INTRODUCTION
Statement of the Problem
English is recognized as the global or international language, with approximately 1.5 billion speakers, accounting for 20% of the world's population Of these, around 360 million people speak English as their first language (Lyon, 2017) Furthermore, English is the most widely studied foreign language worldwide, underscoring its significance in global communication and education.
Speaking is the second of the four essential language skills—Listening, Speaking, Reading, and Writing—and is often regarded as one of the most challenging yet rewarding experiences for English learners Mastering speaking skills not only enhances knowledge and self-confidence but also fosters critical thinking, improves listening abilities, and aids in organizing thoughts Furthermore, effective speaking skills significantly increase opportunities for success across various careers and fields, making it a vital component of professional development.
Learning English as a second language can pose significant challenges for students, particularly in achieving natural and fluent communication For secondary students at The Asian International School (AHS) – Cao Thang Campus, classes 7/29 and 7/30, the fear of speaking English can hinder their learning experience This study, conducted over a 12-week internship as an English teacher, aims to identify the specific difficulties faced by these students in their English language acquisition journey.
Speaking skills and some specific solutions to solve these problems.
Purpose of the Research
This study examines the speaking difficulties faced by secondary school students in classes 7/29 and 7/30 at the Asian International School (AHS) - Cao Thang Campus It aims to identify the underlying factors contributing to these challenges and explore effective teaching methods and solutions that educators can implement to enhance students' English speaking skills.
Significance of the Research
Speaking is a crucial yet challenging skill for secondary school students learning English as a second language, particularly for classes 7/29 and 7/30 at The Asian International School (AHS) – Cao Thang Campus My recent research highlights the difficulties these students face in the speaking process and proposes specific solutions to address these challenges.
Research Questions
Based on the problem statement mentioned above, this study is an attempt to find answers to the following questions:
1 What are the difficulties that the students of class 7/29 and 7/30 – The Asian
International School (AHS) – Cao Thang Campus have in English Speaking skills?
2 Why do they have these problems?
3 What are effective solutions that help these students improve their abilities in English Speaking skills?
Limitation
This study stems from a 12-week internship and research experience at The Asian International School (AHS) - Cao Thang Campus Due to time constraints and other factors, the research does not encompass all secondary students at AHS, focusing specifically on two classes, 7/29 and 7/30.
The Scope of the Research
This work focuses on students in two classes 7/29 and 7/30 – The Asian
The International School (AHS) – Cao Thang Campus, with a total of 38 students, is conducting a study to identify the challenges and solutions related to English speaking skills among students in classes 7/29 and 7/30 This research employs descriptive analytical methodology and utilizes a questionnaire to ensure accurate results.
LITERATURE REVIEW
Definitions of Key Terms
1.1 What is English Speaking skill?
The term "speak," as defined by Oxford Learner’s Dictionaries, encompasses engaging in conversation with someone about a particular topic and includes the act of describing or mentioning someone or something.
According to Mohammed (2015), speaking is the verbal expression of language produced through the mouth, involving various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips Additionally, effective communication is enhanced by non-verbal elements, including body language, gestures, eye contact, and facial expressions.
Dialogue involves at least two participants engaging in conversation, allowing for a natural flow of speech between them While dialogues occur in interpersonal exchanges, individuals can also prepare and rehearse speeches or presentations Additionally, self-talk is a form of vocal expression that does not require an audience or listener.
Speaking can be formal or informal:
- Formal speaking is typical used in academic or business situations, or in talking with people for the first time.
- Informal speaking often occurs in daily/ normal situations when talking with family, friends and people who the speakers know well.
1.1.2 What is English Speaking skill?
Brown (1994) pointed out that speaking is an interactive process of conducting meaning, which involves producing, receiving and processing information.
According to Mohammed (2015), speaking is one of the most essential and challenging skills, serving as the primary means of establishing and nurturing interpersonal relationships.
According to Nadir (2016), English learners must not only focus on specific language aspects such as vocabulary, pronunciation, and grammar but also enhance their speaking skills and speech habits to achieve success in communication.
Effective speaking skills enable individuals to communicate confidently in any situation Mastering public speaking techniques and consistent practice enhances one's verbal abilities, allowing for clear expression of ideas, opinions, and desires This proficiency fosters strong connections with others, ultimately leading to increased sociability and interpersonal relationships.
Difficulty refers to the state of being hard to accomplish, overcome, or understand, as defined by the Cambridge Dictionary It often manifests as a problem that presents challenges in various tasks or situations.
A solution, as defined by Business Dictionary, refers to methods for addressing problems or navigating challenging situations Solutions can vary in complexity, ranging from simple to intricate, and may necessitate varying levels of resources, from minimal to extensive.
Review Previous Work
Speaking skills are crucial for effective communication, whether English is your first or second language Many individuals find that developing these skills presents significant challenges, highlighting the importance of mastering spoken English for personal and professional success.
Following these facts, this research conducts common difficulties that secondary school students (class 7/29 and 7/30 – The Asian International School – Cao Thang
Campus) have in English Speaking skills and specific solutions to solve these problems, which be shown in the following paragraphs.
2.1 The Importance of English Speaking skills
Speaking skills are essential for success in life, as highlighted by Mohammed (2015) Learners can assess their progress in language learning by evaluating their spoken English abilities Wilson (1979) noted that students who effectively articulate their thoughts tend to achieve greater academic success Furthermore, fluency in speaking not only enhances oral communication but also improves other language skills, such as listening, reading, and writing, as learners apply their existing knowledge of the language in various contexts.
Moreover, Wilson (1979) said that through speaking/ talking, students are able to explore knowledge and reveal themselves.
Speaking is essential for individuals to discover their identities and express themselves Engaging in conversations, presentations, or speeches allows learners to confidently articulate their viewpoints and share their thoughts and opinions.
Moreover, speaking also help people accomplish the challengeable situations through develop range of skills, strategies, attitudes, agencies, self-worth, learning management and personalizing learning (Jehan, 2014).
Mastering English speaking skills is essential for professional success, particularly in international business, diplomacy, and higher education (Mohammed, 2015) Effective communication not only enhances career opportunities but also facilitates travel, promotions, scholarships, and participation in international meetings and conferences (Jehan, 2014).
2.2 Some Difficulties of Secondary School Students in English Speaking skills
According to Hiphiphurahura (2017), the environment plays a crucial role in students' ability to speak English, as a negative environment hinders their speaking practice This environment encompasses various factors, including schools, families, teachers, parents, friends, and individuals outside the classroom Therefore, students should engage in speaking English not only during English classes but also in everyday situations, whether at home or in their daily lives.
According to Shiva (2018), the environment significantly influences the process of learning English In settings where English is not the primary language, learners risk adopting poor language habits by conversing with those who have limited English proficiency Therefore, it is crucial for learners to seek out a conducive environment that supports effective English learning.
Self-confidence, as defined by Berger (2015), refers to the trust individuals place in themselves and their abilities, while self-esteem pertains to the overall opinion people hold about themselves.
According to Dornyei (2011), students often experience a lack of confidence when they feel misunderstood by their peers or struggle to comprehend others Therefore, it is essential for teachers to acquire both theoretical knowledge and practical strategies to effectively boost student confidence in communication.
Vocabulary is a crucial element in language learning, significantly influencing students' ability to master a language According to Hornby (1953) as cited in Yuniarti (2011), "vocabulary is the vital aspect of the language."
Moreover, River (1970:462) believes that “it would be impossible to learn a language without vocabulary”.
A strong vocabulary is crucial for students to communicate effectively and comprehend conversations clearly It serves as a foundational element of language, enabling learners to express their ideas and convey messages effectively Consequently, the more vocabulary learners acquire, the greater their speaking skills will become.
Many secondary school students continue to struggle with vocabulary, which hinders their ability to understand tasks and exercises As a result, they often request their teachers to translate questions into their native language, Vietnamese While some students can comprehend spoken English, they find it challenging to respond verbally According to a recent study by Eva (2017), mastering vocabulary is essential for effective English speaking, but memorizing vocabulary can be a difficult task for students.
Students from classes 7/29 and 7/30 at The Asian International School (AHS) expressed that they often feel lazy and find it challenging to memorize vocabulary While many students showed a keen interest in improving their English speaking skills, they acknowledged that their limited vocabulary hinders their progress.
Shyness, as defined by the American Psychological Association, is characterized by feelings of awkwardness, anxiety, or tension in social situations, particularly with unfamiliar individuals Individuals who are shy often experience negative self-perceptions and concerns regarding how they are perceived or judged by others.
According to Borwen (2005), shy students often exhibit quiet personalities, which can lead to a fear of making mistakes in conversation This fear makes them feel anxious and intimidated when speaking English, as they perceive these interactions as threatening.
Saurik (2011) found that many English learners experience anxiety when practicing speaking, fearing they will make numerous mistakes This fear often stems from concerns about being laughed at or misunderstood by peers due to their limited speaking abilities and skills.
METHODOLOGY
Research Design
This study employed a quantitative approach for data collection and analysis, utilizing questionnaires to identify challenges and solutions related to English speaking skills among students in classes 7/29 and 7/30 at The Asian International School (AHS) – Cao Thang Campus.
Quantitative research, as noted by Labaree (2009), emphasizes objective measurements and employs mathematical, statistical, or numerical analysis of collected data This approach primarily focuses on gathering information through tools such as questionnaires, polls, or surveys Key advantages of the quantitative method include reliable and valid results, rapid data collection, extensive data analysis capabilities, and the reduction of bias (Adi, 2010).
Research Procedures
The research commenced on February 27, 2019, when the researcher met with her thesis advisor, Mr Nguyen Thanh Tuan, M.A., to establish a structured schedule for completing the thesis paper.
- Week 1, 2 and 3: Finished writing Chapter 1, 2 and Correction.
- Week 4 and 5: Finished writing Chapter 3, 4 and Correction.
- Week 6: Finished Chapter 5 and Correction.
The study aims to identify challenges and propose targeted solutions for improving English speaking skills among seventh-grade students (classes 7/29 and 7/30) at The Asian International School (AHS) – Cao Thang Campus To accomplish these objectives, the researcher implemented a structured approach.
- The first step, the researcher determined the study’s target, found the questions of the study Thus, the participants who should be on the list of questioning were chosen
In the Literature Review chapter of her thesis, the researcher compiled a variety of relevant studies from credible sources, integrating insights from established researchers alongside her own experiences and investigations as an English teacher at AHS.
- Thirdly, the questionnaires were designed in other to collect information and data from chosen participants that contribute the study.
- Gathering all the data, the researcher analyzed and discuss about the collected data. The charts and comments related to the thesis’s objectives were presents in Chapter four
- Finally, the result and conclusion of the study was informed Chapter five.
Participants
This research focuses on secondary school students in grade 7 who are learning English as a second or foreign language at The Asian International School (AHS) – Cao Thang Campus The study involves 38 participants from two classes, 7/29 and 7/30, comprising 18 male and 20 female students.
The grade 7 program, encompassing classes 7/29 and 7/30, mandates two semesters within a single academic year and adheres to international educational standards Upon completion of these semesters, students will advance to grade 8 The primary objective of this program is to equip students with a comprehensive understanding of all core subjects.
The Asian International School (AHS) fosters a supportive learning environment that promotes self-awareness and confidence among students By encouraging independent reflection, AHS effectively aids students in developing their knowledge and personal growth.
Students at international schools generally exhibit strong English language skills, often surpassing standard proficiency levels Many can communicate fluently, resembling native speakers, due to prior exposure to English before enrollment Typically aged 12 to 13, these students are characterized as intelligent, active, creative, and occasionally mischievous, which enhances their ability to learn a second language Research indicates that adolescents have a heightened capacity for acquiring foreign languages, particularly before the age of 15, and those who begin learning earlier tend to develop a more native-like accent (Marilyn, 2006) However, only a small percentage of students struggle with language acquisition.
In each class, three students often struggle with English learning, leading to a lack of confidence and feelings of anxiety when asked to participate This results in their tendency to remain silent during lessons and avoid engaging in activities or exercises with both the teacher and their peers.
Sample Selection
This study focuses on evaluating the English speaking skills of Grade 7 students at The Asian International School (AHS) – Cao Thang Campus, which offers education from grade one through grade twelve.
The study focuses on Grade 7 students across nine classes, with the researcher having the opportunity to teach two specific classes, 7/29 and 7/30, during a 12-week internship Consequently, she invited the students from these classes to participate in the investigation.
Material Techniques
To complete this study, the researcher used Google form to find resources related to the thesis’s topic
Google is the most popular web browser, offering a vast array of extensions to enhance user capabilities for various needs Moreover, it is essential for browsers to help users locate accurate resources, as misinformation still exists on the Internet.
To discover accurate and relevant knowledge aligned with the study's objectives, researchers must gather a substantial number of studies and select the most suitable ones that support their thesis In addition to collecting precise theories and knowledge, it is essential to consult research on validity and reliability from various authors and experts.
Thus, comparing and contrasting many specific knowledge/ theories then conduct these in the thesis paper to make the study trustfully.
Data Selection
To achieve the study's objectives, questionnaires were utilized, consisting of eight multiple-choice questions aimed at identifying the challenges and solutions faced by seventh-grade students at The Asian International School (AHS) – Cao Thang Campus in developing their English speaking skills.
The author selected a quantitative method for its numerous advantages, as questionnaires can comprehensively address all facets of the topic while allowing for straightforward analysis and visualization Additionally, this method serves as an effective tool for data collection, enabling the researcher to compare quantified results with findings from other studies.
During a 12-week tenure as an English teacher at The Asian International School (AHS) – Cao Thang Campus, the researcher gained valuable insights into the school's educational systems and training programs This experience allowed for a comprehensive understanding of the students' varying levels, learning abilities, and personalities To gather further data, questionnaires consisting of eight multiple-choice questions were developed.
The author employed straightforward language and concise sentences to ensure students comprehended the survey questions related to the thesis topic Completing the survey took students approximately 7 to 10 minutes Once collected, the data was analyzed in alignment with the study's objectives.
Reliability and Validity
Considering the importance of validity and reliability of a research paper, the author requested the help from experienced professors at The Saigon International
University (SIU) to give advices, comments on the researching process and the questionnaires Also, the analyzed data are reliable and measureable more than 70%.
To prove the reliability and validity of the study, the aspects in the paper involves:
Ensuring ethical standards is essential in research The author sought assistance from sample participants to collect data via questionnaires, granting them the right to accept or decline participation Subsequently, the researcher utilized the gathered information to advance the study.
Thus, the analyzed and explained data will be shown in Chapter four.
Summary
This chapter presents the methodology used in the research, which consists of 7 parts:
The analyzed and discussed data will be described in the next chapter
ANALYSIS AND DISCUSSION
Results from the questionnaire
The survey involved 38 participants who were asked to identify the English skills they find most challenging to learn Respondents were allowed to select multiple answers to the question, "Which English skills are the most difficult for you to learn?" The researcher aimed to determine the specific English skills that pose the greatest difficulty for the target population.
The most difficult skills students in class
Chart 1: Students’ perceived the most difficult skills in English subject
According to the collected data, writing is identified as the most challenging skill for students learning English, with 42% of respondents highlighting it as their greatest difficulty Listening follows as the second most difficult skill at 32%, while only 10% of interviewees view reading as the most challenging aspect of English learning.
The findings align with the researcher’s predictions, indicating that students in classes 7/29 and 7/30 at the international school do not find speaking skills to be the most difficult, ranking it third in challenges However, despite this ranking, these students still encounter difficulties in English speaking Detailed data regarding these challenges will be presented in the upcoming charts.
To determine effective solutions for enhancing English learning, a questionnaire was conducted asking students, "Are you interested in learning speaking lessons at school?" The responses varied, with options including Yes, Not really, and No Understanding students' interest levels in English lessons is crucial for the researcher, as it helps identify practical teaching aids that can boost student enthusiasm and engagement in their learning processes.
Do students interested in learning speaking lessons?
Chart 2: Students’ interests in learning English Speaking lessons
A survey revealed that 67% of respondents expressed a lack of interest in speaking lessons at school, while 30% preferred to participate in these lessons Only 3% of students showed no interest in developing their speaking skills, likely representing those with lower abilities or quieter personalities as noted by the researcher earlier.
Research indicates that student enthusiasm for learning to speak is moderate, with average interest levels To address this issue, educators must adopt effective teaching strategies that inspire and enhance students' speaking skills.
To assess the speaking practice habits of the target population, the study included the question, "Do you spend much time practicing speaking English at school?" This inquiry aims to gather insights into the time dedicated to English speaking practice within the school environment.
Do students spend much time to practice speaking at school?
Chart 3: Students’ frequency of English speaking at school
According to the chart, 36% of students dedicate sufficient time to practicing their speaking skills, while 17% of students spend either little or very little time on this activity As participants in international education, students have ample opportunities to use English beyond the classroom, frequently engaging in conversations with friends and teachers This trend is supported by the data presented in the chart.
The analysis demonstrates that the school environment significantly influences students' opportunities to use English in two selected classes When peers and native or foreign teachers frequently communicate in English, students are more motivated to engage in conversation and practice speaking the language.
By determining the importance of finding difficulties in English Speaking skills, the practical solutions will be suggested The students were asked to answer the question:
In a survey exploring the challenges of practicing spoken English, students identified key difficulties that hinder their progress The most common obstacles included a lack of immersive environment, which limits conversational practice, as well as a lack of confidence that affects their willingness to speak Additionally, many students reported struggling with insufficient vocabulary, which restricts their ability to express themselves Fear of making mistakes also emerged as a significant barrier, along with issues related to pronunciation that can impede clear communication Participants were asked to select only one primary challenge from these options.
The most difficulty students have in Eng- lish speaking
Chart 4: Students identified the most difficulty in English speaking
A recent evaluation at The Asian International School revealed that only 7% of students feel they lack an environment conducive to practicing English speaking, indicating the school's excellent facilities Additionally, 11% of students reported a lack of confidence when speaking English, but this issue is minimal due to frequent speaking opportunities provided by the school The primary challenges faced by students in classes 7/29 and 7/30 are a lack of vocabulary (22%) and a fear of making mistakes, particularly in pronunciation, with 30% expressing concerns in this area.
By obtaining precise data, targeted solutions can be proposed to help students conquer their fear of making mistakes, enhance their pronunciation, and expand their vocabulary effectively.
The question "Is the environment the most crucial factor in enhancing students' speaking skills?" aims to evaluate the gathered data against the findings presented in the literature review and the analysis from the previous research question.
Is environment the most important factor helping students improve speak- ing skills?
Chart 5: Students’ opinion whether environment is the most important factors helping them improve speaking skills
According to Chart 5, 48% of respondents believe that the environment is the most crucial factor in developing their speaking skills In contrast, 26% feel that the environment does not significantly aid their speaking process, while another 26% assert that it has no impact on improving their speaking abilities.
Most students recognize the significant impact of their environment on the English speaking process In contrast to the data gathered from question 4, only 7% of students felt they lacked sufficient opportunities to practice speaking This highlights the undeniable positive influence of the supportive environment provided by AHS for students to enhance their speaking skills.
Summary
This chapter presents an analysis of the collected data through charts, highlighting key findings and discussions around the gathered information It compares the analyzed data with previous studies to ensure accurate results Additionally, the chapter identifies problems and offers relevant suggestions for potential solutions.
CONCLUSION AND RECOMMENDATIONS
Conclusion
A recent study at The Asian International School (AHS) - Cao Thang Campus focused on identifying the challenges faced by students in classes 7/29 and 7/30 in developing their English speaking skills The research also aimed to propose practical and effective solutions to address these issues.
Research indicates that speaking is not the most challenging skill for the target population, with environmental factors significantly influencing students' learning processes Students at the Asian International School (AHS) affirm that the institution offers an excellent environment, professional education system, and comprehensive training programs and facilities, all of which support them in achieving their academic goals and ambitions.
On the other hand, the integration between listening and speaking skills has been proved by validity data
While speaking may not be the most challenging skill for students, they still face notable difficulties in their learning journey Key issues include pronunciation errors, anxiety about making mistakes, and a limited vocabulary, which collectively hinder their progress.
The researcher identifies effective strategies to enhance students' abilities by analyzing collected data, highlighting that engaging with videos, films, games, and fostering speaking habits significantly boosts not only speaking skills but other competencies as well Students express satisfaction with their school and the supportive teaching environment, which encourages their academic growth They recommend various teaching methods and resources, such as incorporating captivating speaking topics and utilizing informative, entertaining videos and films in lessons, to elevate their speaking skills to new heights.
The study's objectives have been thoroughly examined, demonstrating a strong connection between the analysis and the collected data, which confirms the validity and reliability of the thesis paper.
Recommendations for Further Research
Expanding the scope of future research is essential for generating more engaging findings A broader range of participants will enrich the diversity of insights, making it imperative to include a wider population in upcoming studies Additionally, to improve research skills, it is advisable to tackle more challenging topics and objectives.
Summary
This chapter presented a summary of whole results the present research Last but not least, the recommendations for further research were produced.
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Nguyen Thi Tuyet Chi, a senior English major at The Saigon International University (SIU), is conducting research on improving speaking skills for students in classes 7/29 and 7/30 at The Asian International School (AHS) – Cao Thang Campus This study aims to identify challenges faced by students in English speaking and to develop practical solutions to address these issues Participation in this questionnaire is greatly appreciated, as responses will be used solely for research purposes Your honest feedback is invaluable to this investigation.
1 Which skills are difficult for you to learn? (Check all that apply).
2 Do you feel interest in learning speaking lessons at school? (Mark only one).
3 Do you spend much time to practice speaking English at school? (Mark only one).
4 Which is the most difficulty for you in speaking English? (Mark only one).
5 Do you think that environment is the most important factor helping students improve speaking skill? (Mark only one).
6 Do you think improving listening skills will help students in speaking skills? (Mark only one).
7 In your opinion, what is the most effective way to improve speaking skills? (Mark only one).
Improve speaking skills through listening skills
Use games, videos, films, movies as teaching aids
8 Which teaching aids you expect the teachers should use to help you improve speaking skills? (Check all that apply).
Give interesting videos, short firms to watch
Let students practice speaking with friends
Face-to-face practice speaking with teachers