INTRODUCTION
Rationale for the study
English is a crucial subject in the Vietnamese education system, mandated by the Ministry of Education and Training (MOET) from primary to tertiary levels Through comprehensive English courses, students develop proficiency in the four essential skills: listening, speaking, reading, and writing At the university level, they engage in more intensive study, mastering vocabulary and academic English, which includes understanding basic grammar and acquiring a vocabulary of at least 2,500 words Additionally, students gain valuable insights into the cultures and lifestyles of the United Kingdom and the United States, enhancing their ability to communicate effectively and share Vietnam's rich history and culture with the world.
In 2008, the Prime Minister of Vietnam approved Decision No 1400/QD-TTg, launching the project “Teaching and Learning Foreign Languages in the National Education System (2008-2020).” This initiative encompasses three phases: the first phase (2008-2010) focused on enhancing the 10-year foreign language curriculum, developing course materials, and evaluating the English syllabus The second phase (2011-2015) saw the Ministry of Education and Training (MOET) implement an improved English program across the entire education system in Vietnam The project aims to elevate foreign language proficiency among students, ensuring a comprehensive approach to language education.
2020), the aim is rereading and revising the new curricula and developing English program for the educational institutions including vocational schools, colleges and universities
Despite the implementation of policies aimed at enhancing the quality of English teaching and learning, significant improvements have yet to be seen A major challenge persists in the classroom, where students struggle to develop their speaking skills Traditionally, the focus has been on memorizing vocabulary and mastering grammar rules, with the primary goal of achieving high scores in English tests, rather than fostering effective communication skills.
As the influx of foreigners immigrating to Vietnam increases, the focus of English learning has shifted from merely reading and writing to effective verbal communication According to To (2006), the role of teachers is crucial in helping students achieve their listening and speaking goals in English However, some educators continue to rely on outdated methods such as grammar-translation, teacher-centered approaches, book-based instruction, and exam-driven practices (Le & Barnard, 2009).
Research indicates that the exclusion of speaking from lessons and assessments, as noted by Tomlision & Bao (2004), Le (2002), and Liu & Littlewood (1997), can lead to students completing their curriculum but struggling with real-life communication (To, 2006).
Eighth graders at AIS face challenges in developing their English speaking skills, despite their experience in an international learning environment Recognizing these difficulties, the author initiated a study to explore the specific speaking challenges encountered by eighth-grade students at The Asian High School (AHS).
1.2 Aims and objectives of the study
The author conducted a study at The Asian High School (AHS) to explore the English speaking challenges faced by students at the Cao Thang Campus This research aims to provide insights into the difficulties encountered by students during their classroom speaking activities.
With the above aims, the two objectives were established as follows.
- To investigate the 8th graders’ perspectives on speaking problems in EFL classrooms, at AHS, Cao Thang Campus.
- To suggest some useful solutions in order to help teachers improve their teaching methods, and help students overcome the current speaking problems and better their speaking skill.
With the above aims and objectives, the two research questions were formulated as follows:
1.What are the speaking problems perceived by the 8 th graders at The Asian High School, Cao Thang Campus?
2 What are the useful suggestions as solutions to speaking problems found in the study?
Because the time was limited, the present study concentrated on investigating the
This study explores the speaking challenges faced by eighth graders at AHS - Cao Thang Campus, highlighting the perspectives of eighty participating students While it provides valuable insights into their experiences, the findings should not be generalized to all eighth graders at the school Additionally, the research suggests potential solutions to address the identified speaking problems.
This study is important as it addresses the lack of research on students' speaking problems at The Asian High School (AHS) By investigating these issues, the study aims to enhance the available data for future research at AHS and to identify the specific speaking challenges faced by students.
Eighth graders gain insights into their speaking weaknesses, enabling AHS teachers to understand the current educational landscape This awareness allows students to select effective strategies for enhancing their learning, while teachers can refine their instructional methods Ultimately, this study aims to serve as a theoretical foundation for future research related to its focus.
1.6 Definition of the key terms
The following terms communicate the following meaning whenever they appear in this study as follows
- Speaking: the way of conveying ideas, information or expressing someone's thoughts and feelings in spoken language.
- Problems: difficulties/challenges in speaking and factors making speaking difficult.
- The 8 th graders: all students who are in grade 8 at Cao Thang campus - The Asian High School.
This thesis is divided into five chapters as follows
Chapter 1 is introduction This chapter concerns background of the study, statement of the problems, aims and objective of the study, research questions, scope of the study, significance of the study and definition of key terms
Chapter 2 summarizes the theoretical background concerning the focus of the study Specifically, the definitions and role of speaking skill are first presented Next, factors causing speaking problems are summarized More importantly, a summary of the previous studies is presented next The chapter ends with the conceptual framework of the study
Chapter 3 presents the methodology of the study In particular, the research design is first introduced, followed by the research setting In the next section, a brief description of the research instruments employed in the study is provided Following that, the procedures of collecting and analyzing the data are presented Finally, the chapter ends with the sections regarding the reliability and validity, and the ethical issues
Chapter 4 presents a comprehensive analysis, discussion, and results derived from the questionnaire data It includes a comparison of the current study's findings with those of previous research Additionally, the chapter concludes with practical solutions to the issues identified in the study.
Chapter 5 first presents a summary of the findings In the next section, limitations of the study are provided Last but not least, the study ends with some recommendations for the further research.
Research questions
With the above aims and objectives, the two research questions were formulated as follows:
1.What are the speaking problems perceived by the 8 th graders at The Asian High School, Cao Thang Campus?
2 What are the useful suggestions as solutions to speaking problems found in the study?
Scope of the study
Because the time was limited, the present study concentrated on investigating the
This study explores the speaking challenges faced by eighth graders at AHS – Cao Thang Campus, highlighting their perspectives and proposing potential solutions It is important to note that the findings are specific to the eighty students involved and should not be generalized to all eighth graders at AHS.
Significance of the study
This study is important because there is a lack of research on students' speaking problems at The Asian High School By conducting this study, we aim to enhance the available data for future research at AHS and identify the specific speaking challenges faced by students.
Eighth graders gain insight into their speaking weaknesses, enabling AHS teachers to understand the current educational landscape This awareness allows students to select effective strategies for enhancing their learning, while teachers can refine their instructional approaches Ultimately, this research aims to provide a theoretical foundation for future studies related to its focus.
Definition of the key terms
The following terms communicate the following meaning whenever they appear in this study as follows
- Speaking: the way of conveying ideas, information or expressing someone's thoughts and feelings in spoken language.
- Problems: difficulties/challenges in speaking and factors making speaking difficult.
- The 8 th graders: all students who are in grade 8 at Cao Thang campus - The Asian High School.
Organization of the thesis
This thesis is divided into five chapters as follows
Chapter 1 is introduction This chapter concerns background of the study, statement of the problems, aims and objective of the study, research questions, scope of the study, significance of the study and definition of key terms
Chapter 2 summarizes the theoretical background concerning the focus of the study Specifically, the definitions and role of speaking skill are first presented Next, factors causing speaking problems are summarized More importantly, a summary of the previous studies is presented next The chapter ends with the conceptual framework of the study
Chapter 3 presents the methodology of the study In particular, the research design is first introduced, followed by the research setting In the next section, a brief description of the research instruments employed in the study is provided Following that, the procedures of collecting and analyzing the data are presented Finally, the chapter ends with the sections regarding the reliability and validity, and the ethical issues
Chapter 4 presents a thorough analysis, discussion, and results derived from the questionnaire data It includes a comparison of the current study's findings with those of previous research Additionally, the chapter concludes with practical solutions addressing the identified issues.
Chapter 5 first presents a summary of the findings In the next section, limitations of the study are provided Last but not least, the study ends with some recommendations for the further research.
LITERATURE REVIEW
Nature of speaking skill
Speaking is defined by researchers in language learning as a process of constructing meaning through the production, reception, and processing of information (Brown & Yule, 1994) Similarly, Chaney (1998) describes speaking as the act of sharing ideas using both verbal and non-verbal symbols across various contexts.
Speaking is defined by Bygate (1987) as the creation of auditory signals that elicit various verbal reactions from listeners, emphasizing the systematic combination of sounds to form meaningful speech Building on this perspective, Eckard and Kearny (1981), Florez (1999), and Howarth (2001) characterize speaking as a two-way process that facilitates genuine communication of meaning, information, or emotions This understanding highlights that spoken interactions involve the participation of two or more individuals within a shared time and context.
2.1.2 The importance of speaking skill in English language learning
Speaking is a crucial skill in English language learning, as it fosters connections among people Mastering speaking is challenging, requiring proficiency in pronunciation, grammar, vocabulary, fluency, and comprehension Efrizal (2012) emphasizes that speaking facilitates communication and understanding through everyday conversations Ur (1996) highlights that speaking is the most significant of the four language skills—listening, speaking, reading, and writing—because it effectively connects individuals Additionally, speaking enhances students' development in vocabulary, grammar, and writing Proficient English speakers can articulate their ideas, engage in discussions, and utilize language for various functions Ultimately, strong speaking skills open up numerous opportunities for education, employment, and career advancement (Baker & Westrup).
Speaking competence of English as a foreign language
Speaking competence in English as a foreign language encompasses various perspectives Nunan (1999) defines it as the ability to use words effectively and construct correct sentences, highlighting that communicative competence includes not only linguistic skills but also sociolinguistic and conversational abilities essential for conveying meaning Similarly, Bachman and Palmer (1990) assert that language ability is reflected through linguistic competence, awareness of communication challenges, and emotional responses to language Additionally, Johnson (1995) emphasizes that communicative competence enables students to engage actively in class activities, enhancing their learning experience.
Characteristics of English speaking
Mazouzi (2013) identifies four essential criteria for effective speaking activities: fluency, accuracy, grammar structures, vocabulary, and pronunciation These elements are crucial for achieving high proficiency in speaking skills.
Achieving fluency in spoken English is a key objective for students According to Hughes (2002), fluency is defined as the ability to communicate intelligibly, ensuring that speech flows smoothly without unexpected interruptions that could distract listeners.
Accuracy is a crucial aspect of speaking performance, often overshadowed by the emphasis on fluency in English language learning When speakers use incorrect speech structures, they may fail to convey their intended message, leading to a loss of interest from listeners (Maozouzi, 2013) Therefore, learners should prioritize the correctness and completeness of their language use, with a strong focus on grammatical structures, vocabulary, and pronunciation (Maozouzi, 2013).
Thornbury (2005) emphasizes that effective speaking requires learners to utilize accurate grammar, including long and complex sentence structures Additionally, he notes that the grammar employed in spoken language differs from that used in written communication.
Vocabulary accuracy is crucial for effective communication, as it involves selecting the appropriate words while speaking Many learners struggle to convey their thoughts clearly, often misusing words that do not convey the intended meaning To enhance their language skills, students must focus on using words and phrases accurately (Thornbury, 2005).
According to Thornbury (2005), pronunciation is a crucial yet challenging aspect of learning English, significantly impacting effective communication To succeed in speaking English, learners must focus on improving their pronunciation, which includes understanding stress, intonation, and pitch Mastering these elements is essential for enhancing English speaking skills.
Factors that make learning speaking difficult
There are some factors which determine the success in learning of speaking.
Lack of teacher motivation significantly impacts students' speaking performance, as noted by Littlewood (1984) Gardner (1985) emphasizes the crucial role of motivation in language teaching, stating that positive attitudes and motivation correlate with success in second language acquisition He defines motivation as the combination of effort, desire, and favorable attitudes towards learning a language When learners recognize the communicative value of a second language for social and professional purposes, their motivation to achieve proficiency increases Conversely, Babu (2010) argues that a lack of motivation leads to students' reluctance to speak in the classroom, attributing this to teachers' demotivating behaviors and unsupportive management practices.
According to Harmer (2004), students frequently lack confidence when expressing their ideas in front of peers and teachers, often opting for silence due to the fear of embarrassment from making mistakes Tsui (as cited in Nunan, 1999) emphasizes that this lack of confidence can result in heightened communication anxiety among students.
Many learners hesitate to speak due to fears of mispronunciation and shyness in front of peers (Tsui as cited in Nunan, 1999) English learners often lack confidence, struggling to express their ideas clearly, which can lead to misunderstandings (Saurik, 2011) Additionally, students frequently fear making mistakes, worrying about ridicule or negative feedback from classmates (Zhang, 2006) Consequently, this results in passive classroom environments where students are reluctant to share their thoughts.
Vocabulary encompasses the words utilized in discussions about specific subjects, as defined by the Oxford Learner’s Dictionaries It is categorized into two main forms: oral and printed vocabulary Oral vocabulary includes words understood through speaking or reading, while printed vocabulary pertains to words used in writing (Hiebert & Kamil, 2005).
Vocabulary plays a crucial role in developing speaking skills, as highlighted by Schmitt (2010) Researchers, including Stehr (2009), have explored the connection between vocabulary and speaking proficiency Khan (2005) notes that language learners often struggle with word usage during communication In real-life interactions, the focus tends to be on content rather than grammar, making it easier for students to express ideas in their native language However, they often face challenges when trying to articulate their thoughts in the target language due to difficulties in selecting and combining words effectively (Doris & Jessica, 2007).
The effectiveness of learners' speaking skills is significantly influenced by the content of the teaching syllabus and curriculum Olson (1997) emphasizes that engaging training programs and materials are essential for capturing students' interest in learning These programs must address students' needs by ensuring they feel a sense of progress, have opportunities for oral interaction with peers, and can manage their language pace In Vietnam, however, English textbooks and curricula often lack sufficient speaking activities, focusing excessively on grammar, reading, and writing instead Gan (2012) highlights that the neglect of communicative skills in the curriculum is a key factor hindering learners' proficiency in spoken English Al-Abri (2008) further critiques the unreasonable time distribution and lack of emphasis on communication within the program To address this issue, Al-Abri suggests incorporating activities such as discussions on society, hobbies, poetry, or films to provide learners with valuable opportunities to enhance their English communicative skills.
Environmental constraints significantly hinder language learners, particularly regarding their mother tongue Research by Harmer (1991) and Ur (1996) indicates that learners sharing the same native language often default to using it in English classrooms for ease of communication, especially during discussions on new topics Additionally, students prefer teachers to utilize their mother tongue for explanations rather than English If educators continue to employ traditional teaching methods and rely heavily on the mother tongue, students are likely to revert to their native language when interacting with teachers and peers.
Class size significantly influences students' speaking outcomes, impacting their learning both positively and negatively Additionally, the classroom layout, particularly the arrangement of desks, affects teachers' ability to conduct communicative lessons effectively This design limitation can hinder teachers from engaging all students and providing opportunities for them to speak in front of the class.
Teachers play a crucial role in student development, serving not only as knowledge transmitters but also as role models, especially in enhancing speaking skills (Harmer, 2004) Several factors related to teaching, such as strategies, language proficiency, understanding student needs, and fostering relationships, significantly influence students' speaking performance (Williams, 2011) Among these, teaching methods have a profound impact on learning outcomes Unfortunately, there is often a focus on grammar and writing at the expense of speaking skills A survey indicated that teachers frequently cite time constraints and insufficient speaking activities in English programs as reasons for neglecting speaking practice, even when such activities are included in lesson plans (Rababa’ah, 2005).
One significant factor affecting speaking practice in the classroom is the lack of engaging topics provided by teachers To foster student interest and encourage meaningful conversation, discussion topics must be authentic and captivating (Bachman and Palmer, 1990).
The last one related to feedback during the speaking activities According to
Harmer (1991), during the process of speaking learning, students will encounter errors
Students anticipate receiving feedback from their teachers regarding their mistakes, although this approach may not be suitable for every learner (Harmer, 1991) During peer conversations, it is essential for teachers to refrain from interrupting students to maintain the natural flow of dialogue.
Providing feedback after students have completed their speaking tasks is essential, as frequent interruptions and corrections can lead to pressure and anxiety Therefore, it is crucial for teachers to address students' mistakes positively and supportively, fostering a more encouraging learning environment (Baker & Westrup, 2003).
Some solutions to solve possible problems
2.5.1 Possible solutions to lack of confidence
To help students overcome a lack of confidence in speaking skills, several effective strategies can be implemented Chinmoy (2007) emphasizes the importance of encouraging students to view shyness positively and to embrace mistakes as part of the learning process Htwe (2007) advocates for creating a supportive environment that promotes speaking English more frequently Additionally, Kubo (2009) highlights the significance of teaching pronunciation and intonation, as mastering these aspects can alleviate students' fears of speaking in front of peers By focusing on these strategies, educators can significantly enhance students' confidence in their communicative abilities.
2.5.2 Possible solutions to lack of motivation
It is very important that teachers should motivate and support students during their learning process because this will help students feel comfortable in their learning (Aftat,
Students often struggle with motivation to learn English due to a lack of awareness regarding its importance (Liu & Huang, 2010) To foster interest and boost confidence in learning English, educators must emphasize the significance of the language, helping students recognize its value in their personal and professional lives.
Teachers play a crucial role in enhancing students' speaking skills by coordinating diverse opportunities for engagement (Ur, 1996) Furthermore, it is essential for educators to design motivating activities that encourage students to learn English effectively (Rivers, 1968).
2.5.3 Solutions to problems related to teaching methods
Suitable speaking strategies help teachers and students to be successful in teaching and learning speaking English Therefore, some strategies have been proposed by Bashir
To effectively engage silent students in class, teachers should identify their weaknesses and foster an environment that encourages participation in conversations with peers (Bashir, 2011) Additionally, providing a model speech prior to practice helps students understand the task, making them feel more comfortable and confident as they prepare to participate (Bashir, 2011).
To address the challenge of students' fear of expressing their ideas due to misunderstandings, teachers can employ a third strategy by encouraging students to listen attentively to their partners' main ideas and seek clarification when necessary Providing gentle, motivational, and constructive feedback when students make mistakes in speaking can also help build their confidence Furthermore, fostering positive relationships between teachers and students, as well as among students themselves, is crucial in creating a supportive learning environment that promotes effective communication and collaboration.
Many students rely on their native language during English class due to a lack of understanding of the teacher's instructions (Nunan, 1999) To address this challenge, educators should implement diverse activities and scenarios that enhance students' communication fluency, such as discussion topics, interviews, and guessing games (Tam, 1997).
Students rely on their teachers to serve as motivators, assessors, facilitators, and correctors in the speaking learning process (Richard, 2008) Similarly, Killian (2015) emphasizes the significance of teachers' feedback, likening it to an essential breakfast for students In essence, students eagerly await their teacher's feedback to gauge their performance on speaking tasks and identify areas for improvement.
2.5.4 Solutions to problems related to in-class learning environment
To foster a dynamic and engaging learning environment, teachers should incorporate various activities such as discussions about hobbies, songs, poems, and other interesting topics This approach not only captivates students' attention but also enhances their speaking skills through relatable subjects (Ambu & Saidi, 1997; Al-Abri, 2008) Additionally, maintaining structure is crucial, especially in larger classrooms As highlighted by Nguyen (2015), establishing clear classroom rules, organizing seating arrangements to facilitate learning, and designating student leaders for group discussions are effective strategies for managing large groups.
Previous studies
There are some studies which have investigated speaking difficulties encountered by EFL learners as follows.
MacIntyre, Clement, Dornyei, and Noels (1998) found that a lack of self-confidence negatively impacts speaking performance, highlighting its crucial role in effective communication for learners Similarly, Park and Lee (2005) investigated how internal factors, such as anxiety and self-confidence, influence oral performance among language learners Their findings suggest that to enhance communication skills, language learners must cultivate greater self-confidence.
A study conducted by Gan (2012) identified several factors contributing to the speaking difficulties faced by English majors in Hong Kong Key issues include a limited vocabulary, an excessive focus on grammar, insufficient speaking opportunities during class, and a lack of an English-speaking environment outside of the classroom.
A study conducted at six public universities in Jordan identified several challenges faced by students in speaking classes Key issues included insufficient time to speak, limited opportunities for practice, and overcrowded classrooms (Al-Jamal, 2014).
According to Izadi (2015), mother tongue, linguistic problems, negative emotions and opportunities to speak English were the key factors making speaking difficult for Iranian learners of English
In Vietnam, Le (2011) identified several challenges that students encounter in developing their speaking skills, including learning styles, anxiety, language proficiency, and issues related to lecturers such as teaching methods and facilities Additionally, Ngo (2011) highlighted that difficulties in speaking can stem from psychological factors, linguistic characteristics, and socio-cultural influences.
The limited speaking activities in textbooks, combined with insufficient English teaching periods and a syllabus that fails to meet learners' communicative needs, significantly hinder students' development of speaking skills.
Research by Ali and Savas (2013) indicates that students often experience negative self-perceptions regarding their English speaking abilities, primarily due to a lack of motivation and feelings of incapacity in language learning Similarly, a survey conducted by Elisa, Misbah, and Najat (1988) among Kuwait University students revealed that many lacked fundamental English knowledge Consequently, students encountered challenges in their learning process, such as the use of unsuitable English textbooks and instructors who exclusively teach in English, which hindered their comprehension of lectures.
A study by Vo, Pham, and Ho (2018) explored the speaking skill challenges faced by English majors at a university in the Mekong Delta Region, involving 113 student participants who completed a questionnaire The results indicated that these speaking challenges stemmed from both internal factors, such as limited vocabulary, insufficient basic knowledge, inadequate speaking strategies, speaking anxiety, and lack of motivation, as well as external factors, including the speaking environment and availability of extracurricular activities, which were identified as the primary contributors to the difficulties experienced.
Conceptual Framework
This study aims to explore the English speaking challenges faced by 8th graders Previous research indicates that these issues primarily stem from the speaker, the curriculum, teaching methods, and the learning environment By analyzing these factors, the author identifies key problems in English speaking and proposes solutions grounded in established theoretical frameworks and literature.
The conceptual framework of the present study is presented in Figure 2.1 as follows
Chapter Summary
This chapter reviewed relevant literature on the nature of speaking skills and English speaking competence, highlighting key characteristics and challenges faced in learning to speak English It also presented solutions to these difficulties and referenced previous studies that inform the upcoming chapters The chapter concluded with a conceptual framework for the current study, with the research methodology to be detailed in the following chapter.
The Speaker Learning environment (Harmer, 1991)
- International learning environment with native teachers
- Arrangements of tables and chairs
- Teachers do not focus on speaking
- Teachers do not correct speaking mistakes.
- Do not focus on speaking skill.
- Speaking activities provided in textbook.
- Speaking separately taught from other skills.
METHODOLOGY
Research questions
In order to attain the objectives of the study, the two research questions were formulated as follows:
1 What are the speaking problems perceived by the 8 th graders at The Asian High School?
2 What are the useful suggestions as solutions to the speaking problems found in the study?
Research Design
This study utilized a quantitative research method to identify the challenges faced by 8th graders in learning to speak English As noted by Bryman (2001), numerical data is crucial for effective analysis in scientific research A key aspect of this methodology is the ability to integrate descriptive and analytical summaries during the data collection process, allowing for a comprehensive interpretation of the results (Smith, 1994).
Research setting
This research was carried out at The Asian High School (AHS) - Cao Thang Campus, located at #2 Cao Thang Street, Ward 12, District 10, Ho Chi Minh City, Vietnam The study assumes that all student participants possess a similar level of English proficiency.
According to the curriculum of AHS, students are compulsory to study the
The Vietnamese education program, as outlined by the Ministry of Education and Training, includes English lessons for students three periods per week from Monday to Friday However, students at AHS benefit from an additional international English program in the afternoon, which consists of eight periods per week focusing on grammar, listening, reading, and writing This comprehensive approach has enabled AHS students to achieve a higher level of English proficiency compared to those in public schools Despite this advantage, some students still face challenges in developing their speaking skills.
Sample and Sampling Procedures
This study utilized a convenience sampling strategy due to the immediate availability of participants (Frink, 1995) The author’s three-month internship at Cao Thang Campus, where she taught English to 8th graders and assisted native teachers in speaking lessons, provided her with in-depth knowledge of the students and the training program Consequently, she was granted permission to collect data at AHS.
This study involved all eighty 8th-grade students at Cao Thang Campus, comprising 35 females and 45 males, due to the limited number of participants available The age of the participants ranged from eleven to fifteen years, making it the most effective approach to conduct the survey with the entire grade.
Research Instruments
Questionnaires are a highly effective tool for collecting quantitative data, as noted by Smith (1994) They offer significant time and cost savings, allowing researchers to distribute them via mail or directly to students, who typically complete them in about 15 minutes (Gay, 1987; Borg & Gall, 1989) This method enables researchers to gather substantial amounts of data from multiple respondents simultaneously (Ackroyd & Hughes, 1981) Bell (2003) emphasizes that questionnaires are ideal for collecting primary data, underscoring the importance of carefully crafting questions to elicit meaningful responses In this study, a questionnaire was employed to gather quantitative insights into students' perspectives on the challenges of English speaking.
The questionnaire used in this study was adapted from the research conducted by Vo, Pham, and Ho (2018) due to its significant alignment with the features identified in the literature review.
The study's questionnaire comprised four sections, with Part I focusing on students' personal information such as gender, age range, and extracurricular speaking practice duration Part II aimed to identify factors that hinder students' speaking abilities, featuring seventeen items categorized into four key areas: five items related to speakers, and four items concerning teaching methods.
The study focused on four curriculum-related items and four aspects of the in-class learning environment To address part II of the research, students were asked to select the appropriate level for five closed-ended items utilizing a 5-point Likert scale, where responses ranged from 1 (strongly disagree) to 5 (strongly agree).
Data Collection and Analysis Procedure
The procedure of collecting and analyzing quantitative data of this study is presented in Figure 3.1 as follows:
Figure 3.1 Data Collection and Analysis Procedures
In May 2019, data were collected during the final week of the second semester for several reasons After completing a three-month internship, the author gained a deep understanding of the students and the training program Additionally, the students had just finished a speaking course, allowing them to draw from their recent experiences in developing their English speaking skills.
The questionnaire was completed by 80 Vietnamese eighth graders during their break time, requiring only 10 minutes without any prior preparation The class teacher and the author provided direct guidance and support to the participants throughout the survey process.
After collecting data, SPSS 19.0 was employed to process the data Descriptive statistics results in terms of percentage were produced to explore the students’ perspectives on problems of speaking English
Data Collection and Analysis ProcedureData Collection and Analysis Procedure
Quantitative data analysis Descriptive statistics (SPSS 19.0)Quantitative data analysis Descriptive statistics (SPSS 19.0)
Validity and Reliability
The English questionnaire was initially crafted and subsequently translated into Vietnamese to enhance participants' comprehension of the items It underwent review by two Vietnamese experts, including a current lecturer and a former lecturer at The Saigon International University, who provided oversight for the research To ensure the reliability, validity, and practicality of the study, a pilot study was conducted prior to the main research This piloting process not only improved the quality of the questionnaire but also reinforced the reliability of the research findings (Oppenheim, 1992).
In preparation for a large-scale survey, the author conducted a pilot study involving 17 students to assess their understanding of the translated content The results indicated that all participants comprehended the questions clearly, with no need for corrections or modifications Additionally, the reliability of the questionnaire was quantitatively evaluated using SPSS, resulting in a Cronbach’s Alpha score.
In this study, the reliability of the variables was assessed using Cronbach’s Alpha coefficients as established by George and Mallery (2003) The coefficients are categorized as unacceptable (α < 0.500), poor (0.500 < α < 0.600), questionable (0.600 < α < 0.700), acceptable (0.700 < α < 0.800), good (0.800 < α < 0.900), and excellent (α > 0.900) The second section of the questionnaire, which focused on difficulties in English speaking, comprised 17 items, yielding a reliability score of 76, indicating an acceptable level of reliability, as shown in Table 3.1.
Reliability Statistics on the Items Regarding Speaking Difficulties
In conclusion, the result of reliability statistics presented in Table 3.1 has showed that the questionnaire was reliable enough to be used for collecting data.
Ethical Issues
Participants' personal information was kept confidential throughout the survey The author outlined the study's objectives and encouraged participants to engage willingly in answering questions Additionally, participants were informed of their right to refuse or agree to participate in the study at any time.
Summary
This chapter outlines the research methodology of the study, encompassing eight key components: research questions, research design, research setting, sampling and participants, research instrument, data collection and analysis procedures, validity and reliability, and ethical considerations The subsequent chapter will present the findings and discussions derived from this research.
ANALYSIS, DISCUSSION AND RESULT
Time that students have spent on speaking after school
According to Figure 4.1, 60% of participants dedicated ten minutes to speaking practice after school, while 20% spent one hour or more, and another 20% allocated twenty-five minutes for their speaking studies.
Figure 4.1 Time Spent on Speaking after School
According to questionnaire data, nearly two-thirds of students dedicate only ten minutes to speaking practice outside of class, indicating a significant lack of time spent on improving their speaking skills This limited practice time negatively impacts their speaking competence Furthermore, the constraints of classroom time hinder students from engaging in sufficient speaking exercises, making it challenging for them to progress without additional practice outside of class.
Research question 1
What are the speaking problems perceived by the 8 th graders at The Asian High School?
The analysis of questionnaire data addressed research question #1, highlighting the English speaking difficulties linked to four key factors: the speaker, teaching methods, curriculum, and classroom environment.
The questionnaire's second section identified four key themes regarding English speaking difficulties The first theme focused on speaker-related challenges, encompassing items 1 through 5 The second theme addressed difficulties stemming from teaching methods, represented by items 6 to 9 The third theme highlighted curriculum-related issues, covered by items 10 to 13 Finally, the fourth theme examined challenges associated with the classroom environment, which included items 14 to 17.
4.2.1 Problems related to the Speaker
Table 4.1 presents the percentage analysis of questionnaire data focusing on the first theme, which explores 8th graders' perspectives on speaking difficulties related to the speaker This analysis encompasses five key items that shed light on the challenges faced by students in verbal communication.
Results of Problems Related to the Speaker (n)
No Items Strongly disagree Disagree Neutral Agree Strongly
1 I cannot express my ideas because my vocabulary is limited.
2 I do not know English speaking strategies.
I am afraid of being criticized and losing face when speaking in front of the class.
Table 4.1 reveals that a significant majority of participants identified limited vocabulary as a key factor hindering their speaking performance, leading to difficulties in expressing their ideas (item 1, PA.3%) Additionally, nearly half of the participants expressed a lack of confidence in speaking due to fears of criticism and losing face in front of their peers (item 4).
PE.0%) In a same vein, mispronunciation was also considered another factor causing speaking problems perceived by most of the students (item 5, P@.0%).
However, English speaking strategies were not judged to be the contributing factor causing speaking problems perceived by over two-thirds of the participants (item 2,
P.3%) Likewise, that the students were not motivated in learning speaking was not the big problems leading to the failure of speaking (item 3, Ph.8%)
In summary, Table 4.1 indicates that students primarily struggle with speaking due to a lack of vocabulary, mispronunciation, and speaking anxiety, while speaking strategies and motivation were not seen as significant factors in these difficulties This aligns with previous research, which highlights that insufficient vocabulary hinders speaking ability (Gan, 2012; Izadi, 2015; Le, 2011; Vo, Pham & Ho, 2018), mispronunciation leads to misunderstandings (Le, 2011; Ngo, 2011; Vo, Pham, & Ho, 2018), and speaking apprehension adversely affects performance (Park & Lee, 2005; Le, 2011; Ngo, 2011; Vo, Pham, & Ho, 2018) However, these findings contrast with those of Ali and Savas (2013), Izadi (2015), and Vo, Pham, and Ho.
(2018) who found that motivation was an important component for the effectiveness in speaking practices.
The current study revealed that students did not view speaking strategies as significant in their learning process This contrasts with the conclusions of Vo, Pham, and Ho (2018), which indicated that effective speaking strategies play a crucial role in achieving success in speaking.
4.2.2 Problems related to the Teaching methods
The analysis of questionnaire data, expressed as percentages, focuses on the second theme encompassing four items (items 6 to 9) to explore 8th graders' views on speaking difficulties associated with teaching methods, as illustrated in Table 4.2.
Results of Problems Related to the Teaching Methods (n)
No Items Strongly disagree Disagree Neutral Agree Strongly
6 Teachers do not focus on teaching speaking skill.
7 Speaking topics introduced by teachers are uninteresting.
8 Teachers ignore student’s speaking mistakes.
9 Teachers use more Vietnamese than English in classroom.
According to Table 4.2, 45.0% of students found the topics assigned by teachers uninteresting, hindering their enjoyment of speaking lessons Conversely, half of the participants disagreed with the notion that teachers neglected to focus on speaking instruction This discrepancy may stem from the fact that speaking is taught separately at AIS, leading to varying levels of student awareness Additionally, 43.8% of participants disagreed that teachers failed to correct mistakes, while 66.3% did not agree that teachers used their native language more than English during class.
In conclusion, the primary factor contributing to students' speaking difficulties was identified as uninteresting topics, while teaching methods, feedback, correction, and the use of the mother tongue were not seen as significant influences This aligns with Bachman and Palmer's (1996) findings, which emphasized that engaging topics encourage student participation in speaking activities Conversely, this study's results contrast with other research indicating that teaching methods significantly impact students' speaking performance and can create barriers to effective communication (Le, 2011; William, 2011) Additionally, the findings do not support Izadi (2015) and Harmer's (1991) assertions regarding the overuse of the mother tongue in teaching, suggesting a need for further exploration of these factors.
In EFL speaking classes at AHS, an international university, all instructors are mandated to conduct their lessons entirely in English This immersive approach ensures that students are fully engaged and can enhance their language skills effectively.
4.2.3 Problems related to the Curriculum/ Syllabus
The analysis of questionnaire data, represented as percentages, focuses on the third theme encompassing four items (items 10 to 13) aimed at exploring 8th graders' perspectives on speaking difficulties associated with the curriculum The findings are detailed in Table 4.3.
Table 4.3 Results of Problems Related to the Curriculum/Syllabus (n)
No Items Strongly disagree Disagree Neutral Agree Strongly
Teaching curriculum limits learners’ English speaking practice in class.
The textbooks do not provide enough English speaking activities.
12 Students’ speaking competence is not regularly assessed.
13 Speaking is separately taught from other skills.
According to the data presented in Table 4.3, nearly 50% of students believe that a lack of in-class practice significantly contributes to their speaking difficulties (item 10, PE=0%) Additionally, 40% of students feel that their speaking skills cannot improve due to the absence of regular assessments (item 12, P=40.0%), leaving them unaware of their strengths and weaknesses Conversely, over half of the participants disagreed that insufficient speaking activities in textbooks hinder their speaking abilities (item 11, PS=8%), and they also did not view the separation of speaking from other skills as a major challenge (item 13, PS=8%).
In conclusion, many students reported that their English speaking skills were infrequently assessed and that they had limited opportunities for speaking practice in class These two factors were identified as significant challenges to their speaking proficiency, a finding consistent with previous research, including the work of Gan.
The current study's findings align with Vo, Pham, and Ho (2018), indicating that the separate teaching of speaking skills from other language skills is not a primary factor contributing to speaking difficulties However, this study contrasts with Ngo (2011), who identified the lack of speaking activities in textbooks as a critical factor in participants' speaking failures.
4.2.4 Problems Related to In-class Learning Environment
Table 4.4 presents the percentage analysis of questionnaire data focused on the third theme, which explores the perspectives of 8th graders regarding speaking difficulties within the in-class learning environment This analysis encompasses four specific items, numbered 14 to 17.
Results of Problems Related to the In-class Learning Environment (n)
No Items Strongly disagree Disagree Neutral Agree Strongly
14 The number of native teachers is limited.
15 Speaking classes are only for good students, not weak students.
16 The speaking class size is quite large.
The arrangement of tables and chairs in class prevents students from joining interactive speaking activities.
Research Question 2
What are the useful suggestions as solutions to the speaking problems found in the study?
The current study identifies various factors that hinder students' speaking performance and improvement To address these challenges, the thesis author proposes practical solutions for both teachers and students, drawing from existing literature and personal experiences These recommendations aim to help students overcome their speaking difficulties effectively.
4.3.1 Solutions to Problems related to the speakers
The present study found that students had speaking problems resulted from lack of vocabulary, mispronunciation and speaking anxiety
Teachers play a crucial role in equipping students with essential background and linguistic knowledge related to speaking topics (Gilakjanil & Sabouri, 2016) To achieve this, students are encouraged to broaden their vocabulary across various fields by engaging in diverse reading and listening activities By utilizing a variety of resources and practice methods, students can significantly improve their contextual understanding and language skills, particularly in vocabulary and linguistic features.
Kubo (2009) emphasizes the significance of teaching pronunciation and intonation to enhance students' confidence in their communicative skills Mastering pronunciation allows students to feel more comfortable speaking in front of peers Therefore, educators should focus on making students aware of pronunciation rules to ensure they articulate words clearly Additionally, students should engage in listening exercises that match their English proficiency levels to effectively imitate the pronunciation and intonation of native speakers.
To enhance students' confidence in speaking, teachers should encourage them to view shyness positively and embrace making mistakes, as suggested by Chinmoy (2007) Htwe (2007) emphasizes the importance of developing strategies that foster a supportive environment where students feel comfortable speaking English By equipping students with the necessary resources and knowledge about various topics, teachers can create an atmosphere that encourages them to confidently share their ideas.
Students should dedicate more time to practicing speaking outside of class, as this is essential for their improvement Additionally, teachers are encouraged to assign more speaking-related tasks and to rigorously evaluate the students' performance on these assignments.
4.3.2 Solutions to Problems Related to the Teaching Methods
The present study found that students had speaking problems resulted from that the teachers chose uninteresting topics
Students often struggle with boring and unfamiliar topics, making it essential for educators to choose engaging and authentic discussion themes According to Bachman and Palmer (1990), interesting topics can significantly enhance students' willingness to participate in speaking activities Therefore, teachers should adopt flexible teaching methods that cater to students' interests and needs, ensuring that speaking activities are relevant and stimulating Additionally, creating a positive and comfortable classroom atmosphere, particularly for young learners, is crucial, as students are less likely to communicate if they do not feel at ease.
4.3.3 Solutions to Problems Related to the Curriculum/ Syllabus
The curriculum's restrictions on speaking practices in class have been identified as a primary factor contributing to students' struggles in learning English speaking Additionally, the lack of frequent assessments on speaking competence has further hindered students' progress in improving their speaking skills.
Gan (2012) highlights that a lack of focus on communicative skills in the curriculum hinders learners' proficiency in speaking English To enhance student engagement, it is recommended that more speaking tasks be incorporated, which not only assess speaking abilities but also promote the use of various speaking strategies for optimal learning outcomes Furthermore, the curriculum should integrate speaking with other English skills, such as listening, reading, and writing Additionally, increasing the time allocated for speaking lessons will provide all students with greater opportunities to practice and improve their speaking skills.
4.3.4 Solutions to Problems Related to the In-class learning environment
Learning environment constraints, such as class sizes and classroom arrangement, significantly impact language learners Nguyen (2015) suggests that in large classes, teachers should establish clear classroom rules, arrange tables effectively for teaching purposes, and appoint student leaders for group discussions Vo, Pham, and Ho (2018) emphasize that classroom design, particularly desk arrangements, influences the organization of communicative lessons Therefore, it is essential for teachers to actively configure tables and chairs to facilitate group work and class seminars, enhancing the overall learning experience.
Summary
This chapter has been divided into two main sections The first section (4.1) has provided the analysis of quantitative data with the aim of answering the research question
1 Moreover, in this section, the discussion of the findings was done in order to make comparison with the results found in the previous studies presented in Chapter 2 In the second section (4.2), some solutions to the speaking problems were suggested to teachers and students.
CONCLUSION AND RECOMMENDATIONS
Conclusion
The study aimed to identify the challenges faced by 8th graders at AHS, Cao Thang Campus in developing their speaking skills and to propose effective solutions to address these issues.
The study revealed that 8th graders faced minimal challenges in learning to speak in classrooms; however, key difficulties identified included limited vocabulary, anxiety about criticism, fear of losing face, and mispronunciation Additionally, students reported common issues such as uninteresting topics, a restrictive curriculum that hinders speaking practice, varying levels of speaking competence, large class sizes, and the arrangement of classroom furniture To address these challenges, the author proposed several solutions drawn from relevant literature and personal experience, aiming to assist both teachers and students in overcoming obstacles in developing speaking skills.
Recommendations for Further Research
Assessing speaking problems through observation and interviews can provide valuable insights into the challenges faced by students Additionally, exploring the unconscious speaking strategies employed by these students can reveal effective coping mechanisms Further research is essential to understand the differences in speaking problems and strategies between proficient and non-proficient speakers Lastly, a detailed examination of the connections between specific speaking problems and corresponding strategies is necessary for a comprehensive understanding of this issue.
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I am conducting a study titled "The 8th Graders’ Perspectives on English Speaking Problems in EFL Classrooms: A Study at The Asian High School – Cao Thang Campus," which is a crucial component of my Bachelor's thesis in English Your participation will significantly aid my research, and please note that there are no right or wrong answers in this questionnaire Rest assured, your personal information will remain confidential and anonymous I kindly ask you to take a moment to complete this questionnaire honestly.
Please put the mark (X) in the place that suits your case:
3)How much time do you spend on English speaking skills per day?
10 minutes 25 minutes 1 hour more than 1 hour
PART 2: English speaking problems perceived by the 8 th graders in EFL classrooms
Please indicate your opinion after each statement by putting (X) in the box which best expresses your perspective
Problems related to the students
I find English speaking difficult because… 1 2 3 4 5
1 I cannot express my ideas because my vocabulary is limited.
2 I do not know English speaking strategies.
3 I am unmotivated to speak English with my classmates.
4 I am afraid of being criticized and losing face when speaking in front of the class.
Problems related to teaching methods
When learning speaking skills, I find that… 1 2 3 4 5
6 Teachers do not focus on teaching speaking skill.
7 Speaking topics introduced by teachers are uninteresting.
8 Teachers ignore student’s speaking mistakes.
9 Teachers use more Vietnamese than English in the classrooms.
Problems related to curriculum/syllabus
When learning speaking skills, I find that… 1 2 3 4 5
10 Teaching curriculum limits learners’ English speaking practice in class.
11 The textbooks do not provide enough English speaking activities.
12 Students’ speaking competence is not regularly assessed.
13 Speaking is separately taught from other skills.
Problems related to in-class learning environment
14 The number of native teachers is limited.
15 Speaking classes are only for good students, not weak students.
16 The speaking class size is quite large.
The arrangement of tables and chairs in class prevents students from joining interactive speaking activities.
THANK YOU FOR YOUR COOPERATION!
Các bạn học sinh thân mến,
Tôi đang thực hiện nghiên cứu mang tên “Nhận định của học sinh lớp 8 về những khó khăn khi học nói trong lớp học tiếng Anh như là một ngoại ngữ”, đây là phần quan trọng trong khóa luận tốt nghiệp chuyên ngành Ngôn ngữ Anh của tôi Sự đóng góp của bạn sẽ rất có giá trị cho sự thành công của nghiên cứu Xin lưu ý rằng không có câu trả lời đúng hay sai cho bảng câu hỏi này Thông tin cá nhân của bạn sẽ được bảo mật và ẩn danh Tôi rất mong bạn dành chút thời gian để hoàn thành bảng câu hỏi bằng cách đánh dấu (x) vào ô thích hợp.
Phần 1: Thông tin cá nhân
Xin hãy đánh dấu (X) vào ô tương ứng với câu trả lời của bạn:
2)Độ tuổi: từ 11 đến 15 tuổi trên 15 tuổi
3)Mỗi ngày bạn dành bao nhiêu thời gian để nói tiếng Anh sau giờ học?
10 phút 25 phút 1 giờ hơn 1 giờ
Phần 2: Nhận định của học sinh lớp 8 về những khó khăn khi học nói trong lớp học tiếng Anh như là một ngoại ngữ:
Vui lòng cho ý kiến của bạn bằng cách đánh dấu (x) vào ô thể hiện đúng nhất nhận định của bạn.
Khó khăn liên quan đến bản thân người nói:
1 = rất không đồng ý; 2 = không đồng ý; 3= không xác định; 4 = đồng ý; 5= rất đồng ý
Tôi nhận thấy nói tiếng Anh khó bởi vì… 1 2 3 4 5
1 Tôi không thể diễn tả ý tưởng của mình bởi vì vốn từ của tôi bị hạn chế.
2 Tôi không biết các chiến lược để nói tiếng Anh tốt hơn.
3 Tôi không có động lực để nói tiếng Anh với bạn cùng lớp.
4 Tôi sợ bị phê bình và mất mặt khi nói tiếng Anh trước lớp.
5 Tôi phát âm sai rất nhiều từ.