The reality and solutions to improve speaking skills of freshmen at English Faculty Thuongmai University

The reality and solutions to improve speaking skills of freshmen at English Faculty Thuongmai University The reality and solutions to improve speaking skills of freshmen at English Faculty Thuongmai University The reality and solutions to improve speaking skills of freshmen at English Faculty Thuongmai University The reality and solutions to improve speaking skills of freshmen at English Faculty Thuongmai University The reality and solutions to improve speaking skills of freshmen at English Faculty Thuongmai University

OVERVIEW OF THE STUDY

Rationale

English is the third most widely spoken language globally, following Chinese and Spanish, with over one billion speakers across work, education, and daily life Proficiency in English opens up numerous opportunities for career advancement and enriching experiences It facilitates communication and friendship with individuals from diverse backgrounds, including Chinese, Korean, and Japanese speakers, as English is prevalent in nearly every country Moreover, connecting with English-speaking communities can enhance your social circle, as these individuals are often engaging and supportive, offering valuable benefits to your personal and professional life.

To thrive in today's global community, it is essential to understand and communicate in English, the dominant international language Proficiency in English has become a necessity for effective business communication and serves as a gateway to exploring new cultures and broadening our perspectives about the world.

In today's globalized world, Vietnam's membership in the World Trade Organization underscores the importance of strong English speaking skills for Vietnamese students, enabling them to meet the growing demands of economic integration and cultural exchange Mastering English speaking skills offers significant advantages for these students; however, achieving proficiency can be challenging due to various factors, including cultural influences, the impact of their native language, and their own language limitations.

Based on my research and experience, it is evident that first-year English majors at Thuong University encounter significant challenges in speaking English Recognizing the importance of addressing these obstacles is crucial for their academic success and language proficiency development.

Mai University, I would like to conduct a study on the topic “ The reality and solutions to improve speaking skills of freshmen at English Faculty - Thuongmai University”.

Previous studies

There have previously been many studies done relating to this area which will be listed as follows:

Firstly, a study on how to improve the English language speaking skills of Ajloun National University Students was conducted by Abdel- Rahman Al- Eiadeh,

B A Student, department of English language and literature at Ajloun National University For the objectives, 20 students consist of 12 Females students and 8 Males students were invited to do this research All of them are studying the English language, the majority of the objectives were the Seniors and Juniors students, while Freshman were minority students This thesis focused on analyzing and revealing the problems ANU students had to face related to speaking skills such as confusion and embarrassment; students' lack of confidence and background knowledge and face difficulty in pronouncing some words And the study presented some solutions to improve English speaking skills such as practicing English outside and inside the classroom effectively, using modern social media to help students communicate in English, and to express the student's feelings and demands.

An action research project conducted by Urrutia & Vega (2006) at the "Federico Garcia Lorca" public school in Colombia aimed to enhance speaking skills through games, involving twenty girls and twenty boys aged 14 to 18 Data was collected using questionnaires, teacher's journals, and video recordings The findings indicated that most students viewed speaking English as the most challenging skill, with the researcher observing that while students occasionally spoke English, the majority remained silent during English class.

In addition, another study on how to improve English speaking skills through extra- activities for the first-year English non-major students in Hai Phong Private

In a 2008 study by Nguyen Thi Dieu Huyen, the effectiveness of English teaching and learning at Hai Phong Private University was examined, focusing on students' background knowledge in speaking The research highlighted the need for engaging teaching methods to enhance speaking lessons and capture students' interest.

Hamzad & Ting (2009) conducted a qualitative action research study at SMK Damai Jaya in Malaysia, focusing on the effectiveness of group work in teaching speaking skills in English The study involved 33 students and 3 English teachers, utilizing questionnaires, observations, and interviews for data collection Questionnaires in Malay enabled students to share their views on group work activities aimed at enhancing speaking skills and fostering participation The findings revealed a strong enthusiasm for group work and an improvement in spoken language proficiency among the students.

In conclusion, this research study focuses on the English speaking skills of first-year English majors at Thuongmai University, exploring their learning experiences and identifying effective solutions for improvement.

Aims of the study

This study analyzes the reality of first-year English speaking skills of the University of Commerce and offers solutions to help students improve their speaking English skills.

The study is carried out with the following purposes:

The study offers foundational theories of speaking skills, equipping readers with essential knowledge and a deeper understanding of the study's context.

The study highlights the significance of previous research on the topic, emphasizing the need for further investigation into the challenges faced by freshmen in the English Department By identifying these difficulties and proposing effective solutions, the research aims to enhance the speaking skills of students.

This paper is not solely intended for English freshmen at Thuongmai University; rather, its core concepts and findings are relevant to a wide range of English learners.

Scope of the study

The English speaking course is a mandatory subject for first-year students at Thuong Mai University (2020-2024 curriculum) This study analyzes the current state of English speaking skills among these students, utilizing data from questionnaires and personal interviews It aims to provide insights and suggestions to help students enhance their English speaking abilities While the findings are specific to the participants of this study, they serve as a valuable resource for anyone eager to practice and improve their English speaking skills.

Research Methodology

The study, conducted over two months, began with the researcher selecting a topic and gathering relevant previous studies and information from the internet, reference books, and other sources A questionnaire and personal interviews were then designed and administered to 100 first-year English majors at TMU The research aimed to assess the reality of English speaking skills among these students, identify challenges they face, and propose potential solutions.

This study aims to assess the English speaking skills of first-year English major students at Thuong Mai University and to propose effective solutions It specifically addresses key questions regarding the current state of their speaking abilities and identifies areas for improvement.

1 What is the reality of the first-year English majored student’s English speaking skills?

3 What strategies can be helpful for students to speak English well?

The research utilized a combination of questionnaires, interviews, documentary studies, and observation notes to analyze the learning experiences of participants A survey questionnaire, crafted by the researcher, served as the primary tool for data collection Participants were queried about the challenges they faced in enhancing their English communication skills and the strategies they suggested to mitigate difficulties when conversing with native speakers in a professional setting.

A survey questionnaire was distributed to 100 first-year English major students at Thuong Mai University to gather essential data and insights for this research.

In this study, the survey questionnaire was included 10 questions are closed, multiple choices, and open-ended questions with the following purposes:

- Investigating and getting information about the student’s difficulties and problems in learning English speaking skills

- Knowing the student’s frequency in using English to speak and their level

- Know the ways students used to improve their English speaking skills

One method was considered and selected to fulfill this research as the following:

- Reference materials including reference books, reference previous studies were carefully chosen, researched, and analyzed.

- A survey questionnaire was conducted by the first-year students at the Faculty of English to collect information for this thesis.

A study was conducted involving 100 randomly selected first-year students from the Faculty of English, all focused on improving their English speaking skills The group comprised 9 males and 81 females, all of whom willingly participated to ensure the most objective results.

Procedures for conducting the questionnaire.

The researcher created a questionnaire using Google Forms and distributed the link to participants, while also providing printed copies for those who preferred a physical format After the participants completed the survey, the researcher collected and analyzed the responses.

The researcher collected data from two different sources and analyzed it in two main parts as follows:

1 Reality of English speaking skills of the first-year English majored students at Thuong Mai University

2 Solutions to improve student’s English speaking skills of first-year English majored students at TMU.

The survey data will be visually represented using charts, while insights from open-ended questionnaires and personal interviews will be highlighted through relevant quotations The analysis will encompass both descriptive and interpretive approaches to provide a comprehensive understanding of the findings.

The researcher collected data from two different sources and analyzed it in two main parts as follows:

- The student’s perception of the importance of learning English speaking skills

- Solutions to improve student’s English speaking skills of first-year English majored students at Thuong Mai University.

The data through a survey questionnaire will be presented and analyzed in the form of charts The data were analyzed both descriptively and interpretively.

Organization of the study

This research was organized into four main chapters:

Chapter 1: Overview of the study: this chapter provides a general overview of the study It includes the rationale, aims of the study, and some previous studies related to the current research Later, there are research questions, the scope of the study, and research methodology And the last is an organization of the study

Chapter 2: Literature review, this part lays the foundation for the research. This chapter reviews the terms and concepts related to speaking skills, the importance of speaking skills, problems in learning English speaking as well as some factors influencing student’s speaking skills And the last is some strategies to improve English speaking skills.

Chapter 3: Research findings, presents the results of the study, discussion of the results, and summary of major findings.

Chapter 4: Recommendations and suggestions, in this chapter, some recommendations are suggested to help students improve their English speaking skills along with some recommendations for further study.

LITERATURE REVIEW

Definitions of speaking skills

Skill is defined as the ability and capacity acquired through deliberate and systematic effort, enabling individuals to perform complex activities involving cognitive, technical, and interpersonal tasks According to the business dictionary, skill encompasses both the knowledge and capability needed to execute specific functions effectively Collins dictionary further distinguishes skill as a countable noun representing a type of work requiring specialized training, while as an uncountable noun, it refers to the overall knowledge and proficiency in performing tasks well Ultimately, skill development relies on practice, integrating sensory input and output for mastery.

Skill is defined as the ability to perform tasks effectively, encompassing both manual and mental capabilities Unlike terms that suggest mere potential, such as talent or aptitude, skill signifies actual competence gained through training, education, or practice This concept is relevant across various fields, including economics, sociology, psychology, education, and ergonomics, and holds different meanings depending on the context Generally, skill refers to an individual's performance level, characterized by accuracy and speed in task execution, as well as the essential qualities needed for success in specific jobs and responsibilities.

2.1.2 The definitions of speaking skills

Speaking is the act of delivering language verbally, utilizing various parts of the body such as the lungs, vocal tracts, vocal cords, tongue, teeth, and lips to produce sounds.

Speaking is recognized as the most crucial active skill in foreign language acquisition (Widdowson, 1994) It involves the production of utterances to convey messages (Rodriques, 2000:32) and begins to develop in infancy, progressing through childhood to maturity (Levelt, 1989:2).

(2002) showed that speaking identified as a collection of micro-skills which include syntax, grammar, morphology, pragmatics or social language, semantics, and phonology.

Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information, as defined by Burns & Joyce (1997) The effectiveness of spoken communication is influenced by the context, participants, and intended purposes, highlighting that speaking skills encompass more than just uttering words; they involve a comprehensive process of meaning-making.

38 producing utterances and receiving and processing information (Brown, 1994) with confidence (Bygate,1987).

Speaking plays a crucial role in second language acquisition, yet it is often neglected in educational settings such as schools and universities This oversight is primarily due to a focus on grammar and the challenges posed by unfavorable teacher-student ratios Additionally, the absence of speaking assessments in testing can be attributed to difficulties in objective evaluation and the time-consuming nature of conducting speaking tests.

Speaking is a crucial skill in both first and second language acquisition, as it significantly impacts communication proficiency Mastering the speaking skill is essential for learning a second or foreign language, with success often evaluated based on one's conversational abilities.

Speaking is defined as the oral expression of words and the act of communicating, which includes making requests and delivering speeches (Webster New World Dictionary, Nunan, 1995) Chaney (1998) expands on this by describing speaking as a process that involves creating and sharing meaning through both verbal and non-verbal symbols across various contexts.

Speaking is defined as the creation of auditory signals that elicit various verbal responses from listeners, involving the systematic combination of sounds to form meaningful sentences (Eckard & Kearny, 1981; Florez, 1999; Howarth, 1987).

Speaking is defined as a two-way process that facilitates genuine communication of opinions, information, or emotions, as highlighted by Abd El Fattah Torky in 2006 and earlier in 2001 This perspective emphasizes that spoken interactions are collaborative efforts among individuals, occurring within a shared context and timeframe.

Speaking is a vital language skill, alongside reading, writing, and listening It enables learners to effectively communicate their thoughts, intentions, and viewpoints, facilitating the achievement of specific goals and the expression of personal opinions.

Speaking is the most commonly utilized language skill, with speakers engaging in it more than reading and writing combined (Rivers, 1981) It can be categorized into two types: monologue, which involves uninterrupted presentations, and dialogue, which emphasizes interaction between speakers (Nunan, 1989) Additionally, speaking serves two primary functions: transactional, focused on the transfer of information, and interactional, aimed at maintaining social relationships (Brown and Yule, 1983).

Types of speaking

Speaking is the productive skill in the oral mode It, like the other skill, is more complicated than it seems at first and involves more than just pronouncing words.

There are three kinds of speaking situations in which we find ourselves:

Interactive speaking involves engaging in direct conversations, whether in person or over the phone, where participants take turns listening and speaking This format allows for opportunities to seek clarification, request repetition, or ask for slower speech from the other person, enhancing communication effectiveness.

In certain speaking scenarios, such as delivering a speech to a live audience, the interaction is limited, as audience members typically refrain from interrupting However, the speaker can still gauge the audience's understanding through their facial expressions and body language, providing valuable feedback during the presentation.

Some few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast, performing in a play, reciting a poem or singing.

Speaking process

The speaking process is a complex journey that unfolds in multiple stages, each presenting opportunities for barriers or challenges to emerge According to Konar (2011:161), various activities are integral to this process, highlighting the intricacies involved in effective communication.

- The sender tried to convey an idea by encoding it into a message

- The message travels through a channel from the sender to the receiver

- The receiver decodes the message

- The receivers prove the feedback

- The process gives the frame of reference of the sender and the receiver.

- The process provides the context of the receiver.

Some experts pointed out four different stages of speaking as follows:

Ideation is the process of developing ideas or choosing messages, which can be categorized as either logical or emotional This classification ultimately defines the core content of what will be communicated (Rizvi, 2005: 5).

- Encoding: this is the stage by which the sender converts the idea into a message using the verbal and non-verbal means of communication (Konar, 2011:

Effective communication involves the use of spoken words, gestures, symbols, signs, or body movements, with the choice of the appropriate channel being crucial (Shafaei, 2011; Guffey & Loewy, 2010) Various filters impact how messages are sent and received, including the communicators' socio-economic and cultural backgrounds, as well as their opinions, beliefs, and feelings (Konar, 2011) Additionally, successful communication requires careful consideration of timing, location, and manner in which messages are conveyed (DuBoff & Krages, 2005).

- Decoding: it involves the translation or conversion of the received stimulus into thoughts so that one can understand the message (Talloo, 2008: 154).

Response refers to the action or reaction that indicates the receiver has comprehended the message, as noted by Leonard (2012: 85) This process not only confirms the understanding but also provides feedback to the sender, ensuring that the message was effectively communicated.

Purposes of speaking skills

The purpose of speaking can be categorized into two types: transactional and interactional Each type exhibits distinct characteristics in the spoken language used, highlighting the differences in discourse between transactional and interactional communication.

In transactional discourse, language focuses on effectively conveying information, emphasizing message orientation over listener orientation (Nunan, 1989) This type of communication prioritizes clarity and coherence to ensure accurate message delivery Common examples include news broadcasts, descriptions, narrations, and instructions, which all serve the primary purpose of information exchange (Richards, 1990).

Interactional conversations aim to establish or maintain relationships and play a vital role in facilitating social interactions (Yule, 1989) Examples of this type of communication include greetings, small talk, and compliments The language used in interactional discourse is primarily listener-oriented, with speakers typically using short conversational turns (Dornyei & Thurrell, 1994; Richards, 1990).

Analyzing speaking purposes more precisely, Kingen (2000: 218) combines both the transactional and interpersonal purposes of speaking into an extensive list of twelve categories as follows:

- Personal - expressing personal feelings, opinions, beliefs, and ideas.

- Descriptive- describing someone or something, real or imagined.

- Narrative- creating and telling stories or chronologically sequenced events

- Instructive- giving instructions or providing directions designed to produce an outcome.

- Questioning- asking questions to obtain information.

- Comparative- comparing two or more objects, people, ideas, or opinions to make judgments about them.

- Imaginative- expressing mental images of people, places, events, and objects.

- Predictive- predicting possible future events.

- Interpretative- exploring meanings, creating hypothetical deductions, and considering inferences.

- Persuasive- changing others’ opinions, attitudes, or points of view, or influencing the behavior of others in some way.

- Explanatory- explaining, clarifying, and supporting ideas and opinions.

- Informative-sharing information with others

Aristotle identified three primary purposes of speech: deliberative, which pertains to political discourse; forensic, associated with courtroom arguments; and epideictic, focused on praise or blame Similarly, Cicero categorized speech into three purposes: judicial, related to courtroom settings; deliberative, encompassing political speech; and demonstrative, which aligns with ceremonial or epideictic speech.

St Augustine of Hippo identified three primary purposes of speech: to teach by providing information, to delight by entertaining or presenting false ideas, and to sway by persuading individuals toward a religious ideology These classifications aim to assist in understanding the overarching goal of a speech, known as its general purpose, which guides the creation and delivery of effective public communication.

Public speeches have historically maintained consistent general purposes, as evidenced by various typologies and classification systems Contemporary scholars of public speaking commonly identify three primary objectives: to inform, to persuade, and to entertain.

One primary purpose of giving speeches is to inform the audience, enabling them to acquire new information This knowledge can help listeners understand concepts, such as advancements in technology or health issues like new viruses, or learn how to perform tasks, such as improving their golf swing or baking a layer cake The key aspect of informative speeches is that their main goal is to enhance knowledge, rather than to direct how that knowledge should be applied.

One of the primary purposes of speaking is to persuade, which involves influencing listeners to adopt a specific viewpoint or behavior they might not have considered Unlike informative speeches, persuasive speeches actively encourage the audience to take action or change their thoughts and behaviors.

Entertaining speeches play a significant role in daily life, primarily aiming to engage and amuse the audience These speeches can range from humorous to serious, offering a brief escape from everyday routines rather than providing profound insights While they can include informative or persuasive elements, the primary focus remains on entertainment, ensuring that the audience enjoys the experience.

The importance of speaking skills

Effective speaking outcomes depend on specific linguistic competencies, including grammar, pronunciation, and vocabulary, alongside sociolinguistic skills like register and contextualization Traditionally, teachers have focused on teaching grammar and vocabulary in isolation, which complicates the evaluation of language usability (Mckay, 2006: 48).

Effective speaking empowers children and young people to explore their identities and gain self-respect (Ranson, 2000) Through verbal expression, learners build confidence and articulate their perspectives on important issues This process fosters the development of essential skills and strategies that help them navigate challenging situations According to Fielding and Ruddock (2002), opportunities for speaking enhance students' sense of belonging, respect, self-worth, and promote active learning and personal agency.

According to Celce-Murcia (2001), authenticity plays a crucial role in student speaking activities It is essential that the topics chosen resonate with learners, emphasizing meanings, values, collaboration, and social development while providing a rich contextual framework.

Speaking is the communication tool to transform ideas (Conrad & Dunek, 2012: 74), express feelings (Bar-On, 2004: 246), explain discoveries, research results, and discussions, and responding to others.

Mastering speaking skills is essential for becoming a well-rounded communicator, as it enhances proficiency in all four language skills This mastery not only allows speakers to effectively share their ideas but also fosters self-understanding and respect Additionally, strong speaking abilities enable speakers to capture and maintain the audience's attention throughout their message.

Effective speaking skills are crucial for career advancement, as they open doors to various opportunities such as travel, promotions, scholarships, and participation in international conferences and meetings, allowing individuals to represent their organizations on a global stage.

Speaking serves as a vital cross-cultural communication tool, essential for establishing consensus on the recognition of diverse identities It plays a crucial role in coordinating a nation's political, economic, and social interactions with other countries, facilitating international relations and understanding (Cushman & Cahn, 1985: 13).

According to Efrizal (2012) and Pourhosein Gilakjani (2016), speaking plays a crucial role in facilitating interaction among individuals It serves as a primary means of orally conveying ideas and messages To promote effective communication in English among students, it is essential to engage them in real-life conversations and encourage them to practice the language actively.

Problems in speaking English

Speaking in a foreign language involves real-time interaction with an audience, which can make learners feel anxious in the classroom Many students hesitate to express themselves in English due to fears of making mistakes, facing criticism, or being ridiculed by peers over their pronunciation and grammar According to Littlewood (2007), the language classroom environment can contribute to these feelings of inhibition and apprehension among students.

Many learners struggle with expressing themselves in a foreign language due to a lack of motivation and difficulty recalling information during conversations Rivers (1968) highlights that this issue often arises when teachers choose inappropriate topics, leaving students with insufficient knowledge to engage meaningfully Similarly, Baker and Westrup (2003) emphasize that learners find it challenging to respond to questions in a foreign language because they lack ideas, appropriate vocabulary, and confidence in their grammatical accuracy.

According to Ur (1996), students often struggle to engage with certain topics in daily life, leading to boredom and a perception that the subject matter is irrelevant to their experiences Additionally, many students lack the confidence to express their thoughts, which hinders their ability to communicate effectively.

One significant challenge in speaking activities is the limited participation of students in a classroom setting With only one student speaking at a time, others have minimal opportunities to contribute Additionally, students with higher English proficiency can overshadow their peers, leading to interruptions and drawing the teacher’s attention This dynamic often discourages quieter students, causing them to withdraw and refrain from speaking, which hinders their engagement and language development.

Many learners tend to use their mother tongue during speaking classes, as it feels more natural and effortless (Tuan & Mai, 2015) This reliance on their native language often leads to a lack of discipline in using the target language Harmer (1991) identifies key reasons for this behavior: first, when students are asked to discuss unfamiliar topics, they resort to their first language; second, the use of their mother tongue is instinctive and comfortable Without encouragement from teachers to communicate in English, students will default to their native language when explaining concepts to peers.

As for this problem faced by learners, psychological, social, and linguistic obstacles can be scrutinized According to Scarcella & Oxford (1994: 165) and Florez (1998), these are as follows:

The conflict between fluency and accuracy: though a student may gain confidence in using the new language by being let uncorrected, his language will continue to be incorrect.

Lack of confidence: some students feel unconfident in their presentation or when they must speak English in public.

Pronunciation challenges often stem from phonetic confusion, interference from written language, influence from a speaker's native language, and neglect of weak forms As a result, these factors can significantly hinder effective speaking skills.

Factors influencing student’s speaking English skills

Vocabulary is essential for language learners, serving as the cornerstone for developing key skills such as reading comprehension, listening, speaking, writing, spelling, and pronunciation A robust vocabulary equips students to speak English fluently and effectively.

Many students struggle to speak English fluently due to a limited vocabulary, which hinders their ability to communicate effectively and maintain conversations Additionally, some learners experience difficulties with word retention, often forgetting vocabulary suggested by teachers or found in dictionaries, further complicating their language acquisition process.

According to Cardenas (2001), vocabulary plays a crucial role in assessing a student's oral proficiency and is vital for effective communication A strong vocabulary is essential for students learning English as a foreign language, as it enhances their speaking abilities and facilitates interactions with native speakers.

Grammar, as defined by the Merriam-Webster Dictionary, is the study of word classes, their inflections, and their roles in sentences Canale and Swain (1980) proposed that communicative competence encompasses grammatical, discourse, sociolinguistic, and strategic competencies Therefore, grammatical rules are essential for developing effective speaking skills According to Scacella and Oxford (1992), understanding these rules is crucial for successful communication.

Grammatical competence encompasses grammar, vocabulary, and mechanics essential for effective communication in English It requires learners to grasp language structures to achieve fluency, as highlighted by Swan (1998), who noted that understanding how to construct sentences is vital for conveying meaning Deviations from native-speaker norms can hinder social integration and lead to negative perceptions Corbet (2009) pointed out the differing perspectives between learners and teachers regarding grammar; learners view it as a crucial tool for sentence formation, while teachers focus on instructional methods and accuracy The primary objective of teaching grammar is to balance these goals, promote restructuring, and enhance both accuracy and fluency in communication.

Runmei Yu and Suzhen Ren (n d., p 54) claimed that “Grammar, on the one hand, seems not so attractive to foreign language learners, whenever the word

Grammar is often perceived as a complex set of rules that can be tedious and require extensive memorization, yet it remains a fundamental aspect of learning English As Batstone emphasizes, grammar is a crucial component of language acquisition, highlighting its importance in the overall learning process.

(1994, p 3) also emphasized the importance of grammar when he claimed that if there were no grammar, language would be disorganized, leaving us seriously handicapped.

When learning English speaking skills, pronunciation is considered the most important thing that needs to be mastered by English learners According to Penny

Ur (2001), Jack C Richard (2002), pronunciation is the sound of language or phonology; tension and rhythm; and intonation and can insert each sound and segment and ultrasound

Proficient English pronunciation is crucial for effective communication, as it allows learners to be understood despite potential vocabulary or grammar limitations In face-to-face conversations, others may overlook minor errors in language use, but poor pronunciation is immediately noticeable and can lead to negative perceptions Therefore, mastering pronunciation is essential for students aiming to communicate fluently and accurately in English.

According to Doff (1998), improving speaking skills is contingent upon developing listening abilities, as effective dialogue requires comprehension of spoken language Shumin (1997) emphasizes that during conversations, students actively engage in listening to respond appropriately This highlights the dual role of students as both speakers and listeners, suggesting that without understanding what is communicated, they are unable to reply Therefore, it is evident that speaking and listening are intricately connected.

According to Yufrizal (2008: 111), several factors influence second language learning, including motivation, attitudes, anxiety, age, personality traits, and cognitive aspects Among these, motivation is crucial as it drives individuals to engage in and complete language learning tasks, reflecting a strong passion for the process Thus, motivation is a key element in successful language acquisition.

Motivation plays a crucial role in language learning, as it can both influence and be influenced by various components of the process According to Merisuo-Storm (2007), adopting an integrative and friendly attitude towards the speakers of the target language enhances learners' sensitivity to its audio-lingual aspects, particularly pronunciation and accent Conversely, an unfriendly attitude can hinder substantial progress in mastering the language's features Therefore, fostering positive attitudes towards speaking performance is essential for learners to achieve their speaking goals effectively.

Motivation is a vital process that serves as a powerful tool in achieving our goals It begins with excitement and the establishment of objectives, followed by efforts to sustain that enthusiasm and work towards fulfilling those aims This motivational journey is particularly beneficial in language learning As Slavin (1997, 345) states, “motivation is what helps you go, determines where you are trying to go.”

Lack of motivation poses a significant challenge in language classes for both teachers and students Timmins (1999) identifies psychological factors that contribute to students' disengagement, emphasizing the importance of addressing emotional aspects in the classroom Low self-esteem, high anxiety, and inhibitions can severely undermine students' motivation to learn Additionally, insufficient consolidation of knowledge, lack of student approval, and inadequate appreciation from teachers further diminish motivation, highlighting the need for educators to foster a supportive and encouraging learning environment.

Motivation is a crucial factor in second language acquisition, as it serves as the initial stimulus for learners to begin their journey and sustains their persistence through challenging learning processes Dürnyei (1998) emphasizes that strong motivation is particularly vital for developing speaking skills, as it encourages individuals to engage in speaking practice Those with high motivation are more likely to train themselves to speak fluently and accurately, enhancing their speaking abilities Conversely, individuals with low motivation tend to practice less, which can hinder their progress and even lead to a decline in their speaking skills Thus, motivation plays a key role in determining one's proficiency in speaking a second language.

Strategies in speaking English effectively

Effective language learning strategies are essential for enhancing students' learning activities and fostering learner autonomy, particularly in English language acquisition Research by Abedini, Rahimi & Zare-ee (2011) and Ratana (2007) highlights that these strategies empower learners to achieve greater proficiency Ikeda & Takeuchi (2006) emphasize the significant impact of learning strategies on students' success in English Additionally, understanding these strategies allows English teachers to better gauge student expectations and satisfaction (Kasma, 2012) Oxford (1990) underscores the importance of identifying students' learning strategies and providing training to promote independent learning and critical thinking.

Language learning strategies serve as essential guides for students studying English as a foreign language According to Tamara et al (2012), English learners are individuals in English-speaking environments whose first language is not English, and effective strategies can enhance their motivation and enjoyment in learning EFL students often employ cognitive strategies, such as using visuals, verbalizing, and skimming texts (Tomoko & Osamu, 2009) Additionally, learners develop communication strategies to navigate challenges in speaking a second language (Junhong & Stella, 2007) Feedback strategies, including direct correction and peer feedback, are also vital in the language learning process (Kamberi, 2013) Ultimately, these learning strategies significantly impact students' achievements, enabling them to practice communication, utilize memorization techniques, and seek clarification Therefore, strategy training is crucial for helping students adopt effective learning methods to enhance their English language proficiency.

2.8.2 Methods to improve English speaking skills

There were 4 strategies to improve English speaking skills which were discussed by many experts, as follows:

This category focuses on memorizing language elements, particularly vocabulary, which is crucial for effective speaking Oxford (1990) emphasizes that learners can utilize memory strategies to swiftly access target language information, facilitating communication across all four language skills.

Repeating strategies play a crucial role in enhancing English speaking skills According to Oxford (1990), rephrasing information can effectively reinforce learning This technique is particularly valuable for preparing presentations and public speaking engagements Moreover, it aids in improving pronunciation, vocabulary, idioms, intonation, gestures, and overall speaking style, all of which are essential components of effective communication.

According to Oxford (1990, p.159), effective task-oriented strategies involve recognizing the overall nature of the task, its specific requirements, the learner's available resources, and the necessity for additional support This approach is essential for enhancing speaking skills, as it clarifies what needs to be accomplished by assessing the task's characteristics, understanding individual capabilities, and identifying any additional needs for successful completion.

Self-evaluation is an essential strategy for learners to assess their progress in achieving speaking goals By recording their speech and listening to the playback, learners can critically analyze their pronunciation and fluency Additionally, observing the reactions of native speakers provides valuable feedback on their communication skills Reflecting on these experiences allows learners to determine if their speaking abilities have improved over time, making self-evaluation a vital tool for enhancing speaking proficiency.

RESEARCH FINDINGS

Data analysis

3.1.1 The reality of speaking skills of freshmen at English Faculty - Thuongmai University

The questionnaire comprises 10 questions, including both open-ended and closed formats, such as Yes/No responses and multiple-choice options Its primary aim is to gather insights into the English speaking skills of first-year English major students at Thuong Mai University and to explore the strategies they employ to improve these skills.

Table 3.1 Students’ English learning background

Students have studied English before University Percentage

Years of students’ learning English

Table 3.1 illustrates the English learning backgrounds of the students, indicating that all participants (100%) had prior experience with the language before entering university The data reveals that 3% of students have studied English for 5-10 years, while the majority, 68%, have been learning for 10-12 years Additionally, 29% of students have engaged with the language for over 12 years, suggesting that many have been exposed to English since childhood Overall, the findings indicate that most students possess a foundational knowledge of English.

- Students’ attitudes towards learning English speaking skills and the importance of learning English speaking skills

Chart 3.2 Students's attitudes towards learning English speaking skills

Chart 3.2 above showed that most of the students (86%) are interested in learning English speaking Because they understand the importance of English in the modern world By speaking English, students can improve their level of English knowledge as well as their pronunciation Many students realized that in today’s modern world, learning spoken English has many advantages English is becoming the international language of many fields, including politics, education, and businesses Not only is English used between native speakers and non-native speakers, but it is also used increasingly as a common language in the interaction between non-native speakers When they are skilled in spoken English, they can have access to knowledge For example, traveling abroad to know more about other countries culture and custom, making friend with foreigners, because they can communicate freely with foreigners in English Moreover, the students claimed that having a good grasp of spoken English helps them to improve their chances of employment It also provides the chances for them to communicate socially with people from many other countries English is the passport that opens a window into other cultures, and other perspectives of the world Therefore, all participants agreed that learning English speaking skills is an important and fundamental tool in today’s global village That was the reason why students are interested in learning English speaking skills.

Despite the importance of English, 14% of students find it challenging to learn and speak the language fluently Many express a reluctance to study English, citing its difficulty and their lack of confidence in speaking skills.

The students’ opinions about the reality in speaking skills

- Students’ evaluation their level of speaking

Chart 3.3 Students’ evaluation their level of speaking

Proficient Good Normal Bad Very bad

Chart 3.3 obviously shows the students’ level of speaking English A few students (5%) assess their level of speaking as proficient They can speak English fluently as their mother tongue They prefer speaking English not only in the class but also outside the classroom with their friends Other students (28%) evaluated their English level as good They said that they can understand what others say and communicate with others fluently without pause Most of the students (56%) admit that their level was normal They can understand and know basically about English speaking skills, but it is quite difficult for them to express their ideas in English.Other students felt that English speaking skill is so hard and they had a lot of trouble with it 11% of students confirmed that their English speaking level was either bad or too bad They said that they rarely speak and practice English because they do not have a rich vocabulary, they have nothing to say when learning English speaking inside as well as outside the classroom.

- Students’ frequency of practicing English speaking skills

Chart 3.4 Students’ frequency in practicing English speaking skills

Chart 3.4 shows the students’ frequency of practicing English speaking skills. Only 16% of the students always practice speaking English inside and outside the classroom They said that they are aware of the popularity of English, so they always try to practice and speak English more to improve their English speaking skills Most of the students (73%) sometimes use English to speak because they do not have the diverse vocabulary and their listening skill is not good so they cannot express their idea in English Some other students (11%) confirmed that they rarely speak English It can be noticed that most of the students’ frequency of practicing English speaking is low By this, it is mean that students did not pay more attention to learning and practicing speaking English.

- Students’ feeling in speaking English

Chart 3.5 Students’ feeling in speaking English

The data reveals that while nearly all students recognize the significance of English, only 13% feel confident speaking it A considerable 38% report feeling neutral, while 41% express a lack of confidence, and 8% admit to feeling fearful when speaking English This overwhelming sense of insecurity stems from concerns about making mistakes or losing face in front of peers, leading to infrequent use of the language Consequently, this hesitation hinders their ability to develop and enhance their English speaking skills.

- Students’ participation in speaking class

Chart 3.6 Students’ participation in speaking class

I actively participate in all speaking activities I rarely participate in speaking activities

I use mother- tongue with my friends I keep silent and say nothing

Chart 3.6 answers for question 8: “What do you do in your speaking class” It shows that 27% of the students actively participate in speaking activities They say that they love speaking English, so they always actively participate in speaking class and actively interacted with their teacher The majority of students (52%) accept that they rarely participate in speaking activities because they do not have good English, and they had encountered speaking English and express their idea.17% of the students confirmed that they usually used their mother tongue with their friends in speaking class The reason for this is that by using their mother tongue,they can easily communicate with other students and show their knowledge aboutEnglish terms Only 4% of the students keep silent and say nothing in speaking class The results show that most of the students were not interested in speakingEnglish and they did not want to enhance their English speaking skills.

3.1.2 Difficulties in speaking English of the first-year English majored students

- Student’s difficulties and problems faced in speaking English

Table 3.7 Students’ difficulties and problems faced in speaking English

Limited amount of vocabulary Fear of mistake

Linited background in English Confusion, worry, embarrassment, shyness and non-confidence Less opportunity to interact with native speakers

A recent survey reveals that 71% of students struggle with limited vocabulary, hindering their ability to speak English effectively Many report difficulties in memorizing vocabulary and applying derivation rules, leading to challenges in expressing their ideas Additionally, 44% of students experience feelings of confusion, worry, and embarrassment when speaking, often fearing judgment from peers This anxiety can result in a reliance on Vietnamese words when they struggle to find the right English terms Furthermore, 42% of students fear making mistakes, which discourages them from speaking out loud due to concerns about mispronunciation and grammatical errors A lack of interaction with native speakers, noted by 16% of respondents, limits their exposure to authentic accents, while 15% cite a limited English background as a barrier to articulating their thoughts Overall, 11% of students face various issues, including mispronunciation and grammatical inaccuracies, contributing to a cycle of reduced confidence and practice in speaking English.

Through this reality, it requires some solutions to help them overcome these problems in order to make their English speaking skills more fluent and smoother.

Table 3.8 Students’ solutions to overcome and improve their English speaking skills

Table 3.8 Students’ solutions to overcome and improve their English speaking skills

Expanding vocabulary Speaking with native speakers Listening to English News, Films, and English Conversations in different field Developing grammar

Students employ various methods to enhance their English speaking skills, with 76% focusing on expanding their vocabulary, which is deemed essential for effective communication A limited vocabulary can hinder the ability to form complete sentences and understand conversations, highlighting the importance of lexical knowledge in speaking Additionally, 43% of students believe that conversing with native speakers significantly aids their learning, often practicing in real-life situations or through social media platforms This approach not only boosts listening skills but also fosters confidence and quick communication responses, with native speakers often providing helpful corrections Furthermore, 79% of students find listening to English news, movies, and conversations enjoyable and effective, as it allows them to learn while being entertained, helping them to develop pronunciation and intonation While only 23% emphasize grammar as a vital aspect of speaking skills, mastering both basic and advanced structures is crucial for clear communication Lastly, 54% of students prefer practicing English with friends, as it creates a relaxed environment that encourages confidence and comfort in speaking.

Discussion on the reality of speaking skills of freshmen at English Faculty –

A survey and personal interviews conducted with first-year English majors at Thuong Mai University revealed key insights into their English speaking skills The findings indicated that the majority of students recognize the significance of English proficiency, particularly in speaking, as it serves as a crucial gateway for global integration and opportunities.

The study highlighted the challenges students encounter in developing English speaking skills, primarily citing a lack of confidence, limited vocabulary, and insufficient background knowledge in the language Additionally, the scarcity of opportunities to engage with native speakers contributes to their difficulties Psychological factors, including fear of making mistakes, confusion, embarrassment, and shyness, further impede their ability to speak English fluently.

RECOMMENDATIONS AND SUGGESTIONS

Recommendations and suggestions to improve speaking skill for freshmen at

This chapter focuses on giving some effective solutions to improve students’ English speaking skills and some recommendations for further study are also addressed.

Improving English speaking skills significantly relies on practicing listening skills Students can enhance their listening abilities by tuning into the radio, dedicating a few extra minutes each morning to listen to the news, music, or any English content that piques their interest Establishing a regular listening habit is crucial, as daily practice not only boosts listening and speaking proficiency but also enriches their background knowledge in various fields Additionally, listening to English music and singing along serves as an effective method for mastering intonation and pronunciation.

To effectively improve listening skills, students should engage in dictation practice using their preferred channels or sources Numerous valuable resources are available online, including CNN News and VOA Learning English, which not only enhance listening abilities but also expand knowledge across various interesting topics.

Students can enhance their pronunciation skills by selecting a famous person with an accent they admire By recording their speech and listening to it, they can effectively imitate the individual's speaking style This process allows them to assess their own pronunciation and identify specific areas for improvement.

Whether you are trying to strengthen and broaden your vocabulary for school or personal growth, the key is a commitment to regularly learning new words.

Expanding your vocabulary enhances your ability to communicate clearly and concisely, making it easier for others to understand you and boosting their perception of your intelligence Additionally, learning new words can be an enjoyable activity that you can share with friends, family, or roommates, turning it into a fun challenge for everyone involved.

4.1.3 Practicing speaking English with foreigners and friends

Students can enhance their English speaking skills by finding a practice partner, such as inviting their English teacher to lunch or connecting with a friend who also wants to improve Practicing alone, like speaking in front of a mirror and simulating various scenarios, can also be effective Role-playing with a partner can further develop speaking abilities Additionally, reading aloud helps improve pronunciation and intonation, especially when conversation partners are unavailable Utilizing resources like TED Talks, which provide transcripts, allows students to compare their pronunciation with that of the speakers Joining an English club or a global volunteer organization can facilitate regular speaking practice and cultural exchange, especially by befriending exchange students on campus This not only sharpens their speaking skills but also broadens their understanding of different cultures.

Speaking your thoughts aloud or narrating your actions is an effective method for improving spoken English This practice helps you become more fluent in expressing your ideas verbally Additionally, practicing alone provides a low-pressure environment, allowing you to make mistakes without the fear of being judged.

Recommendations and suggestions for teachers to help students improve their

Teacher-student is a close relationship where both sides support and help each other Teachers play an important role in teaching learning English to students.

Teachers play a crucial role as guides and supporters in helping students enhance their English speaking skills To effectively foster improvement, educators must recognize their students' interests and needs, while also focusing on building their self-confidence.

4.2.2 Finding the effective teaching methods

Teachers must identify effective teaching methods to engage students in speaking classes by incorporating diverse English activities relevant to everyday life Encouragement and praise are essential to motivate students to participate actively and practice their English speaking skills Additionally, fostering a friendly relationship with students is crucial, as it creates a positive classroom atmosphere that promotes excitement and enthusiasm for learning English.

In the classroom, it is essential for teachers to communicate exclusively in English, as this practice allows students to improve their listening and speaking skills in an immersive environment By consistently using English, teachers model effective communication and help students grasp the language more naturally Additionally, providing ample opportunities for students to speak and fostering a supportive atmosphere can alleviate shyness, encouraging them to express themselves confidently in English.

4.3 Recommendations and suggestions for Thuong Mai University to help students improve their speaking skills

4.3.1 Using high-tech equipments in the classroom

Incorporating high-tech equipment, such as projectors and radios, into English teaching enhances student comprehension and engagement These modern tools facilitate quicker and more effective learning, while also allowing teachers to utilize valuable resources, ultimately saving time that would otherwise be spent writing on the board.

4.3.2 Directing the Faculty of English to employ foreign native teachers

Thuong Mai University should prioritize the teaching of English speaking skills over other areas like writing, reading, or grammar To enhance students' fluency in spoken English, the university must hire more native English teachers, enabling students to become more familiar and comfortable with conversational English.

4.3.3 Holding more English speaking contest and language seminars

Thuong Mai University should organize more English speaking contests to enhance students' speaking skills and overall knowledge across various fields Additionally, hosting English seminars featuring language experts can further support students in deepening their understanding of English and the nuances of native speakers' conversational styles.

4.4 Some suggestions for further studies

The limitations of this study were as follows:

This study was conducted in limited time and the participants were 50 students therefore the results of the study were still not presented clearly and reliably

The research primarily examined the English speaking skills of first-year English major students at TMU, neglecting other essential language skills and failing to provide comprehensive insights into the overall English language learning experience Additionally, the focus on this specific group limited the findings, preventing an analysis of the English learning realities faced by non-majored students.

4.4.2 Some suggestion for further studies

Through the research findings, some suggestions for further studies were presented:

This study examined the English speaking skills of first-year English majors at TMU, highlighting the need for further research on speaking proficiency across different departments at Thuong Mai University and other institutions Additionally, it is essential to explore challenges in listening, writing, and reading skills to better understand the difficulties students encounter in their language learning journey.

Moreover, it is necessary to carry out more studies related to speaking skills on a large scale with large samples, so the results will become more reliable and remarkable.

The rapid growth of international communication has established English as a key global language, making it essential for learners to enhance their language skills Proficiency in spoken English plays a crucial role in navigating modern life effectively.

Proficiency in English opens up significant career advancement opportunities and enhances knowledge across various fields, enabling individuals to effectively navigate and adapt to the demands of the modern world.

Recognizing the significance of speaking skills, this study aimed to explore students' perceptions of English speaking proficiency, highlighting their challenges in this area Many students reported difficulties in expressing themselves in English, primarily due to limited vocabulary and insufficient opportunities for interaction with native speakers To address these issues, the study suggests several solutions, including increased practice, enhancement of listening skills, and the expansion of vocabulary and grammar knowledge.

This article provides a concise overview of the English language, acknowledging the constraints of time and knowledge It aims to serve as a valuable resource for individuals eager to enhance their English speaking skills and deepen their understanding of the language.

1 Burns, A., & Joyce, H (1997) Focus on Speaking Sydney: National Center for English Language Teaching and Research.

2 Bygate, M (1987) Speaking Oxford: Oxford University Press.

3 Urrutia & Vega (2006) “The understanding and actions taken to improve speaking skill through game in a public school called “Federico Garcia Lorca” in Columbia”

4 Nguyen Thi Dieu Huyen (2008), A study on how to improve English speaking skill through extra- activities for the first-year English non-major students in Hai Phong Private University.

5 Lukitasari, N (2003) Students’ Strategies in Overcoming Speaking Problems in Speaking Class University of Muhammadiyah Malang.

6 Lai-Mei Leong & Seyedeh Masoumeh Ahmadi (2016), An analysis of factors influencing learner’s English speaking skills.

7 Pham Thi Huyen Huong (2012), A study on technique to improve speaking skill for secondary student in Quang Ninh

8 Zhanli Yang (2014)International conference on Education, Language, Art and Intercultural Communication (ICELAIC 2014).Strategies of improving spoken English for learners.

9 Dr Ahmed Maher Mahmoud Al Nakhalah (2014), International Journal of Humanities and Social Science Invention Problems and Difficulties of Speaking That Encounter English Language Students at Al Quds Open University

10 https://effortlessenglishclub.com/improve-english-speaking-skills

Part 1: Students’ English background information skills

Circle the best answer to you

Question 1: Have you ever learned English before University?

Question 2: How long have you learned English?

Question 3: Are you interested in learning English speaking skills and why?

Question 4: Can you evaluate your English speaking skills?

Question 5: Why do you prefer to learn English speaking skills?

B To communicate fluently with foreigners

D Because English is becoming an international language