Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions

Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions

OVERVIEW OF STUDY

Rationale

The English language is a universal and accessible means of communication, essential for success in various sectors, including business, technology, and medicine As the dominant language in the global marketplace, proficiency in English significantly influences career opportunities, with employers prioritizing candidates who demonstrate strong English skills Mastering English can account for 50% of success in the workplace, particularly in international companies, making it a crucial asset for anyone looking to advance their career.

Mastering all four English skills—listening, speaking, reading, and writing—can significantly enhance your professional and personal life, making you more competitive and opening doors to new opportunities Proficiency in reading and listening, the two receptive skills, allows you to absorb knowledge effectively, while writing and speaking, the productive skills, are essential for developing strong communication abilities.

“Of all the four macro English skills, speaking seems to be the most important skill required for communication” Zaremba, (2006)

English is increasingly vital in global commerce, yet students at TMU, despite being part of an English faculty associated with prominent international universities, often struggle with their English proficiency Effective communication skills are crucial for mastering any language, as they play a significant role in daily life, academic pursuits, and future careers.

In high school, students often prioritize grammar and vocabulary over speaking practice, leading to a fear of making mistakes and a lack of fluency This lack of speaking opportunities hinders their ability to communicate effectively in English when they reach college, making it challenging to engage in classes that require verbal participation.

Therefore, in this study, I will study “Barriers in speaking skill for Students of English Faculty at Thuongmai University and suggested solutions” to improve students' speakingskills.

Research indicates several challenges faced by individuals when speaking English Studies conducted both in Vietnam and globally reveal key insights into these difficulties, highlighting the need for further exploration in this area.

In Vietnam, Hoang Van Lan (2012) identified significant challenges faced by Vietnamese learners in mastering English, particularly in pronunciation and tone He noted that "learning how to pronounce English is an extremely difficult problem," emphasizing the complexities of English where spelling and pronunciation often do not align As a result, learners must memorize the pronunciation of each word, as the written form does not consistently reflect its spoken sound.

A study by Le Van Canh (2001) found that most students focused on learning solely to pass national examinations, lacking a genuine communicative need for the language Their primary goal was to acquire enough grammar and vocabulary knowledge to succeed in these grammar-based, norm-referenced assessments.

Another study related to difficulties for students' speaking skills was Ngo

A study conducted in 2011 at Thai Nguyen University identified three main challenges faced by students when speaking English: psychological factors, linguistic barriers, and social-cultural influences The research highlighted that a limited vocabulary hampers students' ability to express their ideas effectively in English, while insufficient opportunities for speaking practice further complicate their foreign language learning experience.

According to Ur (1996), four key factors hinder students' speaking practice: a fear of making mistakes, anxiety about being reprimanded, shyness, and a lack of effort Additionally, participation levels in class can be uneven, with some students actively engaging while others remain silent Many learners also prefer to communicate in their native language, as it feels more comfortable compared to speaking a foreign language.

Lukitasari (2003) research showed that learners did not improve their speaking skills because they did not learn three important elements in speaking, namely vocabulary, grammar and phonics.

A study by Lawtie (2004) highlights that emotional states significantly impact speaking difficulties, with feelings of insecurity, shyness, anxiety, and nervousness playing a dominant role A lack of self-confidence can create substantial barriers in communication, making emotional factors crucial to consider when engaging with individuals who struggle with speaking.

Rababa’h (2005) identified that students' difficulties in learning English stem from various factors, including their own mindset, teaching strategies, educational programs, and their living environment Essentially, a lack of motivation and the perception that learning English is unimportant contribute significantly to these challenges.

According to Hinkel (2005), communication issues arise when individuals misunderstand words, lack knowledge on their usage, or struggle to articulate their thoughts, ultimately hindering effective communication.

Yunita (2014) identified several challenges that students face when speaking English, including issues with pronunciation, grammar, vocabulary, motivation, anxiety, and embarrassment These factors significantly impede their ability to communicate fluently in English Through her study of students struggling with these obstacles, she found that many were unable to achieve fluency in their spoken English.

In Mustafa Mubarak Pathan (2014) research studies about "Psychological

Several factors hinder Sudanese EFL learners' oral performance, including pronunciation issues, improper use of adjectives and prepositions, idiomatic expressions, grammatical and semantic errors, and a lack of vocabulary Additional challenges such as fear of embarrassment, lack of motivation, insufficient practice opportunities, and an unsupportive environment further exacerbate these difficulties, often influenced by their mother tongue The root cause of these challenges lies in the failure of teachers to address these issues early in the learning process, a problem attributed to the inadequate training and skill development of many EFL teachers in Libya.

Samira Al Hosni (2014) identified three primary challenges faced by students when speaking English: linguistic difficulties, the use of their mother tongue, and inhibition Many students expressed frustration over their limited vocabulary, stating, "We want to speak, but we don’t know the word," or "We do not know how to say it." Despite extensive grammar instruction, they struggled to construct even short sentences Additionally, students reported feeling anxious about making mistakes in front of their peers, fearing ridicule, which further hindered their participation in class discussions.

LITERATURE REVIEW

Definition of speaking skills

Speaking is a crucial skill for learners, enabling effective communication in English for daily interactions English serves as a key to unlocking opportunities in business and education, highlighting the importance of grammar and language structure According to Bashir (2011:38), speaking is a productive oral skill that is more complex than it appears, requiring more than merely pronouncing words.

Speaking encompasses various elements, including grammar, vocabulary, semantics, and pronunciation When individuals embark on learning a new language, the primary focus is often on developing their speaking skills through interaction with others Once they gain confidence in speaking, they can then shift their attention to enhancing their writing and reading abilities.

Speaking is a vital form of interaction between the speaker and the listener, revealing insights into the speaker's character The manner in which individuals articulate their thoughts reflects their reasoning skills, ability to guide conversations, and capacity to receive and process information Ultimately, speaking involves the effective use of language to convey meaning clearly and effectively.

There are many definitions of speaking Hornby (1990, p.1227) defined

Speaking involves using words in a normal tone, as noted by Widdowson (1984, p 58), who emphasized that communication through speaking takes place in face-to-face interactions and is integral to dialogues or other verbal exchanges.

According to Chaney (1998): “Speaking is the process of making and sharing meaning by using verbal and non-verbal symbols in different contexts” Brown

Speaking is defined as an exchange process that involves producing, receiving, and processing information to create meaningful sentences (Burns & Joyce, 1997; Bygate, 1987) It encompasses the reception of auditory information, enabling listeners to generate appropriate reactions, and involves the combination of sounds to form coherent and meaningful expressions.

Speaking is the act of conveying information through sentences, serving as a means of communication that enables individuals to express their thoughts, share ideas, and convey feelings and intentions It relies on the speaker's intent, facilitating interaction between people and enhancing understanding.

In today's globalized economy, strong English speaking skills are essential for success Government organizations and educational institutions should prioritize recruiting proficient English speakers, as businesses increasingly seek employees who can effectively communicate with international clients Mastery of English not only enhances students' opportunities for higher education and employment but also significantly contributes to their career advancement.

The importance of speaking skills

American writer Dale Carnegie (Speeches That Changed The World Published

In 2010) said, “There are always three speeches, for every one you actually gave.

"The one you practiced, the one you delivered, and the one you wish you had delivered" highlights the crucial role of effective speaking skills in communication Mastering the art of speaking not only enhances clarity but also fosters meaningful connections.

Speaking plays a crucial role in language acquisition as it integrates vocabulary and grammar skills, enhancing writing abilities It allows learners to express emotions, share ideas, narrate stories, and engage in discussions The importance of speaking extends beyond the classroom, as proficient speakers have increased job opportunities in various organizations According to Baker and Westrup (2003), individuals who excel in spoken English are more likely to access better educational prospects, secure desirable jobs, and achieve promotions.

Research indicates that meaningful repetition is essential for language acquisition, as individuals require ample opportunities for oral interactions and practical tasks to internalize a new language Asher (2003) emphasized that learners often imitate language modeled by teachers shortly after exposure Additionally, Krashen (1988) explored the connection between listening and speaking, asserting that students' speaking abilities demonstrate their language acquisition This understanding has prompted some educators to transition rapidly from teaching speaking skills to focusing on reading and writing.

Effective communication is essential in daily life, with speaking being one of the most crucial skills Mastering English speaking can be challenging due to various factors, including pronunciation, grammar, and vocabulary As highlighted by Efrizal (2012) and Pourhosein Gilakjani (2016), speaking plays a vital role in human interaction, underscoring its importance in everyday communication.

According to Ranson (2000), speaking is meaningful as it allows children and young people to explore their identities and gain self-understanding Effective communication empowers speakers to express their viewpoints confidently, fostering better mutual understanding among individuals Additionally, this process enhances respect for diverse opinions and values, creating a more inclusive environment.

Speaking serves as a vital communication tool for expressing ideas and emotions, allowing individuals to convey their feelings in unique ways (Conrad & Dunek, 2012, p74) Mastering speaking skills transforms a speaker into a well-rounded communicator, as the effective use of language not only captivates listeners but also fosters trust and respect Proficient speaking abilities are crucial for career success, offering individuals the chance to showcase their intelligence and sophistication Consequently, strong speaking skills open up numerous opportunities for personal and professional growth.

Effective speaking is crucial for cross-cultural communication, as it helps establish consensus on identities and coordinates a nation's functions with others (Cushman & Cahn, 1985) For those aspiring to become influential figures, mastering speaking skills—characterized by subtlety, sophistication, and sharp arguments—is essential for achieving success and making a significant impact on the public.

Speaking is a crucial skill for students learning English, as it significantly enhances their ability to communicate effectively It plays a vital role in daily interactions, allowing individuals to express their thoughts and achieve specific objectives with fluency and ease Mastering speaking skills not only aids in vocabulary and grammar development but also empowers learners to convey ideas and feelings in various contexts, both in school and society Proficiency in speaking multiple languages opens doors to opportunities in major companies and career advancement Ultimately, strong speaking skills are essential for personal success and effective communication in everyday life.

Types of speaking skills

Based on Brown's description (2004, p.271), in this research 5 groups were summarized as follows:

In this initiative, the speaker attempted to echo the words they heard in a clear and comprehensible manner, resulting in a passive speaking approach This repetition may have been unintentional, leading to a lack of understanding of the content However, comprehension becomes crucial when the speaker can engage in conversation effectively Ultimately, imitative speaking can enhance the ability to read words and accents accurately.

Intensive speaking involves a higher level of imitation, necessitating a strong vocabulary and grammar for effective comprehension For instance, when analyzing an essay, individuals may extract lessons, summaries, or respond to related questions This form of speaking encourages individuals to express their unique intentions, which cannot be replicated.

Responsive communication involves a dialogue between two or more individuals focused on addressing a specific issue The goal is to foster a clear understanding of the problem at hand This interaction typically occurs through brief questions and straightforward content, allowing the speaker to easily adjust their communication style to facilitate effective engagement.

Interaction involves the exchange of ideas between two or more individuals on specific topics, enhancing the depth of conversation This form of communication emphasizes cohesive language, fostering a more intimate relationship between the speaker and the listener.

The evolution of monologue has transformed it from mere improvisation or imitation into a sophisticated form of communication This advanced speaking style necessitates thorough preparation and the use of carefully chosen professional vocabulary As a result, the speaker demonstrates a deep understanding of the subject matter, instilling trust and confidence in the listeners regarding the information presented.

The study aimed to explore the various types of speaking utilized by students in classroom settings, including discussions, presentations, and both individual and pair speaking practices By examining these speaking methods, the research sought to identify the challenges students encounter in their communication skills.

The characteristics of speaking skills

Effective communication requires both accuracy and fluency, as highlighted by Mazouzi (2013) Regular practice enhances learners' speaking and communication skills, while fluent speech hinges on the ability to maintain flow without interruptions that could disengage listeners Coherent fluency is achieved through a well-structured combination of vocabulary, clear accents, proper pronunciation, and intonation Additionally, successful communication is influenced by grammar, vocabulary, and pronunciation.

Thornbury (2005) emphasized that mastering pronunciation is fundamental for language learners, as it requires a solid understanding of the phonemic table and consistent practice Additionally, incorporating idiomatic expressions can enhance the vibrancy of communication; however, improper use of these idioms may hinder effective conversation Thus, it is essential for learners to use idioms judiciously to ensure clarity and impact in their communication.

Factors Affecting Speaking Skills

To enhance learners' speaking skills, teachers must recognize the various factors affecting their speaking performance Key influences include performance conditions, affective factors, listening skills, and the feedback provided during speaking tasks (Tuan & Mai, 2015).

Speaking is an essential daily communication skill, yet mastering English speaking can be challenging for learners due to various hindrances Factors such as psychological barriers, linguistic difficulties, and external influences significantly affect one's ability to speak English fluently Research by Mahripah (2014) and Elhadi Nasr Elhadi Mustafa (2015) highlights these challenges in the English speaking learning process, emphasizing the need to address these influences for improved fluency.

Psychological factors play a crucial role in the language learning process, as highlighted by Elhadi Nasr Elhadi Mustafa (2015) To confidently speak a language, individuals must first overcome the fear of making mistakes This fear often increases with age, as adults become more concerned about being laughed at for their errors, unlike children who approach language learning with a fearless attitude Children learn to communicate effectively by embracing their mistakes, while many English learners hesitate to speak due to shyness or a lack of confidence in their abilities This reluctance to engage in conversation significantly hinders their progress in mastering English.

Motivation plays a crucial role in language learning, as highlighted by Ortega (2009), who notes that students must not only desire to achieve their language goals but also be willing to put in the necessary effort Excitement and passion are essential for fostering a long-term commitment to learning English; without these, many learners approach the language as a mere obligation rather than a pursuit of interest Littlewood (1984) emphasizes that motivation influences whether learners engage in tasks, the energy they invest, and their persistence Furthermore, effective communicative skills can only develop when learners are motivated and given opportunities to express their identities and connect with others (Littlewood, 1981) A positive attitude towards the language is vital; without it, learners are unlikely to make significant progress in acquiring new language skills.

Gardner (2001) identified three key factors that drive motivation to learn English Firstly, a strong sense of integrativeness encourages learners by providing multiple reasons to master the language Secondly, the effort, investment, and enjoyment students put into their language studies play a crucial role, as they align their educational pursuits with their career aspirations and future goals Lastly, the attitude students have towards their teachers and the curriculum significantly impacts their motivation, highlighting the importance of effective teaching methods in fostering a positive learning environment for English speaking.

Lack of confidence is a common challenge, especially when individuals are faced with tasks they find difficult or feel unskilled in Mastering English speaking can be particularly daunting, as it requires time and practice to achieve fluency A significant barrier many people face is the fear of making mistakes, which can lead to embarrassment and hesitation in speaking This fear not only hinders progress in learning English but can also negatively impact future professional opportunities.

Confidence is fundamentally linked to self-esteem and self-efficacy, serving as a crucial foundation for success, much like a strong pillar supports a house Without sufficient confidence in their abilities, individuals may struggle to achieve their goals Research indicates that a lack of confidence can stem from inadequate speech skills, while Brown (2001) highlights that insufficient encouragement from teachers can further exacerbate this issue.

Encouragement plays a crucial role in enhancing the ability to communicate in English, as a lack of confidence can lead to fear and anxiety This fear often manifests as a reluctance to learn or speak English, which can hinder language development The findings by Bashir, Azeem, and Dogar highlight the importance of fostering a supportive environment to alleviate these fears and promote effective English communication.

Extreme anxiety can result in feelings of despondence and failure among learners, particularly when adults are overly cautious about making mistakes This fear often arises from class divisions based on language ability, where stronger learners dominate weaker ones Consequently, weaker learners may become silent and hesitant to express themselves, hindering their English speaking skills and overall improvement.

Speech therapist Margaretha Lanerfeldt (1992) noted that the anxiety associated with speaking can significantly undermine an individual's confidence This anxiety often leads to difficulties in communication, resulting in the inability to express thoughts clearly or comprehend the speaker's message.

Anxiety is a natural psychological response, even among those who appear fearless (Javed et al., 2013) Ortega (2009) emphasizes that students often experience fear and significant tension when learning foreign languages This fear is particularly pronounced in adults, who may worry about making mistakes, especially in crowded or public settings, leading to self-doubt and negative judgments about their abilities.

According to Horwitz and Cope (1986), anxiety can stem from three primary sources: communication apprehension, test anxiety, and fear of negative evaluation, which can hinder effective communication in a foreign language Sylvia and Tiono (2004) emphasize that psychological anxiety during speaking can significantly impact students' speaking abilities, defining anxiety as a feeling of tension and nervousness related to learning a foreign language To manage excessive anxiety, it is advisable for students to seek support from teachers to discuss their concerns.

The fear of making mistakes significantly hinders students' willingness to learn English in the classroom Aftat (2008) highlights that this fear stems from concerns about corrections and negative feedback, as well as the anxiety of being laughed at or criticized by teachers Students often learn valuable lessons from their mistakes, yet they worry about appearing foolish to their peers Middleton (2009) notes that many English learners are particularly apprehensive about speaking in front of foreigners, fearing they will mispronounce words and sound silly When students experience anxiety-related failures in speaking English, they tend to choose silence over the risk of further embarrassment, which creates a challenging cycle that is difficult to break.

Anxiety can lead to a lack of confidence, causing individuals to remain silent even when they have the ability to express themselves According to Lightbown and Spada (1999), anxiety related to speaking significantly impacts language learning, as it is often triggered by various uncomfortable or stressful situations This anxiety disrupts the learning process and adversely affects numerous English speaking activities, extending beyond just oral presentations in class.

Learners are influenced by various linguistic components, including phonology, syntax, vocabulary, and semantics (Mahripah, 2014) Additionally, the use of correct grammatical structures and well-structured propositions is essential for effective communication, as noted by Thornbury (2005) Achieving vocabulary accuracy involves selecting the appropriate words for the specific context.

Summary

In summary, this chapter provides an overview of theories and literature concerning speaking skills and the challenges associated with them, establishing a theoretical framework for the graduation paper The next chapter will outline the research methodology and present the findings based on this foundation.

RESEARCHING FINDINGS

Findings of the research

The data was presented corresponding to each question in the interview The questions, some key comments and quotes were summarized and presented.

3.1.1 Results from the survey questionnaires

A total of 40 survey questionnaires were distributed to English major students at Thuongmai University, with all responses collected Students were instructed to select the best answers for certain questions and allowed to choose multiple answers for others.

3.1.1.1 Personal information of the students

Chart 3.1 Experience of learning English

The data presented in Chart 3.1 indicates that the majority of English major students have extensive experience in learning the language, with 71% having studied English for over nine years Additionally, 17% of students reported studying English for a duration of 7 to 9 years In contrast, only 2% and 10% of students learned English for 1 to 3 years and 4 to 6 years, respectively This highlights the significant amount of time students dedicate to English studies alongside their other mandatory subjects throughout primary, secondary, and high school education.

Chart 3.2 Importance of English speaking skill

The survey results, illustrated in a pie chart, reveal that a significant majority of students recognize the importance of speaking English for classroom learning Specifically, 60% of students (24 individuals) consider speaking English to be very important, while 30% (12 students) acknowledge its importance, and only 10% (4 students) view English speaking as a normal skill These findings highlight the students' strong awareness of the value of English speaking skills.

Most of them have been aware that English speaking skill is really important.

No students who evaluates English doesn't matter Although they are students of the faculty of English, they have taken the initiative in assessing English, in short.

3.1.1.2 The reality of the students’ speaking skills studying

The questionnaire assessed the frequency of students engaging in self-study for English speaking at home, with participants selecting their preferred response The accompanying chart illustrates the students' answers.

Chart 3.3 The frequency of students in self-studying English speaking at home

A significant number of students engage in self-studying speaking skills at home, with 42.3% indicating that they frequently practice However, it appears that many do not dedicate substantial effort to their studies.

“Sometimes” was 34.6%, while 10% answered “Always” Only 3.8% said that they rarely self-studied speaking skills at home There has no student who answered

Table 1 The methods of practicing speaking skills

The ways students practice speaking Percentag e

 Make friends and talk with foreigners through online applications

 Take part in the reality courses or events about communicating

 Talk to yourself in front of mirror 67.5%

 Watch English TV shows, films and movies 90%

According to Table 1, the most popular method for practicing speaking skills among students was watching English TV shows, films, and movies, with 90% participation Additionally, 67.5% of students reported frequently practicing by speaking to themselves in front of a mirror Participation in reality courses or events focused on English communication, such as tour guiding and free talk, was noted by 40% of students, while 50% engaged in conversations with foreigners through online platforms like Cambly and Facebook Overall, these various methods significantly contributed to improving students' speaking skills, especially for those who practiced infrequently.

3.1.1.3 Students’ evaluation on the obstructing factors in practicing English speaking skill

Research indicates that two primary factors contribute to challenges in practicing English speaking skills: psychological barriers and semantic elements Each student experiences varying degrees of difficulty within these categories To categorize these challenges, the researcher classified them into four levels: very difficult, difficult, normal, and no problem, with the findings illustrated in the accompanying chart.

Chart 3.4 The obstructing factors in practicing English speaking skills

Chart 3.4 assessed the difficulty of factors, most of the factors on students felt difficult, there were not much difference between my factors Pronunciation accounted for 60% at a very difficult level Motivation, confidence, anxiety, vocabulary, and grammar also accounted for a very difficult percentage equivalent to 40%, 30%, 30%, 40% and 35.6% However, the number of students who chose motivation was no problem accounting for the largest percentage of the six factors was 30%

3.1.1.4 Students’ evaluation on the impact of psychological factors on learning English speaking skills

 The cause of anxiety when speaking English

A recent survey revealed that students experience significant anxiety when learning to speak English, with several key factors contributing to this challenge This anxiety becomes particularly evident during their speaking practice, highlighting the emotional hurdles they face in language acquisition.

Chart 3.5 The cause of anxiety when speaking English

A recent survey revealed three key factors influencing students' reluctance to participate: lack of practice, difficulty expressing ideas, and fear of making mistakes Notably, 67% of respondents acknowledged a lack of practice as a significant barrier, while 70% expressed concerns about their ability to articulate thoughts effectively.

A study shows that 64% of students struggle with English due to a lack of proactive speaking opportunities and insufficient practice time in school This limited exposure hinders their ability to engage flexibly in conversations and leads to a fear of speaking and making mistakes, ultimately affecting their confidence and language skills.

The analysis reveals that students generally encountered minimal challenges, with only 44% citing lack of preparation, 42% expressing fear of focus, and 30% acknowledging low English proficiency as concerns Interviews indicated that class lectures were well-prepared and serious, suggesting that fear and low proficiency were less significant issues than initially thought Most students entering the Faculty of English possess strong English skills, indicating that low proficiency does not significantly impede their ability to learn speaking skills.

3.1.1.5 Students’ evaluation on the impact of linguistics factors on learning English speaking skills

 Students’ assessment on the influence of pronunciation

English pronunciation can be challenging, especially if not learned correctly from the start, as mispronunciations can lead to ingrained habits The discrepancy between written and spoken English often causes students to struggle with pronunciation A researcher has identified several common difficulties that students face in mastering English pronunciation.

Chart 3.6 Students’ assessment on the influence of pronunciation

Stress plays a crucial role in English language learning The data indicates that 40% of students, totaling 25 individuals, made the most errors due to a lack of attention to stress patterns.

Liaison difficulties and mis-ending sounds accounted for 20% of the challenges faced by students, equivalent to 10 learners These factors significantly influenced the learners' English proficiency, either improving or hindering their communication Mispronouncing final sounds in words can lead to misunderstandings, highlighting the importance of correct pronunciation for effective communication.

RECOMMENDATIONS AND SUGGESTIONS

Summary of the major finding

4.1.1 The difficulties perceived by students

The study examined students' perceptions of the challenges they face in learning to speak English, identifying anxiety as a significant psychological barrier Students commonly reported a lack of practice as a frequent issue, while fears of making mistakes and being afraid to speak emerged as the primary obstacles Additionally, difficulties with stress, limited vocabulary, and confusion over verb tenses were highlighted as major restrictions impacting their speaking skills.

4.1.2 The strategies applied by students

Semi-structured interview as well as questionnaire collected some suggestion of students to overcome their possible difficulties as follow:

To overcome linguistic challenges, students found that reading English newspapers and studying grammar, along with watching films, enriched their vocabulary and contextual understanding This approach also expanded their cultural knowledge of various countries Additionally, combining grammar learning with writing and speaking practice, including direct conversations with native speakers or using apps like Hi-Native and Siri, effectively boosted their confidence and reduced anxiety Setting daily vocabulary learning goals further enhanced their self-motivation Lastly, thinking in English significantly helped them articulate their opinions more clearly.

Limitation of the study

While the study featured robust data collection methods, including interviews and student surveys, it faced several limitations due to time constraints, resource shortages, the researcher's capabilities, and unforeseen challenges, highlighting various shortcomings in the overall research.

Due to time constraints and limited experience, the researcher was unable to implement additional methods, such as classroom observation, which could have enhanced the reliability of the findings.

Secondly, the techniques suggested in this study were selected from different reliable but limited sources.

Despite of the mentioned limitations, the researcher hope that this exploratory research will contribute to the better situation of studying and teaching English listening skills at Thuongmai University.

Recommended suggestions

Developing strong speaking skills can be challenging, but with dedication and effort, students can overcome these obstacles To enhance their speaking abilities, learners must actively work to change any poor speaking habits and expand their knowledge base With determination, improvement is achievable.

To enhance their English speaking skills outside of class, students should dedicate 30-45 minutes daily to listening to news and programs in English, focusing on correct pronunciation and intonation Additional practice methods include listening to English songs, tuning into VOA, watching foreign channels like HBO and MAX, or enjoying American films For those with more time, joining English clubs or non-governmental organizations can be beneficial, as these activities help broaden knowledge and improve communication and soft skills.

The author suggests that students explore popular local attractions to interact with foreigners, as this approach is an efficient and economical way to improve their speaking skills and overall English proficiency.

Adapting and improving speaking activities

Recognizing the diverse learning styles and abilities of students is essential for effective teaching To enhance classroom communication and engagement, educators should tailor their activities to align with students' interests and backgrounds, thereby minimizing conflicts and preventing monotony in the learning experience.

The investigation revealed that a significant barrier to students' speaking skills was their limited vocabulary Most students acknowledged a lack of sufficient vocabulary for effective speaking comprehension, while a few expressed that their poor vocabulary hindered their understanding Consequently, it is essential for teachers to provide students with key vocabulary necessary for improving their listening skills, as vocabulary deficiency poses a major obstacle to speaking comprehension Additionally, activating students' vocabulary through diverse topics that relate to their existing knowledge can enhance their pronunciation and boost their confidence when practicing with peers.

The findings in the study showed that incorrect pronunciation hindered at least many students from speaking, so teachers need to help students expose to avoid misunderstanding in language.

The significance of English in today's world is clear, as proficiency in the language opens up greater opportunities for success compared to those with limited English skills Consequently, many students are increasingly focusing on learning this global language However, mastering English can be challenging, particularly when it comes to developing effective speaking skills, which are often regarded as the most difficult aspect of language acquisition.

The author encourages students to address their challenges by implementing effective solutions, which will enhance their speaking skills and boost their confidence in communication, both academically and in everyday life.

The study highlights the challenges faced by English Faculty students and offers detailed solutions, although it was limited to just 40 participants due to time constraints Expanding the research to include a larger sample size could yield more objective results Future studies are encouraged to build upon these findings to enhance accuracy and address any shortcomings The researcher aspires that this minor research will contribute to the improvement of English speaking skills teaching and learning at Thuongmai University.

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