INTRODUCTION
Background to the study
Since English is a foreign language in our country, most students especially senior high school students are not familiar with it (Hetrakul,
In 1995, Kavin Hetrakul noted that students primarily use English within the classroom, resulting in limited practice outside of it This lack of encouragement and insufficient exposure leads to difficulties in English communication among senior high school students This article aims to analyze the factors contributing to these challenges and propose effective solutions The primary objective of teaching speaking is to achieve communicative efficiency, which involves helping learners develop the ability to interact successfully in English According to Richards, Platt, and Weber (as cited in Nunan, 1999), communicative competence encompasses essential characteristics that educators must focus on to enhance students' speaking skills To improve these skills, teachers should concentrate on enhancing grammar, expanding vocabulary, and managing interactions effectively.
Purposes of the study
This research paper has three main purposes and they are also the initial foundation for forming research questions
This study aims to identify the challenges faced by second-year students at Thu Dau Mot University in speaking English Understanding these difficulties is crucial, as they represent significant barriers influenced by various factors that hinder effective English communication.
For the second purpose, the researcher will focus on finding the causes of the above difficulties Finding the source of the problem is essential
Page 2 of 32 because it not only helps clarify the problem but also makes it easy to find solutions
This research paper focuses on identifying the common mistakes made by Thu Dau Mot University students when speaking English, which serves as both the primary subject of the study and its ultimate objective.
Research questions
The researcher discusses the Speaking Difficulties Encountered by English Language Students Thu Dau Mot University The study will answer the main questions:
1 What are the difficulties the English-majored students encounter when speaking English?
2 Why do the students make mistakes when speaking English?
3 Which mistakes are popular when English-majored students speaking English?
The significance of the study
This article highlights the significance of the research questions and objectives outlined in previous sections, emphasizing the specific benefits that underscore its importance.
First, this research paper helps students to identify difficulties in speaking English and can measure what their English speaking proficiency is
In addition, teachers can look at the difficulties students face and the level of students so that they can adapt the learning materials or teaching methods accordingly
Understanding the challenges faced by second-year students at Thu Dau Mot University in speaking English is essential for both students and teachers By identifying these difficulties, students can develop strategies to improve their speaking skills, while teachers can recognize the root causes of students' mistakes and implement effective solutions.
This research highlights common mistakes in English speaking, raising awareness among students and enabling teachers to address these errors effectively, ultimately aiding students in improving their language skills.
In summary, the research paper covers the benefits of speaking English and helps lecturers and students overcome difficulties in teaching and learning English speaking.
The outline structure of the thesis
This thesis consists of five chapters including (1) Introduction, (2) Literature review, (3) Methodology, (4) Results and Discussion, and (5) Conclusion
Chapter 1 (Introduction) introduces the background to the present study, the purpose of the study, the significance of the study, and the outline structure of the thesis
Chapter 2 (Literature Review) provides the definitions of speaking, obstacles to English speaking, factors affecting English speaking, and popular mistakes in speaking English
Chapter 3 (Methodology) gives definitions of quantitative method and qualitative method and an overview of the participants of the study The second section shows the research instruments of the study The third section addresses the procedure for data collection The last section reports methods to analyze results.
Chapter 4 (Results and Discussion) shows the results of the study about obstacles to English speaking, reasons why students make mistakes, and popular mistakes when speaking English at Thu Dau Mot University Then, the researcher also discusses these results with previous studies’ results
Chapter 5 (Conclusion) summarizes the main findings of the study It also includes limitations and recommendations for further study Then, there are implications and conclusions of this chapter
LITERATURE REVIEW
Definitions of speaking
Speaking is a vital component of human communication and sharing experiences, having existed long before the advent of writing It represents a skill in language usage and encompasses a range of meanings, leading to various definitions of the term.
“speaking” that has not only been defined in dictionaries but also have been suggested by the researchers in language learning
Speaking is defined by various authors as a process of creating and conveying meaning through verbal and non-verbal symbols in diverse contexts (Chaney, 1998) It is characterized as an interactive process involving the production, reception, and processing of information (Brown, 1994; Burns & Joyce, 1997) Additionally, speaking encompasses the generation of auditory signals that elicit verbal responses from listeners (Bygate, 1987).
(2001), and Torky (2006) defined speaking as a two–way process including a true communication of opinions, information, or emotions Those are many different views of the definition of speaking
Speaking involves orally expressing words to communicate, make requests, and deliver speeches (Nunan, 1995) It is fundamentally a social activity where individuals create and share meanings within specific contexts (Chaney, 1998) This understanding highlights that speaking skills encompass both expressive and communicative functions, suggesting that their development is influenced by the growth of social interactions.
Speaking is a versatile skill that can be defined in various ways based on its intended purpose In daily life, it primarily serves as a means of communication between individuals, allowing them to share experiences Additionally, speaking is essential for articulating thoughts, expressing opinions, conveying feelings clearly, and persuading others.
Obstacles in English speaking
When researching EFL learners' challenges in English speaking, it is essential to review previous studies on the topic Numerous research articles address these obstacles, including Izadi (2015), who identifies three primary challenges: psychological factors, linguistic issues, and limited opportunities to practice speaking English.
Research indicates that learner psychology significantly impacts language acquisition, particularly in speaking English According to Ngo (2011), psychological factors are among the primary challenges faced by learners Additionally, Ur (1996) identifies three other major obstacles: the fear of making mistakes and facing criticism, uneven participation among learners, and the intimidation posed by more proficient peers These challenges can hinder the development of speaking skills in language learners.
Research has highlighted that learners face significant challenges in speaking English due to linguistic limitations Studies by Le (2011), Ngo (2011), and Izadi (2015) reveal that restricted vocabulary, inadequate grammatical structures, and difficulties in sentence formation often lead students to rely on their mother tongue rather than communicating in English Additionally, Gan (2012) identified that a lack of vocabulary and an excessive focus on grammar contribute to students' struggles with achieving fluency in English speaking.
2.2.3 Obstacles about learner’s lack of opportunities to speak English
A study by Gan (2012) indicated that English majors at Hong Kong University experience restricted opportunities for practice in both classroom and out-of-class English speaking environments Le (2011) highlighted the inadequacy of teaching facilities, while Al-Jamal & Jamal (2014) found that many students struggle with limited oral skills, insufficient speaking time, and overcrowded classes.
In summary, three primary obstacles hinder English speaking: psychological barriers faced by learners, linguistic challenges, and a lack of opportunities to practice speaking English These issues have been identified in previous studies.
Factors affecting to English speaking
The primary goal of this research is to address two key questions, with the researcher dedicating significant time to exploring the topic's relevance Upon reviewing the abstracts of selected sources, the researcher identified that EFL learners encounter common challenges in speaking English, which stem from both internal and external factors These challenges are clearly highlighted through thematic and chronological analysis.
Internal factors affecting language learners include a lack of motivation, as noted by Littlewood (1984), and various challenges highlighted by Ur (1996) These challenges encompass the fear of making mistakes and receiving criticism, uneven participation among learners, and the anxiety of being overshadowed by more proficient peers Additionally, Le (2011) and Ngo emphasize the importance of addressing these issues to enhance learners' speaking skills.
(2011), & Izadi (2015) determine the limitations of vocabulary, grammatical structures, and sentence formation which result in their use of mother tongue instead of speaking English
EFL learners face numerous external challenges that hinder their language acquisition, including ineffective teaching methods employed by lecturers, inadequacies in the curriculum or syllabus, an unsupportive in-class English learning environment, and limited opportunities for extracurricular activities.
2.3.2.1 Difficulties related to lecturers’ teaching methods
Research by Littlewood (2007) highlights that the use of the mother tongue in English speaking classes can affect learners' motivation to speak Additionally, Harmer (1991) suggests that teachers' correction of mistakes during speaking can undermine learners' confidence To foster a positive speaking environment, it is essential to implement constructive methods for correcting errors, alongside suitable encouragement for learners (Baker & Westrup, 2003).
2.3.2.2 Difficulties related to teaching curriculum/syllabus
On the second challenge, related to teaching curriculum/syllabus, Gan’s
(2012) study learners’ speaking performance can be limited if the content of
English teaching curriculum does not focus on communicative skills Saidi
In 1997, concerns were raised about the inadequate allocation of time for teaching speaking skills in English language curricula, which fails to meet learners' communicative needs To address the scarcity of speaking activities, Al-Abri (2008) suggested incorporating supplementary methods such as songs, poems, short stories, and conversational discussions, rather than relying heavily on traditional textbook exercises.
2.3.2.3 Difficulties related to in-class English learning environment
Besides the difficulties of curriculum/syllabus, the environment in English classrooms can also influence learners’ speaking skills Harmer
Learners of English as a second language often rely on their native language for communication, even in English classrooms, as it allows for easier expression, particularly when discussing unfamiliar topics (Harmer, 1991) Additionally, large class sizes can hinder the speaking performance of EFL learners, who may struggle to demonstrate their speaking abilities due to limited opportunities (Nguyen & Tran, 2015).
2.3.2.4 Difficulties related to extra-curriculum activities
Research indicates that extra-curricular activities can significantly enhance the speaking abilities of EFL learners (Kabir, 2014) A study conducted at Hong Kong University highlights the challenge faced by Chinese students, who often find it unusual to speak English outside the classroom To address this issue, it is essential to create and promote an out-of-class English speaking environment, which can effectively improve their speaking skills (Gan, 2012).
In conclusion, external factors significantly impact the speaking abilities of EFL students, encompassing challenges related to teaching methods, the quality of teaching materials, the classroom English learning environment, and participation in extracurricular activities.
English learners often make mistakes due to various internal factors, such as a lack of motivation, anxiety about making errors, and fear of criticism from others.
Page 8 of 32 learners’ low or uneven participation, (4) learners’ fear of other good learners’ domination, but also external factors consisting of (1) difficulties related to lecturers’ teaching methods, (2) difficulties related to teaching curriculum/syllabus, (3) difficulties related to in-class English learning environment, (4) difficulties related to extra-curriculum activities.
Popular mistakes in speaking English
Common pronunciation mistakes in English can significantly impact the speaking skills of non-native speakers These errors often involve difficulty in recognizing distinct sounds represented by letters in words and the tendency to substitute one sound for another.
English pronunciation poses challenges for learners, particularly because the sounds of words cannot always be accurately predicted from their spelling For instance, the letters in words like "city" (/siti/), "busy" (/bizi/), and "women" (/wimin/) all represent the same vowel sound /i/ According to O'Connor (2003), learners from diverse linguistic backgrounds often struggle with pronunciation due to the complexity of English, which features twenty-four consonants and twenty vowels, resulting in a total of forty distinct sounds that can be produced while speaking.
Many researchers have identified sound substitution as a significant issue for English learners from diverse linguistic backgrounds According to O’Connor (2003), pronunciation errors are systematic rather than accidental, indicating that the primary challenge for non-native speakers lies in replacing unfamiliar sounds with similar-sounding alternatives For instance, learners might substitute /p/ for /b/ or /θ/ for /s/ Studies by Ladefoged (2001) and Carter & Nunan (2001) further emphasize the influence of a learner's native language on English pronunciation, revealing that common substitutions include using /p/ as /b/, /s/ for /θ/, /z/ for /d/, and /b/ for /v/.
Research by O’Connor (2003) and Yule (2003) highlights common pronunciation challenges, particularly confusion between similar sounds such as /p/ and /b/, /s/ and /θ/, /z/ and /d/, /tʃ/ and /ʃ/, and /v/ and /b/ For instance, words like "pit" and "bit," "thin" and "sin," "question" and "action," as well as "very" and "succulent" often illustrate these pronunciation issues.
Page 9 of 32 by the native language of English learners, (Gruttenden, 1994) suggests that they should be careful not to use /t/ or /s/ for /θ/ and /d/
EFL learners frequently struggle with English pronunciation, resulting in speaking errors These pronunciation challenges primarily arise from two issues: first, learners often lack knowledge about how letters are pronounced in words, and second, they tend to substitute sounds incorrectly.
METHODOLOGY
Research methods
In scientific research, scholars typically utilize both quantitative and qualitative methods to present their findings Quantitative research focuses on numerical data and statistical analysis, whereas qualitative research emphasizes the interpretation of words and meanings Together, these approaches provide a comprehensive understanding of various phenomena, contributing to the richness of knowledge in the field.
Quantitative methods involve objective measurements and mathematical-statistical analysis of data obtained from polls, questionnaires, and surveys, or existing statistical data This research approach emphasizes the collection of digital data to generalize findings across groups or to address specific issues (Babbie, 2010) According to Scribbr, a global academic proofreading and editing service, quantitative research is represented through numbers and graphs, serving to test or validate theories and assumptions It aims to establish generalizable facts about a subject, employing common methods such as experiments, numerical observations, and surveys featuring closed-ended questions.
Qualitative research, as noted by Cropley (2019), contrasts with quantitative research by focusing on the subjective understanding of concepts in the minds of researchers, often employing abstract scientific terminology While quantitative research analyzes numerical differences and causal relationships among variables, qualitative research emphasizes the types and forms of these variables According to the Scribbr website, qualitative research is articulated through words and aims to explore concepts, thoughts, and experiences, providing in-depth insights into topics that lack clarity Common methods used in qualitative research include conducting interviews with open-ended questions.
Page 11 of 32 observations described in words, and literature reviews that explore concepts and theories
This research paper examines the common mistakes made by English language students at Thu Dau Mot University in their spoken English The researcher meticulously considered the time constraints and the number of participants before selecting the most appropriate research tools, employing both quantitative and qualitative methods This approach ensures the accuracy and reliability of the research findings.
Participants
Table 1 Characteristics of student participants
The study involved 130 participants, comprising 96 females (73.8%) and 34 males (26.2%), highlighting a significant gender disparity, largely due to the low number of males in English language majors at Thu Dau Mot University All participants reported having over seven years of English study, indicating a considerable level of experience, which contributes to the understanding of their speaking difficulties.
Research instruments
To select appropriate research instruments, the researcher reviewed previous studies for insights and carefully chose participants, specifically second-year students from Thu Dau Mot University This study was successfully conducted using a combination of questionnaires and interviews.
First of all, looking back at the empirical studies, a survey questionnaire, and interviews were used to collect data by Al-Jamal & Jamal (2014) In
In 2017, Kedir Abda conducted a study to assess the factors influencing the teaching of speaking skills among English-majored second-year students at Thu Dau Mot University Utilizing research instruments such as questionnaires, semi-structured interviews, and classroom observations, the researcher focused on identifying the common difficulties these students face while speaking English The study primarily employed a questionnaire and interview method to gather relevant data on the challenges encountered in speaking proficiency.
In a primary research study, closed and open-ended questionnaires were distributed to 130 students to address 14 research questions regarding factors affecting speaking performance Key inquiries included the impact of vocabulary limitations, grammatical structures, sentence formation, lack of motivation, and participation in extracurricular activities on speaking abilities Respondents rated each question using a five-point scale, ranging from strongly agree to strongly disagree, providing valuable insights into their perceptions of these factors.
In a semi-structured interview, detailed questions were posed to gather insights from 30 out of 130 second-year students, aiming to address research inquiries similar to those in the questionnaire One key question included, "Do you often make mistakes when speaking English?"
The article outlines a systematic approach to analyzing interview responses regarding common mistakes Initially, the process involves listening to the interview recordings and documenting the opinions expressed for each question Next, the responses are categorized based on the interviewees' answers Finally, a thorough review of all responses is conducted to ensure a comprehensive understanding of the insights shared.
In conclusion, the researcher meticulously analyzed data gathered from questionnaires and interviews to derive insights relevant to the research questions Two primary research instruments were consistently utilized throughout various studies, proving to be valuable tools that significantly contributed to the success of this research.
Data collection procedures
This study gathered data through questionnaires and semi-structured interviews, involving a total of 130 participants, all of whom responded, resulting in a 100 percent response rate Additionally, all 30 participants in the interviews provided their responses, ensuring comprehensive data collection.
3.4.1 Data collection procedures from questionnaires
The data collection process for the questionnaire took three weeks and involved several key steps In the first week, the researcher reviewed and redesigned a sample questionnaire provided by the instructor During the second week, the researcher coordinated with the instructor to identify classes of second-year English language students and distributed the questionnaire for completion Finally, in the third week, the researcher compiled and analyzed the student responses, synthesizing the data to prepare a comprehensive report.
3.4.1 Data collection procedures from interviews
In the implementation of the second research tool, the interview, the researcher concurrently collected data from questionnaires During the first week, the focus was on formulating essential and relevant questions to address the research objectives In the second week, after analyzing the questionnaire responses, the researcher selected 30 students from a pool of 130 for interviews Following this, the researcher synthesized and analyzed the interview responses to draw meaningful conclusions.
Data analysis methods
Quantitative data collected from questionnaires differs from that obtained through quantitative interviews, necessitating the use of distinct analytical methods tailored to each data type for accurate research outcomes.
To analyze quantitative data, the data collected through questionnaires were utilized frequency and percentages a questionnaire consists of 11 questions
To gather qualitative data, semi-structured interviews were conducted with 30 of the 130 second-year students involved in a questionnaire, aiming to gain deeper insights into the research questions, as interviews effectively reveal individuals' thought processes (Merriam, 1998) The qualitative information was analyzed by categorizing responses based on the internal and external factors contributing to the students' challenges in speaking English.
In short, the data that were analyzed qualitatively and quantitatively were combined and summarized together to reach appropriate conclusions
RESULTS AND DISCUSSION
Factors affecting English speaking
The learners' errors can be attributed to both internal and external factors, as revealed by the questionnaire results.
4.2.1 Internal factors affecting English speaking
Strongly agree Agree Neutral Disagree Strongly disagree
1 Do you think a lack of vocabulary, grammatical structures, and sentence formation will affect your speaking performance negatively?
2 Do you think a lack of motivation will affect your speaking performance negatively?
3 Do you think anxieties of making errors when speaking English will affect your speaking performance negatively?
4 Do you think a lack of confidence will affect your speaking performance negatively?
Table 3 Internal factors affecting English speaking
Table 3 presents data on internal factors influencing learners' English speaking abilities, based on responses to four key questions The first question highlighted that 44.62% of students agreed that a lack of vocabulary, grammar, and sentence structure negatively impacts their speaking skills, with 35.39% neutral and only 1.54% disagreeing The second question addressed motivation, showing that 32.31% agreed with the statement, while 30% remained neutral and 25.39% disagreed, with minor percentages of strong agreement (6.92%) and strong disagreement (5.39%) For the third question, regarding the fear of making mistakes, 38.46% agreed and 29.23% strongly agreed, while 1.54% strongly disagreed Lastly, the question about lack of confidence affecting speaking skills garnered the highest agreement at 56.92%, with only 1.54% completely disagreeing Overall, the survey indicates that the majority of students face challenges in speaking English due to factors such as lack of vocabulary, grammar, and sentence structure, lack of motivation, fear of making mistakes, and lack of confidence.
Table 3 indicates that participants' responses varied, primarily focusing on agree, neutral, and disagree levels, with a notable majority expressing agreement These findings align with previous studies, highlighting that most learners share similar perspectives.
Page 18 of 32 suffer from factors such as vocabulary, grammar, and sentence structures This finding is similar to the results of Le (2011), Ngo (2011), and Izadi
Many learners struggle with speaking English due to anxiety and a lack of confidence Additionally, a lack of motivation among learners aligns with findings from Littlewood (1984) Furthermore, the fear of making mistakes and the associated lack of confidence echo the conclusions drawn by Ur (1996).
4.2.2 External factors affecting English speaking
Agree Neutral Disagree Strongly disagree
1 Do you think using the mother tongue regularly of teachers will affect your speaking performance negatively?
2 Do you think teachers’ mistake correction while you are speaking English will affect your speaking performance negatively?
3 Do you think the content of the teaching curriculum/syllabus did not focus on speaking will affect your speaking performance negatively?
4 Do you think not joining extra activities will affect your speaking performance negatively?
Table 4 External factors affecting English speaking
Table 4 analyzes data on external factors that influence learners' English speaking The first external factor relates to faculty members' regular use of
In English speaking classes, 30% of students believe their speaking skills may be affected, with 24.61% agreeing and nearly half (40%) disagreeing A significant 67.9% feel their speaking skills are limited when lecturers correct their mistakes, while only 15.3% disagree with this notion Additionally, 38.46% of students believe the curriculum does not align with their speaking abilities, though nearly 30% disagree Furthermore, 42.31% report difficulty participating in speaking activities, with 31.54% remaining neutral, and only 16.92% disagreeing about experiencing challenges Overall, most students struggle with speaking due to (1) corrections made by lecturers, (2) inappropriate teaching methods and materials, and (3) lack of engagement in extracurricular activities, yet they largely disagree that English speaking instructors hinder their skills.
The findings presented in Table 4 reveal notable inconsistencies with previous research Most students believe that correcting teachers' speaking errors negatively impacts their English speaking skills, aligning with Harmer's (1991) conclusions Additionally, Saidi (1997) and Al-Abri (2008) highlight curriculum mismatches and teaching methods that hinder English speaking abilities, echoing the results of this study Furthermore, the lack of participation in extracurricular activities related to English speaking skills among Thu Dau Mot University students mirrors the unfamiliarity with outdoor activities observed in Hong Kong students, as noted by Gan (2012) However, a key difference in this study is that most respondents do not think that using their mother tongue in the classroom affects teachers' English proficiency, contrasting with Littlewood's (2007) assertion that the first language can influence learners' speaking dynamics.
Popular mistakes students encounter when speaking English
Agree Neutral Disagree Strongly disagree
1 Do you often make mistakes when speaking
2 Do you often make mistakes in the following types of mistakes?
Table 5 Popular mistakes when speaking English
Table 5 presents data on common mistakes made by sophomores in English at Thu Dau Mot University, collected through interviews A significant 53.33% of students reported frequent errors when speaking English, while 30% remained neutral on the issue In response to the second question regarding specific types of mistakes, over half of the students (56.67%) acknowledged frequently mispronouncing sounds such as /th/, /s/, /z/, and /sh/.
A significant portion of students, specifically 23.33%, report making occasional mistakes in English pronunciation, while 6.67% express disagreement with this statement Additionally, half of the interviewees acknowledge forgetting to pronounce the final sounds of words, with 23.33% sometimes making such errors and 16.67% disagreeing Regarding sound associations in English, 40% of students agree that they struggle, while 10% disagree Table 5 reflects similar findings, indicating that many students frequently encounter mistakes while speaking English In the pronunciation domain, common errors include sounds like /th/, /s/, /z/, /sh/, as well as final sounds and linking sounds Overall, nearly half of the participants face challenges related to psychological factors, linguistic skills, and opportunities for practice.
Page 21 of 32 speaking English These obstacles result from internal factors such as (1) lack of knowledge, (2) lack of motivation, (3) anxieties of making errors, (4) lack of confidence and external factors including (1) the use of mother tongue of lecturers, (2) teachers’ mistake correction, (3) unsuitable materials, (4) not joining in out-classroom activities Moreover, sophomores also make faults in
(1) producing sounds /th/, /s/, /z/, sh, (2) producing final sounds, (3) linking sounds, and (4) no ideas to speak
Many students frequently struggle with the pronunciation of specific sounds, including /th/, /s/, /z/, and /sh/, often failing to produce final and linking sounds This difficulty arises from their inability to accurately identify these sounds, leading to substitutions in their speech, which results in mispronunciations (O'Connor, 2003; Ladefoged, 2001; Carter & Nunan, 2001; Yule, 2003).
CONCLUSIONS
Summary of the main findings
To summarize the findings, the researcher will answer the research questions
English-majored students at Thu Dau Mot University face several challenges when speaking English, primarily related to psychological barriers and limited opportunities for practice Interestingly, half of the respondents reported not experiencing any linguistic difficulties Overall, these findings highlight the specific obstacles that these students encounter in their language learning journey.
Students often make mistakes when speaking English due to a combination of internal and external factors Internally, they may struggle with a lack of knowledge, motivation, and confidence, as well as anxiety about making errors Externally, issues such as ineffective correction methods by teachers, unsuitable learning materials, and limited participation in out-of-classroom activities contribute to these speaking difficulties.
English-major students commonly make several mistakes when speaking, including difficulties with specific sounds such as /th/, /s/, /z/, and "sh." They also struggle with producing final sounds and linking sounds in their speech.
Limitations and recommendations for further studies
After doing this research, the researcher has discovered unworked limitations for this topic The following are the limitations and recommendations recommended by the author
This research focuses solely on the speaking aspect of language learning Future studies should expand to address the challenges students encounter in learning English by incorporating listening, writing, and reading components.
This research paper focused on a survey conducted at the first university, involving 130 second-year English language students All participants completed a questionnaire, while 30 engaged in interviews For future research, it is recommended to broaden the participant pool by including a more diverse gender representation and students from various academic years, which would enhance the accuracy and reliability of the findings.
Third, the implementation time of this research is limited to several objective reasons, so future studies should prolong the time to be able to study more about the problem
The author conducted the research using basic tools like questionnaires and interviews, relying solely on frequency and percentage data analysis methods For future studies, it is recommended that researchers incorporate additional research tools, such as observation, and utilize SPSS (Statistical Product and Services Solutions) software for more accurate and reliable data analysis.
In conclusion, this study acknowledges several limitations, and the author encourages future researchers to identify these shortcomings and further advance the topic.
Implications
The researcher has diligently pursued accurate findings, acknowledging inherent limitations The study's results hold significant implications for English speaking skills, relevant to both second-year students and those majoring or not majoring in English at Thu Dau Mot University While the focus is on common speaking mistakes made by English majors, the insights are applicable to a broader student audience.
The research findings provide valuable insights for both students and lecturers Students can identify and rectify their speaking mistakes in English, enhancing their language skills For teachers, the results not only highlight common errors and challenges faced by students but also reveal the factors that influence their learning process, enabling more effective teaching strategies.
Page 24 of 32 them know the qualifications of the students and consciously create favorable conditions to help them learn to fix and improve them
According to the research findings in this report, students can not only recognize their challenges but also understand their qualifications and identify appropriate solutions for personal improvement For teachers, the results provide insights into how they can adjust the curriculum and teaching methods to better align with the varying levels of their students.
In short, although this research has many limitations, it is committed by the author that it will bring certain meanings to English teachers as well as learners.
Conclusion and suggestions
This research paper investigates the common challenges encountered by second-year English language students at Thu Dau Mot University when speaking English Utilizing surveys and interviews, the collected data is analyzed using frequency and percentage methods The study identifies three key findings: (1) obstacles in English speaking.
Several factors influence English speaking proficiency, including psychological barriers and limited speaking opportunities Interestingly, half of the students surveyed did not report facing linguistic challenges Key internal factors affecting their speaking skills include a lack of knowledge, motivation, anxiety about making mistakes, and low confidence External factors also play a role, such as teachers' error correction methods, unsuitable learning materials, and insufficient participation in extracurricular activities Common mistakes students encounter involve producing specific sounds like /th/, /s/, /z/, and sh, as well as difficulties with final sounds and sound linking The researcher compiled these findings, addressed the research questions, outlined limitations and recommendations, and provided implications, ultimately concluding with suggestions for improvement.
The research findings highlight several recommendations for both teachers and students majoring in English at Thu Dau Mot University.
Teachers should prioritize identifying mistakes and challenges that impact their students' learning By considering factors such as class level, student numbers, grade, and classroom environment, they can create and adapt effective curricula and learning materials Additionally, it is crucial for educators to implement innovative teaching methods and actively recognize errors students make while speaking English, providing timely feedback to support their improvement.
Students majoring in English at Thu Dau Mot University should identify their speaking challenges early to seek effective solutions, including reaching out to teachers for guidance They must take initiative in their learning, utilizing technology to enhance their skills while avoiding over-reliance that leads to complacency Additionally, active participation in classroom and extracurricular activities, as well as involvement in English clubs both on and off campus, is essential for their growth.
The Foreign Language Department at Thu Dau Mot University must promptly address the challenges students encounter in speaking English by convening curriculum change meetings Additionally, implementing English speaking activities will enhance students' speaking skills Regularly conducting general English speaking exams will help assess students' proficiency levels and identify appropriate improvement strategies.
QUESTIONNAIRE FOR STUDENTS (Title: Popular mistakes English-majored students encounter when speaking English at Thu Dau Mot University)
My name is Minh, a student from class D17AVGD02, conducting a survey for my graduation paper titled “Popular Mistakes English-Majored Students Encounter When Speaking English at Thu Dau Mot University.” This study aims to identify common speaking errors made by second-year English-majored students Rest assured, all personal information and collected data will remain confidential and will not be used for any other purposes Your participation in completing the following questions is greatly appreciated; please indicate your choices by ticking the appropriate box.
2 You are freshmen second-year students third-year students final-year students
3 How long have you been learning English?
Part II: Obstacles on English speaking
4 Do you have difficulties in psychology when speaking English?
5 Do you have difficulties with linguistic (vocabulary, grammatical structures, and sentence formation) when speaking English?
6 Do you have difficulties getting opportunities to speak English?
Part III: Factors affecting English speaking
7 Do you think a lack of vocabulary, grammatical structures, and sentence formation will affect your speaking performance negatively?
8 Do you think a lack of motivation in studying speaking English will affect your speaking performance negatively?
9 Do you think a lack of anxieties about making errors when speaking English will affect your speaking performance negatively?
10 Do you think a lack of confidence in speaking English will affect your speaking performance negatively?
11 Do you think using the mother tongue regularly of teachers in teaching speaking lessons will affect your speaking performance negatively?
12 Do you think the teachers’ mistake correction while you are speaking English will affect your speaking performance negatively?
13 Do you think the teaching syllabus and English teaching curriculum are not suitable for your English speaking abilities?
14 Do you usually have some extra activities to improve your English speaking skills?
Thank you so much for your cooperation
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