, which may impede their ability to engage with one another effectively in class Recognizing and addressing these cultural differences is essential for fostering better communication and interaction among students.
The challenges in teaching speaking skills to ethnic minority students are influenced by the unique context of this study, particularly in Vietnam This research aims to explore the multicultural environment at DCHS, a topic that has been relatively underexplored in the country The study seeks to understand how cultural differences among students at DCHS may affect their learning experiences and outcomes.
32 minority students’ English speaking skill learning or not This implication will be investigated later
The following Figure 2.1 summarizes the conceptual framework of the current study
Figure 2.1: Conceptual Framework of the current study
It can be said that 4 major groups of hypothetical problems may potentially affect teaching English speaking skill to the ethnic minority students in a multicultural context at DCHS
Problems in teaching English speaking skill to ethnic minority students in a multicultural context
Learning environment in the multicultural context and impacts of cultural on classroom interaction
The conceptual framework above can be further elaborated and detailed in the following table (Table 2.1) that specifies:
Reasons (as extracted from the review of related literature)
Practical issues might be found at DCHS
1 Problems due to the nature of speaking
Effective speaking skills involve more than just mastering grammar, pronunciation, and vocabulary; they also require learners to grasp the context, purpose, and appropriate methods for language use (Florez).
- Speaking is an interactive process of constructing meaning that involves producing, receiving, processing and utilizing both verbal and nonverbal components (Burn & Joyce, 1997)
- Ethnic minority students and teachers think that learning and teaching English speaking skill at high school level are really difficult
- Teachers complain about teaching English speaking skill to the ethnic minority students in classrooms
-The most important key to create an interactive language classroom is the initiation of interaction by the teacher (Brown, 2004)
- Almost everything teachers do in the classroom has a motivational influence on students-either positive or negative (McCombs, 1998)
- Teachers lack of involvement in ethnic minority students and have difficulties in managing the class when organizing speaking activities
-Teachers are unable to attract students to take part in class activities
-The more utterances the learners offer, the better their spoken language is and vice versa (Hamouda, 2013)
-Students have psychological factors such as fear of mistake, shyness, anxiety, and the like that hinder them from practicing their speaking in English class (Juhana, 2012)
- Ethnic minority students are unable to make sentences due to limited grammar and vocabulary and they are unable to pronounce the words
- They lack of classroom participation during speaking activities
Learning environment is the setting in which the students work can encourage them to give their best effort or
- Ethnic minority students come from different communities and bring to the class with different
4 Problems related to multicultural learning environment and the impacts of cultural differences between students discourage them from even trying to perform (Haines, 2001)
- People of different cultures will have different kinds of interaction styles, languages, and traditions (Tarman,
-These ethnic minority students find it difficult to raise their voices in the class;
- And they often work individually in each speaking classes or take a passive role in the classroom
- They feel unselfconfident in front of others
Table 2.1: Summary of hypothetical problems in teaching English speaking skill to ethnic minority students in a multicultural context at DCHS
The final column of Table 2.1 outlines various problems and practical issues in detail, which will serve as the foundation for creating an observation checklist, interview questions, and a questionnaire aimed at ethnic minority students.