INTRODUCTION
General Introduction
The Ministry of Education and Training (MOET) in Vietnam emphasizes the importance of developing communication skills in English through listening, speaking, reading, and writing, alongside essential language skills like phonics, vocabulary, and grammar According to Circular No 01/2014/TT-BGDĐT, by the end of primary school, students are expected to achieve Level 1 of the Vietnamese Six-level Foreign Language Competency Framework, enabling them to understand basic conversations and communicate with English speakers Secondary school students should aim for Level 2, which equips them to comprehend everyday English relevant to basic communication High school students are required to reach higher proficiency levels to enhance their English capabilities further.
Upon completing grade 12, Vietnamese learners are expected to reach Level 3 of the Six-level Foreign Language Competency Framework At this level, students can comprehend the main ideas of various texts and write simple paragraphs on familiar topics such as jobs, school, and entertainment They are also capable of communicating effectively in most situations in English Ultimately, the primary goal of language learning is to communicate properly and effectively in real-life contexts, making the development of speaking skills essential for achieving this objective.
Nowadays, English is considered as an international language all over the world
Mastering English has become essential for students worldwide, particularly in the context of Vietnam's rapid international integration Proficiency in English significantly enhances job opportunities for future workers Therefore, students should focus on improving their English skills, balancing listening, speaking, reading, and writing According to Mekong & Kerubo (2017), these skills develop sequentially, starting with listening, which lays the groundwork for speaking, followed by reading and finally writing Speaking is particularly crucial, as highlighted by Ur (1996, as cited in Bhattacharya, 2017), who notes that effective communication in any language identifies a good speaker Gilakjani (2012) emphasizes the importance of effective meaning exchange for both native and non-native English speakers, underscoring the growing significance of speaking skills in English language learning.
Speaking is often regarded as the most crucial yet challenging skill to master among the four language skills Research by Fitriani et al (2015) and Leong et al (2017) highlights that the proficiency in speaking significantly influences the success of learning a foreign language Ur (1996) emphasizes that language learners are identified as speakers of that language Despite this, many learners struggle to articulate their thoughts verbally The process of communication is inherently complex, as it involves conveying information flexibly based on situational contexts and personal objectives Various factors hinder students from enhancing their speaking abilities Additionally, Fitriani et al (2015) note that effective English speaking necessitates the use of authentic language, meaning students must engage in real-life communication with peers in academic settings.
There are plenty of common speaking problems that the students struggle with Firstly, most learners are facing the problem of speaking fluently Richards & Renandya
Achieving fluency in speaking is a primary goal for many language learners (2002, as cited in Fitriani, 2015) However, students face several challenges, including the need to use appropriate vocabulary, correct grammar, and proper pronunciation and intonation Hinkel (2005) highlights that communication issues often arise when students encounter unfamiliar words, leading to interruptions in their speech Additionally, many learners struggle with self-confidence, experiencing shyness and nervousness when expressing their ideas in a foreign language Fitriani (2015) emphasizes that effective conversation relies on speakers' belief in their abilities; higher confidence levels enhance clarity in communication, while anxiety can hinder effective expression.
Mastering English speaking skills as a foreign language is crucial yet challenging, making it one of the most significant aspects of language acquisition.
Teaching English aims to motivate learners to use the language in real-life situations; however, English speaking lessons are often ineffective, leaving students struggling to acquire this skill (Bhattacharya, 2017) Several factors hinder their speaking abilities, starting with linguistic challenges such as grammar, vocabulary, and pronunciation, which are essential for constructing grammatically correct sentences Despite knowing many grammar rules, learners frequently find it difficult to apply them in conversation (Bhattacharya, 2017) Emotional factors, including anxiety, shyness, and fear of making mistakes, further inhibit students from speaking confidently Many experience stress when speaking in front of peers, which can leave them tongue-tied (Shumin, 2002, as cited in Bhattacharya, 2017) Additionally, a lack of a supportive learning environment prevents students from practicing English during lessons, making it challenging to apply the language in real-life contexts Moreover, the interconnectedness of listening and speaking skills means that neglecting listening practice can limit effective communication Lastly, students often resort to their mother tongue in class due to insufficient opportunities to practice English, as they tend to use their local language when all learners share the same linguistic background (Bhattacharya, 2017).
While knowing a language is valuable, its practical application is crucial, as highlighted by Scriveher (2005) who stated that understanding a language without using it is pointless Inqbal (2012) emphasizes that speaking English is a skill that goes beyond mere pronunciation; it involves effectively conveying messages Paakki (2013) asserts that the goal of language education is to enable learners to communicate through both writing and speaking, indicating that neglecting either aspect hinders this objective Furthermore, Mekonge & Kerubo (2017) identify three types of speaking situations—interactive, partially interactive, and non-interactive—where specific vocabulary is essential Many non-English speakers struggle with these distinctions and often fail to use appropriate language Additionally, Mekonge & Kerubo (2017) note that inadequate teaching methods contribute to poor English speaking skills among learners, as speaking lessons are frequently overlooked by educators.
Many language learning programs emphasize grammar and vocabulary, leading to limited opportunities for students to practice speaking English in schools Teachers often struggle to deliver effective speaking lessons, as speaking is a practical skill that requires specific teaching methods Unfortunately, the prevalent use of the grammar-translation technique in classrooms hinders the development of students' speaking abilities.
Statement of the Problem and the Rationale for the Study
Mastering English speaking skills offers numerous advantages for learners, both academically and in everyday life Proficient speaking abilities enable students to participate in international programs like TED-ED Student Talks, allowing them to express and share their ideas globally Without strong English skills, students miss out on valuable opportunities to engage in such programs Additionally, English serves as a common language in academia, granting learners access to a wealth of updated knowledge and modern techniques prevalent in developed countries Furthermore, strong oral communication skills enhance career prospects, providing learners with better job opportunities, especially in a developing country like Vietnam, which is increasingly attracting foreign investments.
Fluency in English is essential for children, as it enhances their employability in today's competitive job market Additionally, strong English skills make traveling abroad more enjoyable and accessible, allowing children to explore new places independently without the need for a tour guide This self-exploration fosters maturity and personal growth In summary, mastering English offers numerous benefits that significantly enrich one's life.
However, there is the fact that the speaking lessons are not taught properly Both students and teachers have some certain difficulties when learning and teaching this skill
High school students face significant challenges in developing their English speaking skills, primarily due to limited use of the language in and out of the classroom The prevalence of their mother tongue among peers leads to a preference for familiar communication, hindering their engagement with English Additionally, the dominance of Vietnamese teachers in English instruction can diminish students' motivation to practice speaking, as they can easily converse in their native language This lack of encouragement results in a gradual decline in their speaking abilities Furthermore, many students undervalue the importance of oral skills, mistakenly believing that speaking is less critical in language learning This misconception is exacerbated by a testing system that prioritizes written assessments over speaking, neglecting essential elements such as pronunciation, intonation, and fluency As a result, students are not adequately prepared to use English effectively in real-life situations.
Teachers encounter numerous challenges when teaching English speaking in the classroom, primarily struggling to find suitable and effective methods for this practical skill Typically, they rely on teacher-centered approaches, where the instructor dominates the lesson, leaving students with limited opportunities to participate Additionally, oral communication skills often take a backseat as educators prioritize content that aligns with standardized testing, resulting in a curriculum heavily focused on grammar, reading, and writing, with minimal emphasis on speaking practice.
Vietnam is primarily a Vietnamese-speaking society, resulting in limited use of English among the population This scarcity of real-life practice opportunities hampers English language learners' ability to develop their skills Additionally, the prevalence of Vietnamese students in educational settings encourages communication in their native language rather than English Consequently, English has a minimal presence in the daily lives of students Despite being a mandatory subject from primary through high school, many students struggle to attain the expected level of oral competence in English.
English plays a crucial role in today's global society, and mastering English speaking skills offers significant advantages for learners Consequently, it is essential to prioritize the teaching and learning of English oral communication skills in educational settings.
By reviewing literatures of different researchers, Diep (2017) found out 7 factors that affected on the learners’ speaking skills They were:
1 Learning environment impacts to English-speaking skills
2 Lectures impacts to English-speaking skills
3 Confidence impacts to English-speaking skills
4 Proficiency impacts to English-speaking skills
5 Grammar impacts to English-speaking skills
6 Vocabulary impacts to English-speaking skills
7 Pronunciation impacts to English-speaking skills
Research by Park and Lee (2005) and Tanveer (2007, as cited in Leong et al., 2017) highlights a significant link between oral competence, self-confidence, and anxiety levels in students The findings indicate that higher anxiety correlates with decreased speaking performance, emphasizing the impact of emotional factors on language proficiency.
Rabab’ah (2005, as reviewed in Hosni, 2014) identified several factors negatively affecting learners' English speaking abilities, including anxiety, learner motivation, the curriculum, and teaching techniques The study revealed that many participants lacked the motivation to practice speaking English, as they did not perceive a real-life need to engage in the language.
A study by Hosni (2014) on fifth-grade teachers and students in Oman's basic education schools revealed that students faced significant speaking challenges The primary issues identified were related to linguistic features, reliance on their mother tongue, and feelings of inhibition The findings indicated that students struggled to communicate effectively in English due to insufficient topic-specific vocabulary and confusion regarding the appropriate grammatical structures.
Fitriani et al (2015) investigated the primary challenges faced by learners in their oral performance, revealing that psychological issues, particularly self-confidence and anxiety, were the most significant obstacles Additionally, the study highlighted that grammatical difficulties also played a major role in hindering children's speaking abilities.
A study conducted by Heriansyah (2012) examined the speaking challenges encountered by English Department students at Syiah Kuala University The findings revealed over ten distinct types of speaking problems, categorized into linguistic and non-linguistic issues Notably, the most significant difficulties reported by the students included a lack of vocabulary, low confidence in speaking, unfamiliarity with classroom discussions, and challenges in articulating words and sentences.
Many learners of English as a foreign language encounter similar speaking challenges Research across various regions has identified several key factors contributing to these common issues.
A significant number of individuals fear making mistakes when speaking English, as highlighted by Bhattacharya (2017), where 90% of participants expressed this concern Similarly, a study by Asif et al (2018) revealed that respondents lacked confidence in their English speaking abilities, often resorting to their local language when faced with difficulties in English communication.
Shyness: The survey conducted by Bhattacharya (2017) represented that a high proportion of the students believed that the shyness has big negative impact on their English speaking
A study by Bhattacharya (2017) found that most participants preferred using their mother tongue during English classes The researcher suggested that this tendency arises because learners often conceptualize their thoughts in their native language before translating them into English As a result, when faced with difficulties in speaking English, they resort to their first language to communicate their ideas effectively.
Topical knowledge and vocabulary are crucial for effective oral communication, as highlighted by Heriansyah (2012) Even confident learners who are committed to speaking English in the classroom may struggle if they lack sufficient vocabulary to discuss specific topics.
Aims, Objectives and Research Questions of the study
1.3.1 Aims and objectives of the study
This study investigates the challenges faced by 10th grade ethnic minority students at Van Hoa I High School in developing their English speaking skills, as well as the underlying factors contributing to these difficulties Additionally, it aims to identify effective solutions to enhance the students' speaking abilities.
In the light of that general aim, some specific objectives are drawn up to outline the actual directions of the study as follows:
1) To find out the real factors that cause speaking problems of the students
2) To give out some effective suggestions to improve the learners’ speaking skills
In brief, the objectives of the research could be specified into these research questions:
1 What are the factors that affect 10th grade ethnic minority students’ speaking skills at Van hoa I High School?
2 What could be done to enhance speaking skills for the students?
Scope of the Study
The study will be conducted at Van Hoa I High School, a mountainous institution in Thai Nguyen City, Vietnam, with approximately 200 students The researcher has observed a lack of essential teaching and learning facilities at the school A total of 51 hard-working and obedient ethnic minority students in grade 10 will participate in the research, although their English speaking skills are notably weak Additionally, six English teachers will complete questionnaires and participate in interviews This study aims to identify the factors affecting students' speaking skills and propose effective solutions to enhance English speaking instruction for both teachers and students.
Significance of the Study
Speaking skills are a crucial aspect of language learning, as they enable individuals to communicate thoughts and feelings effectively (Ur, 1996) These skills play a significant role in daily interactions, where people engage in greetings and small talk to foster friendly connections (Richards, 2008) Despite numerous studies on factors influencing oral performance globally, there is limited research on the speaking skills of 10th-grade students in Vietnam, particularly at Van Hoa I High School This study aims to fill that gap by identifying the key factors affecting English learners' speaking abilities Additionally, it seeks to propose practical solutions for both learners and teachers to enhance speaking proficiency.
Organization of the research
The study and findings are intended to be shown and discussed in the following chapters:
Chapter I: Introduction, which provide a broad view of the whole research by presenting the current problems, mentioning aims and objectives of the study, and indicating the significance as well as the scope of the study
Chapter II: Literature Review, which is supposed to provide theoretical background on the factors affecting learners’ speaking skills and review the previous literature relating to the topic
Chapter III: Methodology, which informs readers of the participants, the chosen instruments, procedures of data collection and analysis
Chapter IV: Findings and Discussion, which presents the description and interpretation of the collected data in light of research questions
Chapter V: Conclusion which summarizes the major findings discovered by the research and written up in the previous chapter (chap 4) Moreover, it suggests some pedagogical implication for the problem The limitations and suggestions for future studies are also discussed in this last chapter.
LITERATURE REVIEW
Definition of speaking skills
There has been range of definitions of what the language is
Language, as defined by the Online Oxford Dictionary, is a method of communication essential to human life, encompassing both written and spoken forms A key aspect of language is its structured and conventional use of words, which varies across different languages In scientific contexts, language is referred to as linguistics.
Henry Sweet, an esteemed English phonetician and language scholar, emphasizes that language comprises a vast array of sub-elements It involves the combination of words to form sentences, which in turn convey ideas or thoughts He defines language as "the expression of ideas by means of speech-sounds."
According to Bashir et al (2011), language is defined as a system of arbitrary vocal symbols that enables communication among individuals within the same culture or those who have learned the language Furthermore, it is emphasized that language is structured by grammatical rules, ensuring that sentences convey coherent meanings rather than being produced randomly.
In this study, the researcher defines language as a means of communication unique to a specific country or community, characterized by a combination of words that adhere to particular grammatical rules While language can be expressed in both written and spoken forms, this research specifically concentrates on spoken language.
Speaking skills encompass the ability to verbally communicate information effectively between individuals or groups in social contexts In the context of English as a Foreign Language (EFL) classes, these skills specifically pertain to students' proficiency in speaking English.
According to Iqbal (2012), speaking skill is the most challenging and intricate of the four language skills, which include listening, reading, and writing He highlights that effective speaking goes beyond simply articulating words; it involves the ability to combine those words into coherent and meaningful messages.
Speaking skills involve the oral pronunciation of words to effectively communicate and interact with others using spoken language This ability serves various communicative purposes, such as delivering a speech or making requests, as highlighted by Nunan (1995).
Research by Leong et al (2017), along with studies from Howarth (2001) and Abd (2016), emphasizes that speaking is a two-way process This means it involves collaboration between two or more individuals within a shared context and timeframe.
According to Tarigan (1990) and Bygate (1987), speaking skills are intricately connected to listening abilities Bygate emphasizes that speaking emerges as a response to the listening process, highlighting the importance of comprehension in effective communication.
(1990) discusses that speaking skill is produced by listening skills, and it is developed at the child age
Fitriani et al (2015) emphasize that the effectiveness of speaking skills is significantly influenced by students' conversational abilities, which are evaluated based on their proficiency in engaging in dialogue using the target language.
Speaking skills involve the ability to articulate words coherently while adhering to the structural rules of a language to convey meaningful messages This skill is essential for effectively expressing ideas and thoughts from speakers to listeners Speaking and listening are intricately connected, highlighting the interactive nature of communication In the context of students, speaking skills refer to their proficiency in using language orally to achieve specific communicative goals.
2.1.3 The importance of speaking skills
Speaking skills play such a very important role in human’s life Through speaking, people can communicate their thought, their feelings and so on to each other
Effective oral communication is essential for human connection, as highlighted by Richards (2008), who notes that greetings, small talk, and sharing experiences foster a friendly and comfortable interaction This underscores the importance of not just learning a language, but also being able to communicate verbally in it, as language serves as a crucial tool for connecting with others.
According to Qureshi (2012), language serves as a vital communication tool, with speech being essential for effective interaction Without the ability to speak, communication loses its essence and becomes merely scripted Therefore, speaking competence is crucial for language learners, as oral conversations serve various purposes in diverse contexts To ensure effective communication, it is important for language speakers to receive targeted training in speaking skills.
2.1.4 The characteristics of speaking skills
Being fluent and accurate when speaking is always the main goal of the learners when they study any languages According to Mazouzi (2013, as cited in Leong et al.,
2017), speaking activities should be organized within the balance of fluency and accuracy accomplishment Both fluency and accuracy play the crucial roles in the achievement of the oral performance
Fluency is a crucial aspect of speaking skills, defined as the ability to communicate effectively in a language with minimal pauses and interruptions According to Hedge (2000), fluency allows speakers to respond to their conversation partners in a coherent and understandable manner.
A key aspect of oral competence is speaking with accuracy, which involves using correct grammatical rules, appropriate vocabulary, and precise pronunciation According to Mazouzi (2013, as cited in Leong et al., 2017), students should prioritize correctness and completeness in their speech.
Features contributed to the English speaking competence
As English continues to gain popularity, the standards for assessing language learners are becoming more flexible It is no longer necessary for learners to sound like native speakers; effective communication in English is now the primary goal.
According to Gilakjani (2012), there are three major features involved in English speaking skills of the language learners:
Intelligibility: It is the students’ ability to pronounce the words correctly and recognizably in English
Comprehensibility: It means the listeners can understand properly what is said by the speakers
Interpretability: It means the communicative partners can perceive the purpose of what they have listened
There are ranges of sub-elements of the three features above which help the English language learners achieve excellent English speaking skills
Firstly, the learners need to learn about the language aspects that build up the sounds of English in order to accomplish the intelligibility of the language Gilakjani
(2012) has summarized the characteristics of English pronunciation as below:
Diagram 1: Various Features of English Pronunciation
English pronunciation consists of two key features: the Segmental level and the Suprasegmental level For effective English teaching and learning, it is essential to address both aspects Segmental features are particularly beneficial for beginners, while suprasegmental features provide greater advantages for advanced learners.
To achieve a strong understanding of language features, learners must focus on the appropriateness of their language use Beginners should avoid trying to sound like experts, as this can hinder communication and comprehension for both themselves and their listeners Additionally, speakers must tailor their vocabulary to suit their audience; for instance, when discussing medical topics, using specialized terminology is essential, but it may confuse listeners in educational settings Lastly, context is crucial, as different situations require distinct vocabulary choices to ensure effective communication.
To enhance language interpretability, learners must focus on using correct grammatical rules Accurate grammatical structures enable listeners to understand the purpose of the communication effectively.
Speaking problems
Learning to speak English fluently presents a significant challenge for learners, as it necessitates mastering both grammatical structures and the application of English in various communicative contexts (Fitriani et al., 2015) Achieving proficiency in spoken English requires not only linguistic skills but also the ability to adapt language use according to the audience and situational context.
Fitriani et al (2015) define speaking problems is the things that put someone off speaking or it “makes someone lack of speaking ability”
According to Leong et al (2017), speaking problems include inhibition, lack of topical knowledge, low participation, and mother tongue use Along the same lines,
According to Heriansyah (2012), students encounter twelve challenges when learning to speak English, categorized into linguistic and non-linguistic problems Linguistic issues include a lack of vocabulary, insufficient grammar knowledge, and poor pronunciation In contrast, non-linguistic problems encompass a range of emotional barriers, such as fear of speaking, lack of confidence, anxiety about making mistakes, and discomfort in classroom discussions Essentially, linguistic problems pertain to the technical aspects of the language, while non-linguistic problems relate to the speakers' emotional states.
Common factors affecting speaking skills
To effectively address speaking difficulties, both learners and educators must understand the key factors influencing students' speaking skills Numerous factors have been researched to gain insights into this issue.
Linguistic factors, as defined by Bhattacharya (2017), Hosni (2014), and Fitriani et al (2015), encompass language structure, vocabulary, and pronunciation These factors can hinder learners from effectively speaking English, particularly due to challenges in grammar, insufficient vocabulary, and poor pronunciation skills.
Vocabulary is defined as “the knowledge of meanings of words” (Fitriani et al.,
A significant challenge for learners in speaking English is their limited vocabulary, which hinders their ability to articulate thoughts effectively Fitriani et al (2015) highlight that while students may understand what they want to communicate, they struggle to express it in English due to insufficient word knowledge Consequently, a lack of vocabulary emerges as a primary barrier that impedes learners from successfully engaging in spoken English.
Grammar, as defined by the Oxford Dictionary, encompasses the rules governing word formation and sentence structure, along with an individual's proficiency in using a language Mastery of grammar is essential for learners to effectively comprehend and communicate in English, ultimately aiding their journey toward fluency However, many learners struggle with applying grammatical rules in spoken English, often resulting in frequent pauses during conversation.
Pronunciation refers to how individuals articulate the sounds of words in a language, including the intonation used during speech According to Bhattacharya (2017), even a single mispronounced sound or incorrect use of stress and intonation can lead to misunderstandings.
2.4.2 Non-linguistic factors/ Affective factors
Non-linguistic factors significantly impact individuals' ability to speak English, primarily stemming from their emotional well-being According to Bhattacharya (2017), these challenges include anxiety, shyness, low self-esteem, lack of motivation, fear of making mistakes, and disinterest Heriansyah (2012) identifies 13 specific causes, such as fear of errors, nervousness when speaking, lack of confidence, frequent forgetfulness, aversion to grammar, fear of ridicule from peers, unfamiliarity with classroom discussions, comparison to more proficient classmates, reliance on the mother tongue, absence of practice partners, difficulty understanding tenses, infrequent exposure to English, and rejection of their ideas by peers.
Anxiety: Generally, anxiety is understood as the individuals’ emotional state of being nervous or worried about something When it comes to learning, anxiety
Nervousness significantly hinders the learning process, as noted by Arnold and Brown (1999, cited in Bhattacharya, 2017) According to Shumin (2002), students who experience high levels of anxiety often find themselves "tongue-tied or lost for words."
Lack of self-confidence significantly impacts learners' ability to effectively communicate in English Self-confidence is defined as an individual's belief in their abilities, strengths, and how others perceive them When learners lack self-esteem, they may feel guilty, shy, and fearful of criticism, leading to silence during speaking lessons This fear of making mistakes and losing face hinders their participation and ultimately undermines their speaking performance Therefore, fostering self-confidence is crucial for enhancing learners' communication skills and overall success in language learning.
The mother tongue is the shared local language among learners, and when students in an English class predominantly speak the same native language, they often resort to it for communication due to increased comfort and confidence Research by Hosni (2014) indicates that students frequently rely on their shared language because of limited vocabulary in English, leading them to feel unable to express their ideas effectively Both Hosni (2014) and Bhattacharya (2017) emphasize that the use of the mother tongue in English classes is directly linked to students' vocabulary limitations Consequently, frequent use of their native language can hinder the development of English speaking skills.
Teachers are essential in fostering students' speaking skills by giving equal attention to all learners and allowing ample time for discussion during lessons They should create engaging activities to encourage participation and help students understand that mistakes are part of the learning process By employing diverse teaching methods and incorporating various elements, teachers can effectively enhance their students' speaking abilities.
Listening and speaking skills are intricately linked, as evidenced by Bhattacharya's (2017) research, which shows that higher performance in listening tasks correlates with improved speaking abilities This highlights the essential role of listening in enhancing speaking proficiency Effective communication involves learners sharing their ideas with peers, who, as active listeners, interpret and respond to these thoughts Therefore, to excel in speaking, one must also develop strong listening skills.
Related research
Speaking skills are essential for effective communication, involving the construction of meaningful messages through verbal language and adherence to its structured rules Key characteristics of speaking that educators and learners should focus on are fluency and accuracy Learners often face challenges in enhancing their speaking abilities, categorized into linguistic problems—such as poor grammar, limited vocabulary, and pronunciation issues—and non-linguistic problems, including anxiety and low self-confidence Additional factors influencing speaking skills include the use of the mother tongue, the role of teachers, and the learners' listening abilities A review of related research reveals various speaking challenges and common factors affecting students' speaking skills, providing valuable insights for the current study on selected participants and context.
METHODOLOGY
Research questions
This study investigates the challenges faced by 10th grade ethnic minority students at Van Hoa I High School in developing their English speaking skills Key difficulties identified include lack of self-confidence, limited vocabulary, poor grammar, inadequate pronunciation, low participation, and reliance on their native language The researcher also explores potential solutions to enhance these students' speaking abilities, such as organizing engaging learning activities, minimizing teacher talk time to encourage more student interaction, and providing resources to improve pronunciation and vocabulary.
To achieve these aims, the following questions were drawn:
1 What are the factors that affect 10th grade ethnic minority students’ speaking skills at Van hoa I High School?
2 What could be done to enhance speaking skills for the students?
Participants
Van Hoa I High School is situated in a mountainous region of Thai Nguyen City, Vietnam, which is home to over 310,000 residents, with nearly 70% living in rural and mountainous areas The educational attainment in this population is uneven, as urban residents tend to have an average education level, while those in the countryside and mountainous regions often face lower educational achievements Additionally, income levels in these mountainous areas are generally below average, contributing to the challenges faced by the local community.
Van Hoa I High School faces challenges in its teaching and learning environment due to inadequate facilities, particularly in the context of the mountainous community's economic conditions Most classrooms lack essential equipment such as projectors and speakers, which are crucial for effective English language instruction.
Van hoa I High School currently services over 200 students ranging from grade
Students at Van Hoa I High School, ranging from grades 10 to 12, are known for their dedication and strong work ethic According to the school's report, the official learning schedule consists of morning and afternoon classes, emphasizing a structured approach to education.
Grade 10 consists of 51 students in which there are 27 females and 24 males All of the participants are now living at dormitory of the school
Most Grade 10 students come from low-income and below-average income families, with 51 obedient students who rarely break school and class rules.
In the first semester at Van Hoa I High School, the academic performance of the students was notably low, with only 1 out of 51 achieving a good average mark above 8.0 Additionally, 17 students earned moderately good marks, falling between 6.5 and 8.0, while the remaining students scored below 6.5 This data indicates a general struggle with English proficiency among the students, as only one student excelled in the subject.
After conducting preliminary observations of Grade 10 students' English learning, the researcher identified a mixed learning environment While the classroom atmosphere can be enjoyable and engaging, students often remain silent during speaking lessons When given speaking tasks, many students exhibit a lack of motivation, preferring to remain quiet rather than participate actively.
However, there were some students who were active and interested in the speaking activities, and they talked in most of the students’ talking time
The researcher chose to conduct experiments with Grade 10 students for two main reasons: first, she currently teaches this grade, making it convenient for her to administer observations and questionnaires Second, Grade 10 students are known for their studiousness and enthusiasm, yet they struggle with speaking skills This prompted the researcher to investigate the underlying factors contributing to their speaking difficulties and to develop effective teaching and learning strategies tailored to their needs.
Six English teachers from Van Hoa I High School participated in interviews focused on their roles in enhancing students' speaking skills They shared insights on common challenges learners face while speaking English and offered valuable suggestions to help overcome these difficulties.
Data collection instrument
To address the research questions, the researcher will employ both phenomenological qualitative and correlational quantitative research methods Initially, questionnaires will be utilized to gather numerical data, followed by qualitative tools such as interviews and observations to enrich the findings.
By doing that, the researcher can get the descriptive data which are more reliable to answer the questions of the research
The questionnaire is a highly effective quantitative research tool that involves asking respondents written questions to gather information and address research inquiries It is favored for its ability to efficiently collect data from a large number of participants simultaneously, without the need for the researcher’s presence, making it a time-saving option (Cohen et al., 2007) Researchers have noted that questionnaires yield quick and accurate responses, allowing for substantial data collection in a short timeframe (Linda, 2010; Othman et al., 2015) Additionally, questionnaires empower respondents to share their opinions and needs freely, alleviating concerns about losing face in front of others.
Despite its usefulness, this research tool has notable drawbacks that need addressing One major issue is the reliability of results when questionnaires require students to include their names; thus, the researcher will implement anonymous questionnaires to encourage honest responses Anderson (2004, as cited in Othman & Murad, 2015) emphasizes that anonymity is crucial for enhancing both the quantity and accuracy of responses Additionally, the fixed-format questions may limit respondents' ability to express their opinions fully; to mitigate this, the researcher will provide spaces for open-ended answers Lastly, questionnaires may not effectively capture participants' emotions, highlighting the need for supplementary research methods to gain deeper insights.
This study aims to explore the challenges faced by grade 10 ethnic minority students at Van Hoa I High School in speaking English by utilizing open-ended questions The research seeks to identify specific difficulties and provide actionable suggestions to improve their speaking skills.
The study utilized questionnaires tailored for both teachers and students to assess English speaking challenges The student questionnaire focused on identifying speaking difficulties, factors influencing their English speaking skill development, and suggestions for improvement Meanwhile, the teacher questionnaire aimed to evaluate the current state of English teaching resources at Van Hoa I High School and gather insights on the students’ speaking issues and their underlying causes.
This questionnaire consisted of four sub-sections
Prior to commencing the questionnaire, students were prompted to respond to the question regarding the frequency of being assigned similar tasks in English class This inquiry aimed to provide the researcher with an overview of the current state of speaking lessons in the observed classes.
SECTION B: Students’ common speaking problems
This section presents students' perspectives on the common speaking challenges they face, categorized into two main types: linguistic problems and non-linguistic or psychological issues.
SECTION C: Factors affecting the acquisition of good English speaking skills
The third section of the questionnaire focused on identifying the factors influencing the speaking skills of 10th grade ethnic minority students at Van Hoa I High School This part of the research was crucial in addressing the first research question regarding the specific elements that impact these students' speaking abilities.
This questionnaire aimed at approving what had been found from students’ questionnaire There were 4 sections in this questionnaire as follow:
I A checklist for teaching and learning resources in Van hoa I High School
II English learning environment in the school
III English teachers’ teaching methods
The aim of the first three parts of this questionnaire give the researcher the overview about the current state of teaching and learning English at Van hoa I High School
IV Teachers’ opinions about students’ speaking problems and the factors causing these problems
This section aimed to seek the data to address the first research question about the factors affecting the students’ speaking skills
Cohen et al (2007) highlight the effectiveness of interviews as a qualitative research method, enabling participants to engage through various sensory channels, including verbal and non-verbal communication This approach allows researchers to uncover insights that respondents may not convey through questionnaires Additionally, Bhattacharya (2017) identifies in-depth interviews as one of the most prevalent qualitative research techniques.
This study involves face-to-face interviews with three English teachers at Van Hoa I High School to explore the teaching methods they use to enhance students' English speaking skills The researcher aims to identify potential solutions for improving these skills Additionally, interviews with ten randomly selected students will clarify responses from questionnaires and gather their suggestions for enhancing their English speaking abilities.
Creating a welcoming and friendly atmosphere is essential for fostering positive attitudes during interviews Utilizing Vietnamese can enhance understanding, allowing interviewees to articulate their thoughts accurately Additionally, with participants' consent, interviews will be recorded for future analysis.
Ethnographic research, a qualitative method, relies heavily on observation to study individuals in their natural environments (Bhattacharya, 2017) This approach is notable for providing "live" data from real social situations (Cohen et al., 2007), allowing researchers to obtain more valid and reliable information than traditional questionnaires or interviews To test specific hypotheses, researchers often employ highly structured observations, where hypotheses are predetermined and observational data is used to confirm or refute them (Cohen et al., 2007) However, a common drawback is that observer bias can influence results, making it essential for researchers to define the behaviors to be observed beforehand During observations, researchers must remain silent and avoid disrupting the subjects, and it is recommended to utilize a five-point scale to rate the observed behaviors, ranging from 1 (not at all) to 5.
To address the research questions, the researcher will attend four sample speaking lessons in various random classes at Van Hoa, as outlined in the Table of Observed Behaviors included in the appendices The behaviors will be rated on a scale from 1 to 5, where 1 indicates very little and 5 signifies a very great deal of observed engagement.
The objective of this study is to gather comprehensive and accurate insights into the English teaching and learning process at Van Hoa I High School By observing English speaking classes, we aim to identify the existing strengths and weaknesses of both teachers and students, which will help us propose effective solutions for improvement.
Data collection procedure
Prior to initiating the research, the investigator communicated the study's objectives to the 10th-grade students at Van Hoa I High School, seeking their active participation Additionally, the researcher obtained consent from the English teachers at the school to contribute information through a questionnaire and interviews.
To gather data, questionnaires were distributed to both students and teachers Once all completed questionnaires were collected, the researcher began analyzing the results.
The researcher conducted face-to-face interviews with both learners and teachers following the analysis of questionnaire results This approach allowed for the collection of deeper and more accurate data, enhancing the study's final outcomes During the interviews, the researcher took notes and recorded the responses of the interviewees simultaneously.
The researcher conducted observations of four English speaking lessons, taking on the role of an overt observer During each session, she meticulously noted her observations and maintained an observing journal to gather data for her research.
Data analysis
3.5.1 Data analysis tool: Microsoft Excel 2013
Microsoft Excel, introduced in 1985, has remained the leading spreadsheet software for over 30 years This powerful program is designed to analyze numerical data in tables and present it visually through diagrams and charts Excel is particularly valuable for scientific and statistical analysis of large data sets, offering statistical formulas and graphing capabilities that assist researchers in conducting variance analysis, chi-square testing, and managing complex data Researchers have relied on Microsoft Excel for years to analyze and categorize information effectively In this study, data collected from questionnaires was organized into various categories for analysis.
3.5.2 Procedure of analyzing the data
Stage 1: Check the questionnaires carefully to make sure that the respondents have answered all the questions and supplied answer must be understandable and valuable
Stage 2: Gather statistics by counting and calculating data
Stage 3: Analyze the received data and discuss them in the form of tables, figures for better exemplification
Stage 1: Check note-taking with the recordings that were taken during the interviews to make sure that the researcher did not miss any information that the interviewees provided
Stage 2: Summarize the conducted data and analyze it basing on the two research questions
Stage 1: Gather the data from Observation Checklist
Stage 2: Summarize the received information and arrange them into different levels from not at all to a very great deal of
Stage 3: Analyze the ordered data and discuss them.