Rationale
Speaking is a vital English skill essential for effective human communication, as English is widely used globally Proficiency in spoken English enables seamless interaction with others, facilitating connections across cultures Additionally, mastering spoken English is an excellent way to enhance personal development and adapt to the demands of a globalized world.
Many students, particularly freshmen majoring in English at Haiphong Management & Technology University, face significant challenges in developing their speaking skills In high school, the emphasis is primarily on reading and writing, with limited focus on listening and speaking, often resulting in a monotonous learning environment This lack of engaging activities hinders students' ability to practice and improve their English speaking skills Consequently, when they reach university, they struggle with effective speaking due to insufficient practice opportunities, fear of making mistakes, and outdated teaching methods from high school As English communication becomes increasingly vital for the future, addressing these issues is essential for student success.
A study titled “Effective Methods to Improve Speaking Skills for English Major Freshmen at Hai Phong Technology & Management University” aims to identify the challenges faced by English major freshmen in developing their speaking abilities This research will explore the current state of speaking education for these students and offer effective strategies to enhance their skills The ultimate goal is to support English major freshmen in improving their speaking proficiency, benefiting both the students and the English program.
Aims of the study
This study aims to identify the common challenges faced by English major freshmen at Hai Phong Technology & Management University in their English speaking courses By understanding these difficulties, the research seeks to provide effective methods to enhance their speaking skills The ultimate goal is to empower students to communicate confidently with foreigners in English.
Research questions
3.1 What are the difficulties that English major freshmen at HPU faced in improving speaking skill?
3.2 What are some effective methods to improve their English speaking skill?
Scope of the study
This study focuses on effective methods for enhancing the speaking skills of English major freshmen at Hai Phong Technology & Management University Due to constraints in time and available resources, it does not encompass the entire range of speaking skills nor does it include all students at the university, as it is specifically limited to English major freshmen.
Methods of the study
This study utilized a qualitative method to explore the challenges faced by English major freshmen in their speaking skills A detailed survey was conducted to gather insights from their experiences, aiming to identify effective strategies for enhancing their speaking abilities Comprehensive information was collected from various sources, including peers, literature, and online resources, to inform the survey questionnaire and deepen the study's understanding Additionally, valuable guidance from Mrs Bui Thi Mai Anh played a crucial role in the completion of this research.
Organization of the study
The study includes three main parts, as follows:
LITERATURE REVIEW
Speaking skill
Speaking is defined by various researchers in language learning, with the Webster New World Dictionary describing it as the oral expression of words, a means of communication through talking, making requests, and delivering speeches (Nunan, 1995).
Speaking is defined as the interactive process of creating and sharing meaning through verbal and non-verbal symbols in various contexts, as outlined by Chaney (1998), Brown (1994), and Burns and Joyce (1997) This process involves not only the production of information but also its reception and processing, highlighting the dynamic nature of effective communication.
Speaking is defined as the production of auditory signals that elicit various verbal responses from listeners, involving the systematic combination of sounds to create meaningful sentences (Bygate, 1987) It is also characterized as a two-way process that facilitates genuine communication of opinions, information, or emotions, highlighting the collaborative nature of spoken interactions between two or more individuals within a shared time and context (Florez, 1999; Abd El Fattah Torky, 2006).
In conclusion, the various definitions provided aim to elucidate the essential nature of speaking skills, which are crucial for acquiring both native and foreign languages.
According to the study of the Indian linguist Ms Trupti Shinde, there are 3 kinds of speaking situations in which we find ourselves:
Interactive speaking situations, such as face-to-face conversations and telephone calls, involve a dynamic exchange where participants take turns speaking and listening These interactions provide opportunities to seek clarification, request repetition, or ask for slower speech from the conversation partner, enhancing communication effectiveness.
In partially interactive speaking situations, such as delivering a speech to a live audience, the audience typically refrains from interrupting However, the speaker can still gauge understanding by observing the audience's facial expressions and body language.
Few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast
1.3 The important of speaking skill
Humans are programmed to speak before they learn to read and write
Human beings predominantly engage in oral communication rather than written language, making speaking a crucial skill for effective conversation Mastering English speaking involves understanding essential components such as pronunciation, grammar, vocabulary, fluency, and comprehension To communicate effectively, learners must develop their English speaking abilities Research by Rivers (1987) indicates that speaking occurs twice as frequently as reading and writing combined, while Brown (1994) emphasizes that speaking and listening are fundamental tools for language learners.
Efrizal (2012) emphasized the importance of speaking in daily interactions, as it serves as a primary means of conveying ideas and messages orally To promote English communication among students, it is essential to engage them in real-life conversations and encourage them to practice the language actively.
Rodgers (2001) highlighted that traditional teaching methods often overlooked speaking skills, focusing primarily on reading and writing For instance, the Grammar-Translation method prioritized reading and writing, relegating speaking and listening to lesser importance Ur (2000) emphasized that among the four essential language skills—speaking, listening, reading, and writing—speaking is the most crucial for effective communication.
Speaking is a crucial language skill that integrates with vocabulary and grammar development, ultimately enhancing writing abilities It allows learners to express emotions, share ideas, tell stories, and engage in discussions, showcasing the diverse functions of language The importance of speaking extends beyond the classroom, as proficient speakers have increased job opportunities in various organizations Baker and Westrup (2003) emphasize that those who excel in English speaking are more likely to access better educational prospects, secure desirable jobs, and achieve career advancement.
Research indicates that meaningful repetition is essential for language acquisition, as it allows learners to engage in oral interactions and practice through relevant tasks According to Asher (2003), learners tend to imitate language modeled by teachers shortly after exposure Krashen (1988) explored the connection between speaking and listening skills, asserting that students’ spoken language serves as evidence of their language acquisition This insight has prompted some educators to transition rapidly from teaching speaking to focusing on reading and writing skills.
Difficulties in learning speaking skill
2.1 Difficulties in speaking English of English major freshmen at HPU
Interviews with participants revealed that English major freshmen at Hai Phong Technology & Management University encounter common challenges in speaking English, particularly in pronunciation and vocabulary mastery The findings highlight these difficulties faced by the students.
Many participants experienced significant challenges in pronouncing English words during speaking activities A common issue faced by students is the discrepancy between English pronunciation and spelling, which often leads to difficulties in recognizing how to correctly pronounce certain words For instance, the letter "o" can be pronounced as "ɑ" in "on" or as "a" in "our," adding to the confusion As a result, students struggle with accurate pronunciation, impacting their overall speaking abilities.
All participants in the study exhibited a lack of vocabulary mastery, which significantly hindered their ability to express ideas verbally This deficiency in vocabulary is a critical barrier to effective communication, as evidenced by their statements highlighting it as a common challenge According to Shahzadi (2014), students struggle to articulate their thoughts adequately due to insufficient and inappropriate vocabulary Despite having varying experiences in speaking, all participants reported that their limited vocabulary instilled a sense of fear in them.
Low self-confidence is a significant challenge faced by students, particularly in speaking English Research indicates that a lack of confidence can hinder students' ability to communicate effectively, as it directly impacts their performance and goal achievement (Gruber, 2010) Shahzadi (2014) further emphasizes that students often feel anxious about speaking in front of others due to this lack of confidence The emotions of fear and worry are closely related, with fear defined as being "frightened or worried about something."
Many participants encountered challenges with grammar usage, particularly during spontaneous speaking situations One participant noted, "For example, when I forgot part of my speech, I substituted it with my own words that didn't adhere to proper grammar." This highlights the common struggle faced by individuals in maintaining grammatical accuracy in real-time communication.
Participants expressed uncertainty about their grammar, with one stating, “I did not know whether my grammar was wrong or right,” while another noted that “speaking is spontaneous, and it makes me confused in using grammar.” This aligns with Shatz and Wilkinson (2010), who identified common grammar issues among English language learners, including the misuse of prepositions, articles, past tense, and third person singular Although both participants encountered challenges with grammar, their specific experiences differed.
2.2 Factors affecting students’ English speaking
Learners’ speaking performance are influenced by factors like performance conditions, affective factors, listening skill, and feedback during speaking tasks (Tuan & Mai, 2015)
Performance conditions significantly influence speaking activities, as learners engage in these tasks under varying circumstances Factors such as time pressure, planning, performance quality, and the level of support available all play crucial roles in determining speaking performance (Nation & Newton, 2009).
The affective factors play a crucial role in language learning, as highlighted by Oxford (1990), who emphasized their significance Krashen (1988) identified key affective variables linked to second language acquisition, with motivation, self-confidence, and anxiety being the three primary aspects extensively researched by scholars.
Speaking ability is intricately linked to listening skills, as highlighted by Doff (1998), who asserts that learners cannot enhance their speaking without first developing their listening capabilities Successful dialogue requires comprehension of spoken language, which is crucial for effective communication Shumin (1997) emphasizes that during conversations, students respond based on their understanding, underscoring the dual role of speakers as both listeners and talkers Therefore, if students struggle to understand what is being said, their ability to respond diminishes, illustrating the close relationship between listening and speaking.
Topical knowledge, as defined by Bachman and Palmer (1996), refers to the knowledge structures stored in long-term memory, encompassing speakers' understanding of related information This type of knowledge allows students to effectively use language in relation to their real-world experiences According to Bachman and Palmer, topical knowledge significantly influences learners' speaking performance.
Effective feedback during speaking activities is crucial for learners, as they often rely on teachers to assess their performance According to Harmer (1991), instructors' feedback strategies should align with the lesson's stage, the tasks at hand, and the types of errors made He cautions that direct corrections can disrupt the dialogue and hinder the objectives of the speaking task Supporting this view, Baker and Westrup (2003) emphasize that frequent mistakes can lead to learner demotivation and reluctance to speak Therefore, it is recommended that teachers provide constructive feedback and foster a supportive environment to encourage learners during speaking exercises.
According to Mahripah (2014), various linguistic components, including phonology, syntax, vocabulary, and semantics, along with psychological factors such as motivation and personality, significantly influence learners' speaking skills Phonology, in particular, poses challenges for learners, as English is not a phonetic language; the pronunciation of words often differs from their spelling Additionally, words with similar spellings can have different pronunciations depending on context, such as tense and surrounding phonemes, leading to confusion for non-native English speakers when attempting to produce words accurately.
Learners must understand the division of words into sounds and the specific stress patterns in sentences to enhance their grammatical competence and fluency in English (Latha, 2012) Native speakers communicate effortlessly due to their familiarity with the language, often using alternative expressions when faced with difficulties, while their occasional syntactical errors do not hinder comprehension In contrast, non-native speakers may make mistakes that alter the intended meaning, leading to misunderstandings (Mahripah, 2014) Furthermore, motivation plays a crucial role in language learning; an integrative and positive attitude towards the language and its speakers can enhance learners' sensitivity to pronunciation and accent (Merisuo-Storm, 2007) Without a friendly approach, learners are unlikely to make significant progress in mastering various language features, highlighting that communicative competence alone is insufficient for improving speaking skills Positive attitudes are essential for achieving effective speaking performance.
The fear of speaking English is closely linked to personality traits such as anxiety, inhibition, and risk-taking This anxiety can hinder language learners, sometimes resulting in feelings of despondence and failure (Bashir, Azeem, & Dogar 2011) As noted by Woodrow, addressing these emotional barriers is crucial for effective language acquisition.
Anxiety negatively impacts the oral performance of English speakers, as adults often strive to avoid errors in their speech They perceive mistakes as a sign of unawareness, which can deter them from speaking English publicly This speaking anxiety often stems from classroom dynamics, where learners are categorized into strong and weak groups Strong learners frequently dominate discussions, causing weaker learners to feel intimidated and reluctant to participate, leading to silence during class activities.
METHODOLOGY
Participants
The study involved 25 freshmen English majors from K24 at Hai Phong Technology & Management University, all of whom had approximately seven years of English education—four years in secondary school and three years in high school Despite this background, their English proficiency was limited due to similar educational experiences in rural northern areas, where the high school curriculum offered few opportunities for practical language use Consequently, upon entering HPU, these students encountered significant challenges in their English studies.
Data collection instruments
A survey consisting of 9 questions was administered to 25 first-year students at the Faculty of Foreign Languages, Hai Phong Technology & Management, to gather insights on their attitudes towards rewriting English sentences and to assess current teaching and learning techniques for speaking English Prior to the survey, the researcher explained the study's purpose and clarified any potential misunderstandings regarding the questions Ultimately, all 25 students participated in providing their responses.
Data collection procedure
An interview was conducted with three students from a K24 class at the Faculty of Foreign Languages at Hai Phong Technology & Management University All participants expressed their willingness to assist the researcher in a comfortable manner The purpose of the interview was to gather insights on the factors influencing English speaking skills and to obtain suggestions for improvement.
Following the interview, the researcher will meticulously analyze the data derived from the interview results This analysis will be complemented by the data collected from the questionnaire, ensuring a comprehensive presentation for each section.
The study's data collection focused on first-year English major students at Hai Phong Technology & Management University, specifically from the Faculty of Foreign Languages To gather insights into their challenges in learning English speaking skills, 25 survey questionnaires were distributed among the students, and three additional students were selected for in-depth interviews.
Data analysis methods
When the data collection was accomplished, the data analysis was initiated The results of survey questionnaires revealed students’ techniques they use in speaking skill
In this section of the study, we analyze the responses from 25 survey questionnaires distributed to learners, presenting the data through various tables and charts The findings illustrate the learners' answers to the questions posed in the questionnaires, starting with the first question.
FINDINGS AND DISCUSSIONS
Difficulties of English major freshmen in speaking classes at HPU
The answer was found after the researcher analyzed the results of the following 8 charts:
Chart 1: The students' assessment of learning the speaking skill
The chart clearly indicates that mastering the speaking skill in English poses significant challenges, with 68% of learners expressing that they find it difficult This suggests that for many students, developing their English speaking abilities is a considerable hurdle Additionally, a notable number of learners concur that acquiring proficiency in speaking is particularly challenging.
According to a survey, 16% of learners find English speaking skills very difficult, while 12% consider it normal and 4% find it easy Interestingly, those who perceive speaking as easy tend to be the most successful students Overall, the survey supports the notion that learning English speaking can be challenging for many.
Below is the result when the author asks three students the same question in the interview
Table: The interview results of students’ assessment in English speaking skill
Question 1: What do you think of the difficulty of English speaking skill?
According to the statistics in Table 1, the assessment of students' English speaking skills reveals that two students find rewriting English sentences very difficult, while one student (33%) considers it challenging The majority of students perceive rewriting English sentences as a difficult subject.
Chart 2: The students’ interest in learning speaking skill
The column chart reveals unexpected findings that challenge the author's assumptions about learners' attitudes toward speaking skills Contrary to the belief that difficulties deter engagement, the survey shows that 20% of learners genuinely enjoy speaking, while 48% have a positive inclination towards it This suggests that learning to speak in English is not as tedious as commonly perceived; in fact, no participants expressed dislike for the skill Approximately 32% of learners feel neutral, indicating that their interest may vary with each lesson Ultimately, English speaking emerges as a favored subject among students, despite the acknowledged challenges.
Really like Like Don't mind Don't like
Do you like English speaking lessons at class?
Do you like English speaking lessons at class?
To gain a clearer understanding of students' perspectives at the Faculty of Foreign Languages, HPU, the third question in the questionnaire aims to evaluate their views on the significance of speaking skills.
Chart 3: Students’ attitudes towards the importance of English speaking skill
The chart indicates that a significant majority of students, 80%, believe that learning speaking skills is crucial, while only 4% consider it to be somewhat important This demonstrates that most students at the Faculty of Foreign Languages, HPU, recognize the vital role of English speaking skills in various aspects of life.
In conclusion, effective speaking skills are essential for real-life communication, particularly when learning a foreign language Mastering this skill is increasingly important for successful interaction in diverse settings.
What do you think about the importance of English speaking skill?
Very important Important Quite important Not important
The fourth question of the questionnaire aims to gather detailed insights into students' actual experiences with learning English speaking skills, and the findings are illustrated in the chart below.
Chart 4: The frequency of students having problems in learning English speaking skill
Statistics reveal that 52% of students frequently encounter difficulties in speaking skills, while 32% report always facing challenges Additionally, 12% sometimes struggle, and only 4% rarely experience issues Overall, it is evident that a significant number of students face persistent problems with speaking English, indicating a need for improvement in this area.
How often do you have problems in your speaking skill?
How often do you have problems in your speaking skill?
The question 5 of questionnaire for students mentioned the kinds of speaking text which students expect to practice more The collected data has shown in the below chart:
Chart 5: Students’ interest in extra speaking activities
The bar chart indicates that 68% of students prefer learning through dialogues, making it their favorite activity, while none express disinterest in this method In contrast, 44% find learning from news, speeches, or lectures to be boring, with only 4% showing interest in these monologues Interestingly, only 16% of students enjoy learning from songs, and 32% are not enthusiastic about them Additionally, 40% of students favor watching films or learning from stories, with 16% considering them their top choice, while 36% view these activities as average Overall, the preference for dialogues, conversations, and interviews is clear among students.
Songs Films or Stories News, Speeches or
Dialogues most favorite favorite normal uninterested
The researcher aims to identify techniques to enhance the speaking skills of English major freshmen at HPU by investigating the challenges they face in learning English speaking The sixth question in the questionnaires specifically targets these difficulties, as illustrated in the accompanying chart detailing the students' speaking challenges.
Chart 6: Difficulties in students’ speaking
The data reveals that poor equipment is not a significant issue for learners, with only 8% citing it as a barrier to listening In contrast, 28% of the 25 students attribute their difficulties to unfamiliar topics, while the majority, 40%, identify limited classroom practice time as the primary challenge in speaking Additionally, 21% of learners feel that teachers speak too quickly Other factors affecting speaking skills, mentioned by 2% of students, include background knowledge and pronunciation practice.
Which of the following reasons make you difficult to learn speaking English? poor equipment unfamiliar topic limited pratice time teacher other factors
The seventh question of the questionnaire aims to identify the factors that influence students' interest in developing their English speaking skills The researcher has identified four key factors that significantly affect this skill among learners.
Chart 7: Factors motivating students’ learning the speaking skill
The chart highlights that effective teaching methods are the most significant factor influencing student motivation, with 44% of students affirming their impact Additionally, 32% of learners find engaging speaking activities to be highly motivating, while 44% consider them influential In contrast, only 8% believe these activities have little effect Interesting speaking topics also play a role, as 12% of students rank them as the most influential factor, with 32% agreeing they are impactful; however, 36% feel they have a minor influence, and 24% claim they do not affect their speaking skills Lastly, modern equipment is deemed the least influential factor, as it is assessed to have little effect on students' speaking proficiency.
120% most inluential influential a bit influential not influential
Interesting topics Exciting activitiesAdequate and modern equipment Good teaching methods skill by 56% of the learners It is an amazing number due to the need of the equipment
This part shows the difficulties and problems that students are suffering through English oral communications inside the classroom
Chart 8: Difficulties in speaking of English major freshmen in speaking classes at HPU
Students consistently report challenges with vocabulary retention and the application of derivation rules in English Specifically, 28% of surveyed students, or 7 out of 25, indicate that a limited vocabulary hinders their classroom experience One student noted, "When I try to have a conversation with others, my limited vocabulary creates difficulties."
- Confusion, worry, embarrassment, shyness and non-confidence
This difficulty presented results less than the first one, as these problems led the students to unsatisfied performance through the oral communication 4 out of 25 participants (16%), mentions that they have
Lexical resources Non-confidence Problems of using incorrect grammar
Inappropriate learning method Lack of frequent English speaking skill practice
Pronunciation difficulties Less opportunity to interact with native speakers
Misunderstanding the questions suffered confusion, worry, embarrassment, shyness and non-confidence inside the classroom An evidence of that is as follows: One student said,
"Sometimes, I feel confused, because I feel afraid of using wrong words"
- Problems of using incorrect grammar
Methods
To know what the students have done to improve the difficulties they encounter in learning English speaking skills, the researchers came up with a few suggestions for student selection
This part presented the effective methods for problems that students are suffering from English oral communications inside the classroom
Chart 9: How can HPU students overcome the weakness in speaking skill? ( table)
2 Participate in public speaking events
The number of students who selected these methods ranges from 1 (expand your vocabulary) to 9 (self-talk) The percentages were range from 4% to 36%, as follows:
The study revealed that self-talk is an effective strategy for students to enhance their speaking skills, with 36% of participants, or 9 out of 25 students, consistently using this method to address their challenges One participant noted, "When you talk to yourself in English, you will exceed this weakness," highlighting the positive impact of self-talk on language proficiency.
- Participate in public speaking events
Engaging in public speaking events offers a valuable opportunity for individuals to connect with like-minded people and enhance their English speaking skills According to a survey, 28% of participants identified these events as a solution for building confidence and improving their communication abilities As one participant noted, "We should participate in public speaking events to gain more confidence and improve our speaking skill."
A study revealed that 92% of students found that using apps effectively reduces their challenges, while only 8% (2 out of 25) reported employing strategies to address their weaknesses through online communication with native speakers One participant emphasized the importance of engaging with native speakers, stating, "We should try to speak with native people, at least via messages."
Thinking in English can significantly reduce the time it takes to engage in everyday conversations According to a survey, 8% of students reported using this technique to improve their conversational skills One participant emphasized, "We should develop conversation skills by thinking in English."
Challenge yourself by retelling a story in your own words, reflecting on the thoughts of others Notably, 2 out of 25 students, which accounts for 8%, have chosen this method to address their challenges.
An example of that is as follows: Participant number three said, "Retelling a story in English is an interesting methods, it helps us to overcome this weakness"
Effective communication relies heavily on correct pronunciation and structure, as highlighted by student feedback Notably, only 4% of participants, specifically 1 out of 25 students, emphasized the importance of pronunciation in enhancing conversation skills For instance, Participant number eighteen stated, "We must focus on the right ways to pronounce words."
A significant obstacle to improving English speaking skills is a lack of confidence Only 4% of students, equivalent to 1 in 25, reported attempting to speak English with strangers to address this challenge For instance, one participant emphasized the importance of incorporating English into everyday conversations, stating, "We should use English in our daily conversations."
The findings indicate that a robust vocabulary is essential for students to enhance their speaking skills effectively Notably, only 4% of students reported actively learning new words daily to address their vocabulary challenges One participant emphasized the importance of this practice, stating, "Students should focus on improving their vocabulary."
Findings and discussions
3.1 Difficulties of English major freshmen in speaking classes at HPU
According to the results, the factors that cause problems and weakness of English major freshmen at HPU in improving speaking skill were:
- Lack of frequent English speaking practice
- Less opportunity to interact with English native speaker
The researcher identifies that students' struggles in oral conversations stem primarily from insufficient practice speaking English Additionally, the use of Vietnamese in the classroom significantly contributes to these challenges.
3.2 Methods to improve speaking skill of English major freshmen at
The study revealed several effective methods for enhancing the speaking skills of English major freshmen at HPU When asked about effective strategies for improving their English speaking abilities, most participants highlighted various approaches that proved beneficial.
To improve your English speaking skills, try talking to yourself out loud, using phrases like, “Shall we go get a glass of water?” or reminders such as, “I need to do a load of laundry today.” Reading a book aloud can also enhance your speaking abilities, even if it slows your reading pace Additionally, recording yourself and listening for pronunciation errors can be beneficial If possible, seek feedback from a native speaker to further refine your skills.
- Participate in public speaking events
Big universities, theaters, and cultural societies frequently host events such as open debates, spoken word readings, and improvised storytelling gatherings, providing excellent opportunities to connect with like-minded individuals and enhance your English speaking skills Many cities now offer talks where participants can register to share their innovative ideas To find available events, check the events page of your local university While it may feel nerve-racking, participating in these activities can significantly improve your English proficiency.
You can enhance your language skills by using apps like HelloTalk and Tandem to connect with native speakers from the comfort of your home Simply create an account, share your native language and interests, and the app will match you with English speakers looking to practice your language With just a few taps, you can start engaging in conversations and improving your fluency.
Thinking in English can significantly reduce the time it takes to engage in everyday conversations, eliminating the need for translation To cultivate this skill, consider maintaining a diary to express your daily thoughts in English Focus on the process rather than perfection, as the goal is to articulate your ideas in English with increasing ease and minimal effort.
Enhance your skills by retelling a story, allowing you to reinterpret others' thoughts in your own voice Begin with a well-known tale from your culture, ensuring your translation captures the full meaning and cultural subtleties Alternatively, you can simplify a story using different words in English Starting with basic narratives like fairy tales or fables will significantly improve your English communication abilities.
Knowing many words is not enough if you cannot pronounce them correctly, as this can lead to misunderstandings and render your efforts futile To improve your pronunciation, utilize online dictionaries like Macmillan and Merriam-Webster, where you can click on the speaker icon to hear the correct pronunciation Additionally, explore English pronunciation tutorials on YouTube or listen to podcasts such as English Pronunciation Pod and American English Pronunciation Mastering proper English pronunciation is crucial for effective communication in conversations, school, and the workplace.
A major obstacle to improving English speaking skills is a lack of confidence, which many language learners face To overcome this challenge, it's essential to practice speaking with strangers Engaging in conversations in English not only enhances your language abilities but also boosts your confidence, a crucial aspect of language learning With consistent practice, you can eliminate your fear of speaking English and establish a solid foundation in the language.
Expanding your vocabulary daily is essential for language development Set a realistic goal, whether it's learning three or ten new words each day, or even just one By committing to learning one new word daily, you'll accumulate 365 new English words in a year Keep track of your progress to stay motivated Utilize various resources like news articles, songs, and TV shows to discover new vocabulary If you enjoy music, focus on the lyrics and note unfamiliar words, as songs provide valuable phrases and expressions that enhance your English learning experience.
This chapter will deal with a summary of the major findings, limitations of the study and some suggestions for further studies.
Summary of the study
This study is structured into four distinct chapters, each serving a specific purpose The first chapter outlines relevant theories related to the research The second chapter provides an overview of the current state of English speaking skills at FFL, HPU The third chapter details the research methodology and findings, derived from questionnaires and interviews, addressing the two research questions posed in the introduction Finally, the last chapter offers recommendations and suggestions aimed at enhancing English speaking skills at HPU.
Limitations of the study
While the study boasts strengths like effective data collection methods, including interviews and student survey questionnaires, it also faces several shortcomings due to constraints such as limited time, insufficient resources, the researcher's capabilities, and unforeseen factors.
Due to time constraints and limited experience, the researcher was unable to employ additional methods, such as classroom observation, which could have enhanced the reliability of the results obtained.
The study is limited to first-year students at the Faculty of Foreign Languages at HPU, representing a small sample size, which restricts the generalizability of the findings Additionally, not all aspects of the difficulties faced by these students could be addressed.
This research presents techniques derived from various reliable, albeit limited, sources Despite these constraints, it aims to enhance the teaching and learning of English speaking skills at FFL, HPU.
Suggestions for further study
This study is limited in scope, focusing exclusively on the speaking difficulties faced by first-year students at FFL to enhance their skills Future research should include a larger participant pool and involve senior English majors at HPU for more comprehensive results Additionally, employing survey questionnaires, interviews, and observational methods will strengthen the validity of the findings.
In conclusion, while the study has its limitations, it has been conducted with the guidance of a supervisor and through personal effort Constructive feedback and criticism are welcomed to enhance future research.
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This survey questionnaire is designed for my graduation paper named:
To enhance speaking skills among English major freshmen at Hai Phong Technology & Management University, we invite you to participate in a brief survey Please select your answers by circling the appropriate letter, checking items on a checklist, or filling in the blanks Rest assured, all personal information and responses will remain confidential and will not be utilized for any other purposes.
I Your opinion on studying speaking skill
1 In your opinion, English speaking skill is ………
2 Do you like English speaking lessons at class?
3 What do you think about the importance of English speaking skill?
4 How often do you have problems in your speaking skill?
5 What kind of speaking texts do you expect to practice more? (Put the tick in your choice)
Uninterested Normal Favorite Most favorite
II The causes affecting English speaking skill
6 Which of the following reasons make it difficult for you to learn English speaking?
C Limited practice time at class
7 What makes you interested in learning English speaking skill the most?
8 What are the weaknesses for students in speaking skill?
2 Confusion, worry, embarrassment, shyness and non-confidence
3 Problems of using incorrect grammar
5 Lack of frequent English speaking practice
7 Less opportunity to interact with English native speakers