INTRODUCTION, MOTIVATION AND PURPOSE
Rationale for research
English is increasingly becoming a global language, with over 400 million speakers worldwide In Vietnam, the importance of learning English is on the rise, driven by the open-door economic policy and the country's accession to the World Trade Organization (WTO), which fosters growth in the economy, culture, and education As English proficiency opens doors to employment opportunities in international companies, many individuals are eager to learn the language to enhance their job prospects.
Speaking competence is crucial as the demand for English communication skills continues to rise People are increasingly viewing English not just as an academic subject, but as a vital tool for career advancement This shift in perception has led to greater emphasis on speaking skills within university curricula.
Thu Dau Mot University, located in Binh Duong province, offers an English Language Program designed to provide students with essential knowledge, skills, and attitudes for success in English-speaking environments both locally and internationally Despite this, many English students at the university face challenges, particularly in their speaking abilities.
This research aims to uncover the strategies students employ to enhance their speaking competence, as well as the teaching methods educators utilize in speaking classes.
Research Question
The main questions to be answered in this study are:
-What is the general situation of the English-speaking competence of English-majored sophomores at Thu Dau Mot university?
-What activities do students do to improve their English-speaking competence?
Research purpose
This study is to discover students’ self-perception of students’ English-speaking competence and the current English-speaking competence activities applied inside and ouside the classrooms.
The significance of the research
This study will help the writer have a clearer, more realistic overview of English- speaking competence at TDM University This will support future research as background information
5.Background information about the research: Context and subjects
The school's precursor is Binh Duong Pedagogy College - a prestigious pedagogical training institution of Binh Duong province, providing a team of professional teachers, teaching expertise, and dedication to the younger generation
Established on June 24, 2009, Thu Dau Mot University (TDM University) was founded under Decision No 900/QD-TTG by the Prime Minister The university's mission is to cultivate high-quality human resources to support the socio-economic development and international integration of Binh Duong province and the Southeast region, positioning itself as a key research and consultancy center in the area.
Over 10 years of establishment and development, the University has shaped itself as a multidisciplinary and multi-field educational institution It is developed by an advanced university model With the philosophy of "Aspiration - Responsibility - Innovation", Thu Dau Mot University has affirmed the position of a high-quality scientific research and training unit, which is a representative of the intellectual power of Binh Duong province
The English Language Program at Thu Dau Mot University prepares students with essential knowledge, skills, and attitudes for success in English-speaking workplaces both domestically and internationally.
The training content consists of 120 credits, of which:
General education equips students with essential skills such as political and critical thinking, creativity, physical abilities, teamwork, and scientific research methodologies Additionally, it offers foundational knowledge of the English language, encompassing listening, speaking, reading, writing, phonetics, morphology, syntax, semantics, as well as drafting skills for effective speeches and presentations.
+ Specialized knowledge: providing intensive English language knowledge about business communication, translation, and interpretation
+ Internships with diverse extracurricular activities help students be confident, creative and acquire the necessary skills to be able to adapt to a dynamic and challenging working environment
According to the above training content, Speaking is in the series of the Basic knowledge of the English program
Subjects
The participants are 130 sophomores from random English-majored classes at TDM University.
The limitations of the research
This research is limited in scope, involving only 130 students, which is insufficient to represent the broader population of English-speaking competence learners at Thu Dau Mot University.
Participants may experience psychological factors that influence their responses to questionnaires, potentially leading to less accurate feedback If participants are preoccupied with distractions, their ability to focus on the questions may be compromised, affecting the overall quality of the data collected.
OVERVIEW OF PREVIOUS WORK
English has become a global language, widely spoken across various countries, including Vietnam, where its usage is rapidly increasing in all professions Among the essential language skills—Listening, Speaking, Reading, and Writing—speaking is particularly crucial for everyday communication in academic and social settings However, achieving fluency in speaking remains a challenge, especially for first-year university students Acknowledging this difficulty, numerous studies have been conducted to enhance students' speaking abilities in educational institutions.
The study "Cai thien ky nang tieng anh tại lop su pham tieng anh k46," conducted by Ha Van Thuy and Luong Van Van, examined the English learning and communication skills of the monk class, specifically English k46 The authors highlighted the students' strong passion for foreign languages and their eagerness to enhance their language skills To identify weaknesses, they surveyed the students and analyzed factors affecting their English proficiency In response, the researchers proposed several measures to address these challenges, including dividing the class into small groups based on individual learning abilities and electing group leaders to encourage self-promotion among students This approach not only fostered confidence but also improved overall learning effectiveness among peers with similar capabilities.
The research study "How to Improve English Speaking Skills for Students" by Ho Minh Thu highlights certain aspects of students' speaking abilities, yet lacks clarity in its findings While the topic focuses on enhancing English speaking skills, the author does not thoroughly explore or analyze the core subject Instead, the study primarily offers general recommendations for both teachers and students, missing an in-depth examination of effective strategies for improvement.
The third study, titled "Methods to Help Students Improve Their English Speaking Skills" by Nguyen Thi Minh Ngoc, highlights the current challenges impacting students' speaking abilities It identifies key factors that negatively influence their speaking competence Furthermore, the author suggests various strategies to enhance students' speaking skills and conducts surveys across multiple classes, yielding promising results.
These researches have partly helped the writer understand the current situation of teaching and learning Speaking in Vietnam and get several activities to improve English
Page 5 of 35 speaking competence The writer could not find any particular study of Speaking Competence at Thu Dau Mot university, though
This section has briefly reviewed the previous researches relating to speaking competence The next section will introduce the key terms of the research
LITERATURE REVIEW
Definition of speaking
According to Oxford Advanced Learner’s Dictionary, speaking is the action of conveying information or expressing one’s feelings in speech Also, Brown and Yule
According to 1989, "Speaking is to express the needs—request, information, service, etc." Effective communication is a vital part of daily life for most individuals Additionally, Harris (1977) emphasized that "Speaking is a complex skill requiring the simultaneous use of different abilities developed at different rates." This highlights the multifaceted nature of speaking and the various skills involved in effective communication.
Speaking is an interactive process of meaning construction that encompasses the production, reception, and processing of information Its form and significance are influenced by the context, including the participants, their shared experiences, the physical environment, and the intent behind the communication While speaking can be spontaneous and evolving, it also has predictable elements.
Definition of Speaking Competence
Chomsky's concept of "competence" refers to the implicit knowledge that a fluent native speaker has regarding grammaticality, which involves understanding whether certain sentences fit within the rules of their language based on structural relationships.
Speaking competence is regarded as the measure of knowing a language (John,1982) Therefore, language competence means the ability or knowledge to do something
In addition, Hymes (1972) defined an individual’s communication competence as the ability to use language effectively in actual communication.
Factors affecting speaking competence
Hymes (1971) emphasizes that second language (L2) learners must acquire not only linguistic knowledge but also an understanding of culturally appropriate interactions in various contexts His theory of communicative competence integrates grammatical, psycholinguistic, sociolinguistic, and probabilistic language components Building on Hymes's framework, Canale and Swain (1980) identify four key elements of communicative competence: grammatical competence, discourse competence, sociolinguistic competence, and strategic competence, which together encompass both the linguistic system and the functional aspects of effective communication.
However, the writer focuses only on the linguistic knowledge in this study, for this study is small and cannot cover all the above factors
The importance of English-speaking competence to students
Improving English speaking competence is crucial for students as it enhances their confidence in communication, allowing them to convey their ideas effectively Proficiency in English enables them to connect with people globally, facilitating easier adaptation to new environments and the establishment of international relationships Additionally, as Vietnam continues to develop and attract foreign investment, there are numerous job opportunities with attractive salaries that require a strong command of English Thus, mastering English speaking skills is essential for success in their professional, academic, and everyday lives.
This section provides a concise overview of the theoretical framework relevant to the topic, aiding readers in grasping the key terminology The following section will outline the research methodology.
METHODOLOGY
Research object
The article explores the speaking competence of current sophomores by analyzing their self-perceptions and investigating the activities they engage in to enhance their speaking skills.
The participants
The target population is the sophomores of 5 random sophomore classes at Thu Dau Mot University.
The data collection instrument
To approach and exploit the topic effectively and accurately, the writer has applied the following specific method
In this paper, the writer has studied documents from various methods such as eBooks on the Internet, books, and other research documents in the library at TDM university
The writer utilizes Google Drive to distribute an online questionnaire to students, allowing them to select the most suitable answers and complete the survey efficiently.
As to the questionnaires, there is one questionnaire: a questionnaire for students The format of the questionnaires is designed to be clear and appeal to facilitate participation and increase cooperation
The student questionnaire, available in both English and Vietnamese, features eight closed-ended questions and is structured into two main sections The first section assesses self-perception of English-speaking competence through one question, while the second part explores methods for developing this competence, divided into in-class activities (two questions) and extra activities (two questions) The questions regarding self-perception are based on the IELTS Speaking Band Descriptors To encourage honesty, the questionnaire is designed to be anonymous, allowing participants to express their true feelings freely.
How was the research carried out?
For student participants, the writer has applied the following steps to retrieve data First, the writer asked and searched for contact information of English-majored
Page 9 of 35 sophomores Secondly, the writer contacted them, sent an online questionnaire, and asked them to help the writer to conduct the survey Because the questionnaire was written in Vietnamese, the question did not cause any difficulties to the students, so they did not need much guidance These students helped send emails to their classmates to help the writer to complete the survey better.
The data categorization procedure
The data is divided into 2 main parts: Student’s self-evaluation about the English- speaking competence and students’ activities to improve English speaking competence.
The data analysis procedure
As a student without access to specialized data analysis software, the writer utilizes percentages to interpret collected data She presents the information in tables, followed by a straightforward analysis of the students' results.
This section has just presented the methodology employed in the research The next section will present the results of the research and then have a discussion of these results
PRESENTATION, ANALYSIS AND DISCUSSION
Students’ sel-evaluation about the students’ English-speaking compentence
The data will be presented using tables with percentages and charts showing percentages
As mentioned before, the target population is the sophomores of 5 random English-majored sophomore class However, after the survey, the writer has just received
5.1 Students’ sel-evaluation about the students’ English-speaking compentence QUESTION NO.1: How difficult is speaking English?
Table 1 Student’s self-evaluation about the difficulty of speaking English
The data indicates that a significant portion of students, 46.9%, perceive English speaking as moderately difficult, while only 9.2% find it extremely difficult Additionally, 31.5% consider it quite difficult, and 10.8% view it as slightly difficult Notably, only 1.5% of students, or just 2 individuals, believe that studying speaking is not difficult at all Overall, the findings reveal that very few students feel confident about speaking English, with the majority citing a lack of vocabulary, grammar knowledge, and self-confidence as the main challenges they face.
QUESTION NO.2: What is your English-speaking level? (for student)
The question contains five different aspects of English-speaking competence for surveying sophomores at Thu Dau Mot university
Very bad Bad Normal Good Excellent
I am willing to speaking at length 3% 37% 56% 4% 0%
I use a range of connectives and discourse markers during my speech 2% 27% 58% 13% 0%
I have a wide vocabulary resource to discuss topics at length 9% 39% 48% 3% 1%
I use a wide range of simple and complex structures during my speech 4% 18% 64% 13% 1%
I use a wide range of pronunciation features during my speech 5% 32% 52% 9% 2%
Table 2 Student’s opinion about student’s current speaking competence
The analysis highlights that the duration of student speeches is significant, with data indicating that a majority, 56%, perceive their speaking abilities as "Normal," while a mere 4% consider themselves to be at a "Good" level Notably, there are no students who rate their speaking skills as "Excellent."
“Excellent” On the other hand, the students who rated themselves at the “Bad” level accounted for a relative percentage of 37% Think they are “very bad” 3%
Despite being English majors, students at Thu Dau Mot University struggle with articulating long paragraphs effectively, according to recent survey results.
In the assessment of students' proficiency in using connectives, 58% demonstrated a "Normal" level of ability, while 13% achieved a "Good" level Conversely, 27% fell into the "Bad" category, and notably, there were no students who attained an "Excellent" rating.
In this section, we examine vocabulary knowledge among students, revealing a significant disparity in self-assessment Only 3% of students believe they possess a wide vocabulary sufficient for effective communication at a "good" level, while 39% rate their vocabulary skills as "bad," and 9% classify their skills as "very bad." A mere 1% consider their vocabulary level to be "excellent," indicating a general sense of inadequacy in vocabulary proficiency among the majority of students.
“normal” level So, the lack of vocabulary is a fact that needs to be reconsidered
It is undeniable that vocabulary plays a particularly important role in a language
Learning English is akin to constructing a house, with vocabulary serving as its foundation A robust vocabulary is crucial for students to engage in meaningful conversations Therefore, it is essential for learners to actively seek opportunities to enhance their language skills both inside and outside the classroom As Troike (1976) emphasizes, vocabulary plays a vital role in understanding and recognizing various concepts, facts, and actions Clearly, a strong vocabulary is indispensable for practicing listening, writing, and particularly speaking skills.
In the fourth section, the emphasis is placed on the importance of utilizing diverse sentence structures For English majors, mastering advanced sentence constructions is essential, as it sets their writing apart from basic levels.
Page 12 of 35 from that in high school When the writer conducts a survey of English-majored sophomores, the writer poses a question to investigate the ability to use simple and complex sentences during their speech of English-majored sophomores at Thu Dau Mot University From the above data, most of the students rate themselves at the “normal” level of 64% At the “good” level, it only accounts for 13% and 1% for “excellent” The
“bad” and “very bad” account for the relative rate of 18% and 4% respectively
Pronunciation plays a crucial role in developing speaking competence, as it directly affects one's ability to read and articulate words correctly For English-majored students, a lack of proper pronunciation can hinder their understanding of spoken English Data indicates that a significant percentage of students self-assess their pronunciation skills as "bad" (32%) or "very bad" (5%), while only a small fraction rate themselves as "good" (9%) or "excellent" (2%), with the majority falling into the average category.
Pronunciation plays a crucial role in developing effective speaking skills for students To ensure that listeners comprehend their message, students must focus on mastering pronunciation According to Fraser (1999), pronunciation is paramount; good pronunciation allows for understanding even amidst other errors, whereas poor pronunciation can hinder comprehension, regardless of the speaker's fluency.
QUESTION NO.3: What difficulties do you often have when speaking
Lack of interest for the topic 36.2%
Table 3 Students' opinions about difficulties students often have in speaking English
Students often struggle with speaking due to several key challenges A significant 88.5% of students cite a lack of vocabulary as their primary difficulty, with 115 respondents indicating this issue Other notable challenges include a lack of grammatical structure at 61.5%, pronunciation errors at 66.9%, and a lack of confidence at 69.2% Additionally, students also face obstacles such as insufficient interesting topics and inadequate preparation time.
Page 13 of 35 the relative proportion of 36.2% -23.1% Thus, it shows that the lack of vocabulary is one of the most difficult problems for students which proves that although being a major student, most of them are having difficulty with vocabulary
Effective communication is often hindered by limited vocabulary, which is a primary challenge for many students Alongside vocabulary issues, difficulties with sentence structure and pronunciation errors are frequently cited as significant obstacles Many students struggle with basic sentence structures, lacking the necessary knowledge for more advanced communication Additionally, insufficient preparation time contributes to these challenges, as students feel they have limited opportunities to practice speaking skills This is compounded by a lack of confidence, with 69.2% of students indicating that psychological barriers impede their ability to improve English communication Consequently, the listening and speaking modules become mere survival tactics, fostering a fear of speaking, making mistakes, and facing judgment from peers.
QUESTION NO.4: In your opinion, what influences your English-speaking ability the most?
Table 4 The factors that influence English-speaking ability
A recent survey reveals that 71.5% of students attribute their speaking difficulties to limited English proficiency, highlighting a significant concern since speaking competence is crucial for English-major students Additionally, 63.8% of the 130 respondents indicated that their mood impacts their speaking ability Other factors, accounting for 0.8%, include insufficient vocabulary, grammar issues, and challenges in time management.
Students' competence in speaking English is significantly influenced by their proficiency and mood, leading to a lack of confidence due to perceived weaknesses In Vietnam, the predominant traditional teaching method emphasizes grammar at the expense of pronunciation, which is crucial for mastering foreign languages, including English As a result, students who specialize in English often engage in theoretical exercises that are not practically applicable The primary focus of English learning is on improving grades and obtaining diplomas, rather than fostering an understanding of the language's importance and effective learning strategies.
The Activities to improve English-speaking competence
There are 3 main parts: pre-speaking, while-speaking, and post-speaking Specifically, the Pre-speaking section includes 4 aspects, While-speaking includes 6 aspects and Post-speaking has 3 aspects
QUESTION NO.1: What approach do you often use to improve your English- speaking competence inside the English classroom?
The first part is about the activities before the participants speak, the writer has conducted a survey of the following questions:
PRE -SPEAKING Strongly disagree Disagree Agree Strongly agree
2 I underline key words of the topic and question 2% 11% 75% 12%
3 I prepare the ideas in my mind without taking notes 6% 0% 47% 47%
4 I take notes of what I intend to say for that topic 6% 0% 47% 47%
Table 5 Current speaking activities inside English-speaking class
A significant portion of students, specifically 43%, disagree with the idea of doing nothing prior to participating in a speech, while 38% strongly oppose this notion This indicates that most students prefer not to engage in any preparatory activities before delivering a speech, suggesting a desire for a more spontaneous approach without prior instruction.
A significant majority of students, 75%, believe in the importance of underlining keywords related to the topic and question before speaking Conversely, a mere 2% strongly disagree with this approach, highlighting a clear divide in student opinions on the matter.
Page 15 of 35 survey the percentage of those who strongly agree and disagree with nearly the same, which occupies 12% and 11% Thus, it is good to show that students are aware of the importance of underlining keywords of the topics and questions In general, underlining the keywords of the topic will help students understand the main ideas of the topic better and understand the subject in a deeper way
A common pre-speaking activity among students involves jotting down ideas related to their topic However, some students prefer to organize their thoughts mentally without taking notes A survey conducted by the writer reveals that 47% of students believe they can effectively prepare ideas in their minds, while 0% disagree with this approach, and 6% strongly agree.
The student opinion survey reveals that 47% of students prefer to take notes on their main ideas before speaking, indicating a strong inclination towards preparation In contrast, only 6% of students strongly disagree with this practice, while none reported outright disagreement This data highlights the significant importance students place on organizing their thoughts prior to verbal communication.
WHILE-SPEAKING Strongly disagree Disagree Agree Strongly
1 When I speak, I usually focus on grammar 2% 28% 61% 9%
2 When I speak, I usually focus on pronunciation 1% 5% 78% 16%
3 When I speak, I usually focus on vocabulary 5% 19% 62% 14%
4 When I speak, I translate in mind from
5 I respond immediately as soon as I hear the question 2% 52% 42% 4%
6 When I speak, I look at my notes 4% 28% 59% 9%
Table 6 Current while-speaking activities inside English-speaking class
A significant majority of students, 61%, prioritize grammatical structures while speaking, with only 9% in agreement, while 28% disagree This emphasis on grammar poses challenges for English majors, especially sophomores, as an overfocus on grammatical accuracy can hinder effective communication skills in English.
Page 16 of 35 because they accidentally create quite a psychological barrier for them when speaking English grammar is too complex to memorize and use appropriately Meanwhile, the actual conversation is speedy, there is no time for them to arrange a complete sentence, exactly according to the knowledge they have learned
In the second part of our discussion, pronunciation emerges as a crucial element in mastering English Survey results indicate that 78% of students acknowledge the significance of pronunciation, with an additional 16% expressing strong agreement This highlights a collective understanding among students regarding the necessity of clear pronunciation It is essential for English learners to focus on achieving standard pronunciation, as incorrect pronunciation can hinder communication with native speakers and negatively impact their overall presentation skills.
In a recent survey, 62% of students indicated that they often practice vocabulary while speaking English, with an additional 14% expressing strong agreement Conversely, only 19% disagreed, and a mere 5% strongly disagreed with the importance of vocabulary in their speaking skills This demonstrates that vocabulary is a crucial factor in determining a student's proficiency in English Those with a broader vocabulary tend to excel in listening, reading, writing, and particularly speaking The data highlights that students recognize the significance of vocabulary, as most agree that it plays a vital role when communicating in English.
A significant portion of Vietnamese students, ranging from 15% to 65%, frequently translate thoughts from English to Vietnamese while speaking, reflecting a common habit among them This tendency to formulate questions and answers in their native language before translating them into English is detrimental to language learning The differing word order and cultural nuances between the two languages create substantial language barriers Additionally, students often translate individual words into Vietnamese before constructing complete English sentences, which hampers their ability to think in English and respond reflexively.
In the fifth part of the study, 42% of students responded that they agree, and 4% strongly agree that they answer questions immediately upon hearing them Conversely, 52% of students disagree with this notion, with 2% strongly disagreeing This indicates that the majority of students do not feel confident in providing immediate responses The ability to respond promptly is considered an essential skill for English majors; however, many sophomore students, even those who perform well academically, find this challenging.
In the sixth part of our discussion, the significance of taking notes while speaking English is highlighted, with 59% of students agreeing and 9% strongly agreeing that note-taking aids their speaking process Conversely, 28% disagree, and 4% consider it unnecessary However, note-taking is crucial when preparing a speech, as it allows students to quickly create a simple outline on scratch paper, ensuring a coherent structure Brief bullet points capturing main ideas help students remember their preparation and visualize their speech more effectively Ultimately, these concise notes serve as valuable prompts, enhancing students' confidence and performance during their presentations.
POST-SPEAKING Strongly disagree Disagree Agree Strongly agree
1 I always listen to my teacher and my partner’s correction 1% 2% 59% 38%
2 I usually note down all my mistakes of vocabulary, grammar, pronunciation
Table 7 Students’ opinions about post-speaking activities inside English-speaking class
The data reveals that 59% of students agree and 38% strongly agree that they consistently listen to feedback from teachers and peers after delivering a speech Conversely, only 1% of students completely disagree, while 2% express some disagreement This indicates a strong inclination among students to consider comments as a means to enhance their speaking skills.
In a recent survey, 61% of students acknowledged that they often record their mistakes in vocabulary, grammar, and pronunciation after speaking, with 18% strongly agreeing and only 19% disagreeing This practice of noting errors is beneficial for students, as it allows them to identify areas for improvement and enhance their performance in future speeches By reflecting on their mistakes, students can make significant strides in their language skills and overall communication effectiveness.
In the third part of the study, the data reveals that a significant majority of students oppose the idea of not engaging in any activities after speaking, with only 5% strongly agreeing and 19% agreeing with this notion Overall, students recognize that participating in activities following speaking is far more beneficial than remaining inactive.
QUESTION NO.2 : What pre-speaking activities can help you become more competent in speaking?
Brainstorming all related ideas with the partner 90.8 %
Getting relevant vocabulary and structures from the teacher 77.7 %
Receiving clear instruction from the teacher 56.9%
Table 8 Current pre-speaking activities
CONCLUSION AND RECOMMENDATION
Conclusion
6.1.1 Students’ self-evaluation about the students’ English-speaking competence
The analysis reveals the English-speaking competence of sophomores majoring in English at Thu Dau Mot University A significant number of students report moderate difficulty in speaking English, with only a small percentage finding it easy The primary challenges identified include a lack of vocabulary, insufficient grammar knowledge, and a lack of confidence in their speaking abilities.
Students' ability to speak English is primarily influenced by their proficiency levels and emotional state, with many feeling their skills are inadequate, which diminishes their confidence Additionally, the chosen teaching methods are often based on these two critical factors.
6.1.2 Methods of developing English-speaking competence
Students employ various methods to enhance their English speaking skills outside the classroom, as revealed by a survey A significant number of students, as indicated in Table 9, prefer watching English movies and soap operas with English subtitles to practice their speaking Additionally, the survey shows that 78.5% of students do not participate in any clubs, while only 21.5% engage in local clubs such as Action English Club, English Coffee House, SAS Center, and Binh Duong English Speaking.
Recommendation
Self-awareness is crucial for students as it enhances their learning experience and encourages them to engage actively in their education By understanding their own abilities, students can select appropriate learning methods and collaborate with peers, particularly in developing speaking skills, which thrive in a supportive environment Active participation in extracurricular activities and language clubs further fosters this development Additionally, students should focus on expanding their vocabulary and reviewing grammar outside of class to refine their skills Beyond lectures, dedicating time to studying at home and practicing spoken English while minimizing reliance on their native language during lessons is essential for language proficiency.
Bộ môn (2018) Retrieved 10,8,2018 from https://flf.tdmu.edu.vn/bai-viet/Bo-Mon
Canale, M., & Swain, M (1980) Theoretical bases of communicative approaches to second language teaching and testing Applied Linguistics, 1, 1-47
Domingo (2015) Skills development Retrieved from http://karlaflores08.blogspot.com/2015/04/skill-and-speaking-definitions.html Fraser, H (1999) ESL Pronunciation Teaching: Could It Be More Effective? Australian
The research conducted by V T Hoa (2012) emphasizes the significance of sentence stress in improving the English speaking skills of HPU English majors It highlights that mastering sentence stress not only enhances clarity in communication but also boosts the overall competence of learners in spoken English The study suggests that effective use of sentence stress can lead to better comprehension and more engaging interactions in the language learning process.
Hymes, D (1971) On communicative competence Philadelphia University of
Hymes, D.H (1972) On communicative competence In J.B Pride & J Holmes
(Eds.), Sociolinguistics (pp 269–293) London: Penguin
Ngoc, N T M (2016) Một số biện pháp giúp học sinh cải thiện kỹ năng nói tiếng anh
Retrieved from http://luanvan.net.vn/luan-van/de-tai-mot-so-bien-phap-giup- hoc-sinh-cai-thien-ky-nang-noi-tieng-anh-72719/
Nhat, T T M (2018) đã nghiên cứu thực trạng kỹ năng nói tiếng Anh của sinh viên chuyên ngành kỹ thuật tại Đại học Công nghiệp thành phố Hồ Chí Minh Bài viết đề xuất một số hoạt động tự rèn luyện kỹ năng nói tiếng Anh ngoài lớp học nhằm nâng cao khả năng giao tiếp cho sinh viên Các hoạt động này không chỉ giúp sinh viên cải thiện kỹ năng ngôn ngữ mà còn tạo cơ hội thực hành trong môi trường giao tiếp thực tế.
Nillo, J C (2014) Factors affecting speaking skills Retrieved from https://www.slideshare.net/joalexnillo/factors-affecting-speaking-skills
Thuy and Van (2012) focus on enhancing English speaking skills among students in the K46 English teacher training class The study outlines effective strategies for improving verbal communication in English, emphasizing the importance of practice and interactive learning By implementing these techniques, students can boost their confidence and proficiency in speaking English, ultimately preparing them for successful careers in education The findings highlight the necessity of targeted training programs to foster better language skills in future educators.
1.htm?fbclid=IwAR1AgUjdQDOdBaCaTCZPqCBNRto2dB8uwJe8bYFkP79lO R7o7inYcSbhWmk
Thu, H M (n.d.) Làm thế nào để cải thiện kỹ năng nói tiếng anh cho sinh viên
Improving English speaking skills for students requires a multifaceted approach that includes regular practice, exposure to native speakers, and engaging in interactive activities Incorporating language games, discussions, and presentations can significantly enhance fluency and confidence Additionally, utilizing online resources and language exchange platforms allows students to practice in real-world contexts, fostering better communication abilities Consistent feedback from peers and instructors is crucial for identifying areas of improvement and tracking progress By creating a supportive learning environment, students can effectively develop their English speaking skills and achieve greater proficiency.
THEORETICAL CL (n.d) Retrieved from http://sc.syekhnurjati.ac.id/esscamp/risetmhs/BAB258430654.pdf?fbclid=IwAR 1YTLPBwzv09LFn6nWQAbIx9dYmTl4iIrPgqUcMvTK_EKWnMc5ASPhAsc w
Quy, T K (2018) Một số cách thức học từ vựng tiếng Trung Quốc của sinh viên năm nhất chuyên ngành Ngôn ngữ Trung Quốc trường Đại học Thủ Dầu Một
A SURVEY ON ENGLISH-SPEAKING COMPETENCE ACTIVITIES OF ENGLISH-MAJORED SOPHOMORES AT THU DAU MOT UNIVERSITY
This survey seeks to identify effective strategies for enhancing English speaking skills among sophomore English majors at Thu Dau Mot University Your assistance is greatly appreciated, and I assure you that all responses will remain confidential and will solely be used for research purposes.
I SELF-PRECEPTION OF ENGLISH-SPEAKING COMPETENCE
I.1.What difficulties do you often have when speaking English? (You can tick more than one choice) Bạn thường gặp những khó khăn gì khi nói Tiếng Anh? (Bạn có thể đánh dấu nhiều lựa chọn)
Lack of vocabulary (Thiếu vốn từ vựng)
Lack of grammar structures (Thiếu cấu trúc ngữ pháp.)
Mispronunciation (Lỗi phát âm sai.)
Lack of confidence (Thiếu tư tin.)
Lack of interest for the topic (Thiếu hứng thú với chủ đề đó.)
Not enough preparation time (Không đủ thời gian chủ đề.)
Other difficulties (Please be specific)
Khó khăn khác (Vui lòng ghi cụ thể)
II METHODS OF DEVELOPING ENGLISH-SPEAKING COMPETENCE
1.What approach do you often use to improve your English-speaking competence inside the English classroom?
(Những hoạt động nào bạn thường làm để cải thiện năng lực nói tiếng Anh của bạn trong lớp học tiếng Anh?)
PRE-SPEAKING (TRƯỚC KHI NÓI) Strongly
1 I do nothing (Tôi không làm gì)
2 I underline key words of the topic and question
(Tôi gạch dưới những từ khóa của chủ đề và câu hỏi)
3 I prepare the ideas in my mind without taking notes
(Tôi chuẩn bị các ý trong đầu không cần ghi chú.)
4 I take notes of what I intend to say for that topic
(Tôi ghi chú các ý chính mình cần nói)
WHILE-SPEAKING (TRONG KHI NÓI) Strongly
1 When I speak, I usually focus on grammar
(Khi nói, tôi thường chú trọng vào ngữ pháp)
2 When I speak, I usually focus on pronunciation
(Khi tôi nói, tôi thường tập trung vào phát âm.)
3 When I speak, I usually focus on vocabulary
(Khi tôi nói, tôi thường tập trung vào từ vựng.)
4 When I speak, I translate in mind from Vietnamese to English
(Tôi dịch trong đầu từ tiếng Việt sang tiếng Anh.)
5 I respond immediately as soon as I hear the question
(Tôi trả lời ngay khi tôi vừa nghe câu hỏi.)
6 When I speak, I look at my notes
(Khi tôi nói, tôi thường nhìn vào ghi chú của tôi.)
POST-SPEAKING (SAU KHI NÓI) Strongly
1 I always listen to my teacher and my partner’s correction
(Tôi luôn lắng nghe góp ý của giáo viên và bạn của mình.)
2 I usually note down all my mistakes of vocabulary, grammar, pronuniciation
(Tôi thường ghi lại tất cả những lỗi sai của tôi về từ vựng, ngữ pháp, phát âm.)
2.In your opinion, what pre-speaking activities can help you become more competent in speaking? (You can tick more than one choice)
Theo bạn, những hoạt động trước khi nói nào có thể giúp bạn trở nên thành thạo hơn trong việc nói? (Bạn có thể đánh dấu nhiều lựa chọn)
Brainstorming all related ideas with the partner (Thảo luận các ý tưởng liên quan tới chủ đề với bạn của mình.)
Getting relevant vocabulary and structures from the teacher (Được cung cấp một số từ vựng và cấu trúc liên quan đến chủ đề sắp nói.)
Having enough preparation time (Được cho thời gian để chuẩn bị.)
Receiving clear instruction from the teacher (Nhận được sự hướng dẫn rõ ràng từ giáo viên.)
Other pre-speaking activities (Please be specific)
Hoạt động khác (Vui lòng ghi cụ thể)
1 What approach do you use to improve your English-speaking competence outside the classroom? (You can tick more than one choice)
Cách tiếp cận nào bạn sử dụng để cải thiện năng lực nói tiếng Anh của mình bên ngoài lớp học? (Bạn có thể đánh dấu nhiều lựa chọn.)
Memorize all vocabulary and sentence patterns that have been taught in class (Ghi nhớ những từ vựng và cấu trúc câu đã được dạy trên lớp.)
Practice English with friends face-to-face (Trực tiếp thực hành Tiếng Anh với bạn bè.)
Enhance your English speaking skills by practicing online with native speakers through platforms like Cambly or other reputable English websites.
Watch English movies/soap opera with English subtitles (Xem phim tiếng Anh / kịch nhiều kỳ trên TV với phụ đề tiếng Anh) If yes, what movie?
Reading English newspapers or magazines (Đọc báo hoặc tập chí Tiếng Anh) What newspaper? _
Listen to English music or English radio news (Nghe nhạc hoặc nghe tin tức Tiếng Anh trên đài phát thanh.) What channel? _
2 Do you join any club inside / outside campus?
If yes, what is the name of English-speaking club? (Tên của câu lạc bộ nói Tiếng Anh đó là gì?)