Rationales of the study
The significance of English in daily life has prompted the focus of my thesis on its role as a vital skill in today's global society English has emerged as a universal language, becoming a mandatory part of education in numerous countries, including Vietnam Many educational institutions now require English as a core subject, recognizing it as a crucial tool for accessing global knowledge Proficiency in English is often a determining factor in job applications and career advancement Despite its acknowledged importance, the methods of English instruction frequently raise concerns about their effectiveness.
In the past, our education relied heavily on traditional methods where teachers primarily focused on reading and grammar, leaving oral English instruction largely neglected This lack of emphasis continued into higher education, where reading and writing took precedence over speaking skills Now, as educators ourselves at Thai Nguyen College of Economics and Technology (TNC-ET), we strive to improve this situation for our students Despite English accounting for only 6 credits in their undergraduate curriculum, we recognize the growing necessity for them to achieve proficiency in spoken English upon graduation.
In language education, professionals must achieve a proficient level in a foreign language to effectively communicate in their roles Therefore, curricula should prioritize oral communication skills to meet these requirements Implementing interactive and practical approaches can enhance students' speaking abilities and ensure they are prepared for real-world interactions.
It is surprising to discover that many students struggle to communicate in English, even within the classroom setting Our current approach focuses on discussing specific topics and ensuring students grasp the relevant vocabulary before reading passages or stories, which we consider essential for teaching oral English Despite numerous studies and various proposed solutions—such as altering teaching methods, revising syllabi and textbooks, enhancing teacher qualifications, and modifying speaking test formats—the core challenges remain unclear This situation prompts me to explore effective strategies for teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology.
Aims
The study is aimed at:
This study examines the current state of English speaking instruction and learning among first-year students at TNC-ET, focusing on identifying the challenges faced by English teachers as well as external factors that impact the learning process.
Identifying the factors which make the students inhibited or unwilling to speak English in class
Making some suggestions for the teachers at TNC-ET with the hope of helping the students overcome their inhibition and unwillingness, and thereby, improve their speaking skills
Suggesting some realistic and appropriate class teaching techniques with the hope that they can enhance the learners in speaking skills.
Research questions
The above aims can be realized through the following research questions:
1 What are the problems in teaching and learning speaking skills for the first- year students at TNC-ET?
2 How can teachers and students minimize these difficulties?
Scope of the study
This article highlights the challenges faced in teaching speaking skills to first-year students at TNC-ET, emphasizing the importance of speaking as a core component of language learning It notes that effective communication often reflects overall language proficiency To address these difficulties, the article offers recommendations for English teachers aimed at improving speaking skills However, it acknowledges the limitations of the study, including the researcher’s capabilities, time constraints, and the focus on a small sample of 50 non-English first-year students in their second semester.
Organization of the study
The study is structured into three main sections: Part A serves as the Introduction, outlining the study's rationale, objectives, research questions, scope, and overall framework Part B, titled Development, includes three chapters that delve deeper into the subject matter.
Theoretical Background examines the challenges faced in teaching speaking skills to non-English major students, focusing on three key areas: the essence of oral communication, the obstacles encountered in the teaching and learning process, and the perceptions of both teachers and students regarding the importance of speaking skills Chapter Two delves into the research conducted in these areas.
Methods, mentions the concrete reality of teaching and learning speaking skills at TNC-
ET, methods of the study and data analysis Chapter Three, Findings and
The article addresses the challenges encountered in teaching speaking skills to first-year English students at TNC-ET, highlighting difficulties stemming from teachers, students, and external factors It offers recommendations and activities aimed at alleviating these issues, as suggested by study participants The conclusion summarizes the study's findings, acknowledges its limitations, and proposes areas for future research.
THEORETICAL BACKGROUND
The nature of speaking
Speaking is an interactive process of constructing meaning that involves the production, reception, and processing of information, as noted by Brown (1994) and Burns & Joyce (1997) The form and significance of speech are influenced by the context, including the participants, their shared experiences, the physical environment, and the objectives of the communication This process is typically spontaneous, open-ended, and continuously evolving.
Speaking is the oral delivery of language, involving various body parts like the lungs, vocal tract, and lips to create sounds (Burn & Joyce, 1997) In language acquisition, children first develop listening skills, followed by speaking, which often occurs alongside listening As they progress in school, they then learn reading and writing, making speaking the second of four essential language skills Effective speech typically requires at least one listener, and when multiple individuals engage in conversation, it is referred to as a "dialogue." Speech can occur spontaneously in dialogues or be structured and rehearsed, such as in presentations or speeches.
Speaking can be formal or informal:
Informal speaking is typically used with family and friends, or people you know well
Formal speaking occurs in business or academic situations, or when meeting people for the first time
Speaking is probably the language skill that most language learners wish to perfect as soon as possible
According to Bygate (1987), speaking has the following characteristics:
The meaning and structure of communication are influenced by various contextual factors, including the participants, their shared experiences, the physical setting, and the objectives of the conversation Communication is typically spontaneous, dynamic, and adaptable.
Learners should not only focus on mastering specific language elements like grammar, pronunciation, and vocabulary, but also grasp the context of when, why, and how to effectively use these language skills.
Thirdly, speech has its own features, structures, and conventions different from written language
Bygate (1987) highlights that speaking is often an undervalued skill, as many people assume it is easy due to its commonality He emphasizes the importance of speaking, noting that it serves as a crucial medium for language acquisition.
In conclusion, effective speaking is essential for successful communication By analyzing the techniques of proficient speakers, incorporating relevant speaking tasks in the classroom, and addressing the specific needs expressed by learners, educators can significantly enhance students' speaking skills and overall oral proficiency.
1.1.3 Development approach in teaching speaking skills
Traditional speaking methodologies often involved rote repetition, memorization, and drill responses However, the rise of communicative language teaching in the 1980s transformed views on syllabuses and teaching methods, influencing contemporary approaches to speaking skills Grammar-focused syllabuses were supplanted by communicative ones that emphasize notions, functions, skills, tasks, and other non-grammatical elements As a result, fluency became a primary objective in speaking courses, which are designed to enhance learners' speaking abilities through structured phases in skill development.
Effective language teaching should prioritize speaking skills, encouraging students to engage in meaningful communication despite their limited English proficiency Rather than focusing solely on memorization, teachers should create a rich environment that fosters real interaction This article will explore three key phases for delivering an effective speaking lesson: the Presentation phase, the Practice phase, and the Production phase.
During the Presentation phase, the teacher serves as a model for students striving for accuracy in language learning The instructor articulates new vocabulary and encourages students to repeat it until they achieve correct pronunciation and build confidence in their speaking skills.
The teacher is a prompt during the Practice phase, encouraging students to think about how to use the new language they are learning
In the Production phase, the teacher plays a crucial role as an organizer, encourager, and monitor, facilitating pair or group activities aimed at enhancing student fluency This involves structuring the groups effectively, providing support to students who may fear making mistakes or struggle with communication, and maintaining an acceptable noise level to ensure that all participants remain focused and engaged in their tasks.
Baker and Westrup (2003) denote some important features of the Presentation phase of a PPP lesson:
- This phase should only last about 5 or 10 minutes
- The information the teacher gives is for students to use later in the lesson
- The teacher should try to involve students in this stage as much as possible When presenting new language, it is important to include four things:
What the new language means;
When the new language is normally used;
The pronunciation of the new language, that is, the sounds and stress and the intonation pattern;
Teacher can present language directly, present through situations, present through pictures and real objects, present through students„ own knowledge
The Practice phase is essential for students to effectively use the new language acquired during the Presentation phase This segment of the lesson focuses on enhancing skills in listening, reading, and writing Throughout this phase, teachers engage students in various speaking exercises, ensuring they practice in diverse ways at different stages of learning.
Guided or less controlled practice stage
In the initial stages of language learning, the teacher plays a pivotal role in guiding students by correcting pronunciation, sentence structure, and language usage As students progress, they engage in activities with reduced teacher intervention, practicing the language collaboratively in pairs or groups under the teacher's guidance The teacher continues to monitor these interactions, providing support and corrections as needed to ensure comprehension Ultimately, students are expected to demonstrate a reasonable proficiency in the new language and speak more fluently, reflecting their learning journey.
In the Production phase of a lesson, students shift their focus to speaking fluently with minimal guidance from the teacher, building on the skills practiced earlier It is crucial for the teacher to effectively prepare students during the Presentation and Practice phases, ensuring they engage in interesting and motivating activities This phase also emphasizes the importance of providing valuable feedback and corrections to enhance students' fluency in speaking.
To enhance students' confidence, teachers can encourage the use of their first language during group discussions about activities This approach allows students to quickly and easily gather their thoughts in their native language before sharing their ideas in English with the class or other groups.
In short, during the Production phase, students will speak with little help from the teacher, so the language they say and hear is more unpredictable This is why
9 need good preparation and support before the Production phase to help them to do this successfully.
Difficulties in teaching and learning speaking skills
According to Larsen-Freeman, challenges in language teaching, particularly in developing English speaking skills, are analyzed through the perspectives of both teachers and students, alongside the objective factors that influence the teaching process.
Teacher talk plays a vital role in both classroom organization and language acquisition, serving as a primary source of comprehensible input for learners (Nunan, 1991) The effectiveness of teaching heavily relies on the amount and type of teacher talk, which can significantly influence student success or failure Additionally, the methods teachers use to correct mistakes impact students' mentalities, highlighting the importance of fostering a friendly, non-threatening classroom atmosphere rooted in strong teacher-learner relationships Inappropriate pedagogical practices, particularly in teacher talk and interactions, can hinder the development of speaking skills Research indicates that teachers dominate classroom discussions, accounting for over 70 percent of the total talk (Cook, 2000; Chaudron).
To enhance student engagement, it is crucial for teachers to limit their explanations and management instructions, as excessive teacher talk can significantly restrict student participation Many scholars advocate for maximizing student talking time (STT) while minimizing teacher talking time (TTT) to foster a more interactive learning environment.
Teacher corrections can occasionally be inappropriate, as learners naturally make mistakes during their educational journey These errors are important because they offer valuable insights into how language is learned or acquired, revealing the strategies and methods that learners use in their language discovery process.
Effective correction of student mistakes is a crucial aspect of a teacher's responsibilities, as it aids in enhancing students' understanding of language and meaning However, it's important for teachers to approach this task with sensitivity; otherwise, insensitive correction can lead to students feeling discouraged and may undermine their confidence.
The relationship between teachers and learners is crucial for effective education, yet many teachers neglect this aspect, often failing to remember students' names or engage in conversations outside the classroom This lack of connection can lead to significant challenges in teaching, particularly in speaking classes Building a positive rapport with students can help alleviate their anxiety about speaking, ultimately enhancing their speaking skills Engaging in discussions about students' feelings is essential for addressing these anxieties and improving the overall teaching experience (Tsui, 1996).
- Teachers’ deficiency in English communicative competence
A significant challenge in teaching speaking skills arises from teachers' lack of English communicative competence Traditionally, language education focused on enhancing linguistic competence, emphasizing the mastery of sounds, vocabulary, and grammar This approach suggested that by learning individual components of a language, students would eventually be able to combine them effectively for communication.
To effectively teach speaking skills, educators must possess comprehensive language teaching competence, which encompasses five interconnected areas: linguistic competence, pragmatic or sociolinguistic competence, discourse competence, strategic competence, and fluency Linguistic competence, which includes knowledge of syntactic structures, vocabulary, and pronunciation, forms the foundation of this framework.
In English oral classes, teachers often focus solely on developing students' linguistic competence, neglecting the essential teaching of speaking skills This lack of emphasis on practical communication leads to students struggling to effectively convey their thoughts and ideas.
In Vietnam, a significant challenge in education stems from inactive teachers who primarily focus on creating syllabuses and administering written tests at the end of each semester This approach leads to an examination-oriented culture among both students and teachers, emphasizing reading and writing skills while neglecting listening and speaking abilities Consequently, this issue is prevalent across various schools throughout the country.
1.2.2 Difficulties from non-native students in studying speaking skill
There exist many student-related problems in teaching speaking skill in English classes Many learners, as reported by studies into speaking (e.g Tsui:
“Reticence and anxiety in second language learning”), are unprepared or unwilling to speak Their reluctance and reticence in English oral classes pose a big challenge for teaching speaking skills
Vietnamese learners' reluctance to speak can primarily be attributed to cultural factors shaped by their prior learning experiences and expectations Additionally, linguistic challenges, such as difficulties in phonetics, grammar, and a lack of understanding of cultural and social norms, further hinder their speaking abilities Many teachers also struggle with English proficiency, resulting in a curriculum that does not adequately emphasize speaking skills Moreover, the examination system fails to prioritize oral communication Affective factors, including low motivation, anxiety, and negative social experiences, contribute to students' hesitancy to speak Consequently, fears of making mistakes, low self-esteem regarding their proficiency, limited practice opportunities, uneven class participation, and unclear input all play significant roles in their poor speaking skills.
The external factors like large and multilevel classes, time constraint, class condition and text book also result in the difficulties in teaching speaking skills
Large and multilevel classes are prevalent in Vietnam, posing significant challenges for teachers Designing engaging speaking activities for learners with varying levels and interests can be particularly difficult Even experienced educators find it daunting to effectively teach oral skills in such large classroom settings.
Many Vietnamese teachers face significant challenges in implementing communicative practices due to various constraints They often need to prepare students for grammar-based examinations while adhering to a strict curriculum timeline With classes of up to 60 students, the focus tends to shift towards immediate goals, such as passing exams and obtaining degrees, rather than fostering long-term communicative competence Additionally, the rigid textbooks and allocated syllabi further hinder the effective adoption of communicative approaches, leaving teachers concerned about meeting predetermined educational requirements.
In summary, we have explored a theoretical framework addressing the challenges of teaching English speaking skills, focusing on the nature of language skills and oral communication This discussion highlights the complexities of speaking skills and the specific difficulties educators face in teaching them The next section will examine real-life situations at TNC-ET to provide further insights.
The roles of speaking skills…
1.3.1 Teaching speaking skills on Vietnamese teachers’ view
The poor quality of teaching speaking skills at a university in Vietnam results in a large number of graduates who have difficulty in communicating in
Teaching oral skills in English is crucial, yet it presents significant challenges that cannot be resolved quickly Many English teachers find that clearly understanding their role and continuously improving their lessons is an effective approach To enhance speaking sessions, teachers should aim to minimize common pitfalls According to Hutchinson, oral skills can be developed through three main activities: pronunciation, situational conversation, and argument However, many teachers neglect to explain the mechanics of sound production during pronunciation practice, leading to students forgetting correct pronunciations Additionally, situational conversations often lack motivation from teachers, resulting in limited student engagement and cooperation.
In 2004, it was noted that inadequate cooperation among teachers often leads to a neglect of argumentation skills, as many educators feel discouraged by past failures in teaching this area Instead, teachers prioritize writing and reading instruction, believing that these skills are more beneficial for students aiming for high exam scores (Bui, 2004).
Teachers often struggle to prioritize speaking skills in their classrooms, creating a vicious cycle where increased focus on reading and writing leads to diminished verbal communication in English This issue largely stems from syllabus designers who overlook the importance of speaking abilities An English teacher emphasizes the critical role of speaking, stating that it enhances students' writing, aids in comprehending reading materials, and significantly boosts their self-esteem and confidence for real-world interactions.
In 2003, it was noted that assessments focusing equally on the four language skills could present a different scenario However, organizing oral exams is often viewed as costly and time-consuming, leading many education managers to consider them impractical This perspective is increasingly being questioned due to the rapid development of English as a global language and advancements in technology, which are bridging global divides As a result, individuals around the world can now communicate more easily, highlighting the importance of adapting assessment methods to reflect these changes.
Studying English primarily aims to enhance communication skills, with speaking, or oral production, being a crucial component of language development While teachers often perceive this skill as challenging to cultivate, they remain dedicated and enthusiastic in their efforts to foster students' speaking abilities.
1.3.2 Learning speaking skills in Vietnam
Learning English is often perceived as challenging, particularly in developing oral skills, which many students find the most difficult Despite the high value placed on conversational ability, anxiety surrounding speaking often hinders progress However, the growing necessity for effective English communication is shifting learners' mindsets towards a more proactive approach, motivating them to pursue improvement with clear objectives.
Students enrolled in in-service English courses engage in diverse activities to enhance their proficiency in the language, each pursuing unique goals based on their individual understanding of English learning Their eagerness to learn and curiosity about the language stem from a genuine love for English I believe this enthusiasm is the most crucial element in the learning process Young learners recognize that strong English speaking skills can open up numerous invisible opportunities in life.
Many students who view English as a mandatory subject still recognize its advantages While they may complete homework or practice out of obligation to teachers or parents, they often enjoy discovering websites that offer engaging and relevant English content.
To enhance their English proficiency, especially in oral skills, students must embrace the learning process without the fear of making mistakes By adopting a risk-taking attitude, they can significantly improve their language abilities and achieve greater progress in their studies.
RESEARCH METHODS
The reality of teaching and learning English speaking skills at
A study was carried out at Thai Nguyen College of Economics and Technology, where all first-year students must complete two semesters of English as part of their general education The General English (GE) program consists of 108 periods, but there is no English for Specific Purposes (ESP) program offered thereafter.
The main course book used is New Headway Elementary by Liz & John
The English curriculum is tailored to meet students' proficiency levels and the college's educational objectives, comprising a total of 14 units, with the syllabus focusing on 10 units over two semesters By completing these units, students are expected to become more communicative, enhancing their listening and speaking skills Each of the 10 units introduces unfamiliar topics and includes various elements such as grammar, vocabulary, exercises, and communicative skills However, the initial presentation of each unit may not effectively emphasize speaking activities, and some content may seem disconnected from the main topics The English teachers' group has outlined specific activities and drills aimed at improving speaking skills within the course book.
Unit Speaking activities; Content Topics
4 Answering questions; Liking Leisure activities
7 Answering questions; Famous firsts Past life
9 Answering questions; Polite requests Food
10 Answering questions; Describing Cities & towns
Table 1: Speaking activities and topics designed for New Headway (Elementary)
The analysis reveals a limited variety of speaking activities, with question-answering being the most prevalent Consequently, the effectiveness of speaking activities largely relies on teachers' experience and enthusiasm in creating engaging tasks that enhance students' speaking skills.
The New Headway Elementary textbook is designed to equip students with essential knowledge of English grammar, vocabulary, and phonology, while emphasizing the development of their speaking skills To assess students' progress, two types of tests are conducted at the end of each semester: an oral test that accounts for 30% of the total score and a written test that constitutes 70% of the overall evaluation.
Although the oral test accounts for only a small part, a lot of students are too nervous to pass it
The objectives of the English course are quite impractical At the end of the course which includes 108 periods, students are required to obtain:
General knowledge of everyday English and a relatively big amount of vocabulary in use
The capability to communicate in English in common situations
TNC-ET students come from three primary faculties: Economics and Business Administration, Industrial Technology, and Agriculture and Forestry Incoming students exhibit varying levels of English language proficiency; while some have studied English for seven years in junior and senior high schools, others have only three years of experience, and a minority have never learned the language due to their backgrounds in remote provinces Despite these differences, many students demonstrate a commendable ability in English.
Many students excel in grammar but struggle with speaking English, often completing grammatical exercises quickly yet lacking confidence in verbal communication on common topics Their motivation to learn English is typically low, viewing it merely as a mandatory subject in their college curriculum Therefore, it is crucial for the staff at TNC-ET's English sessions to identify effective strategies to assist these students in overcoming their speaking challenges.
In the teaching process, teachers play a crucial role, and at TNC-ET, the English department comprises seven teachers aged 27 to 35, none of whom have experience in English-speaking countries Their educational backgrounds include training from Hanoi College of Foreign Languages, Hue University, and Thai Nguyen College of Education Currently, over half of the teaching staff is pursuing MA courses at prestigious institutions in Hanoi With six out of seven teachers having 6 to over 10 years of experience, they possess significant pedagogical competence; however, they predominantly use the traditional Grammar Translation method, with limited application of other teaching methods A recent study highlights the challenges these teachers face in teaching English, particularly speaking skills, to non-English major students, identifying issues stemming from the teachers, students, and external factors This situation underscores the urgent need for improvements within the Division of Foreign Languages at TNC-ET.
TNC-ET to find out effective ways to minimize the difficulties in teaching English and from then, to improve the quality of English speaking lessons
To assess the current state of teaching and learning speaking skills at TNC-ET, a survey was conducted using questionnaires titled “The Position of Speaking from Students and Teachers’ Point of View.” Two distinct questionnaires were created: one for students and another for English teachers at TNC-ET Respondents were allowed to select multiple answers for each question, which means the total percentage of responses for any given question may exceed 100 percent.
A questionnaire was conducted with seven English teachers at TNC-ET, specifically focusing on those who teach non-English language major students The purpose of this study was to identify the challenges these educators face in teaching English speaking skills Among the participants, there is one male teacher.
The teaching staff comprises six female teachers, predominantly aged between 25 and over 30, reflecting a youthful and dynamic workforce They have received their training in English language teaching from reputable institutions, including Hanoi College of Foreign Languages and Thai Nguyen College of Education Committed to professional development, the majority of these educators are pursuing advanced qualifications, with five currently enrolled in Master’s programs in English.
The second questionnaire was administered to 50 students at TNC-ET They are male and female students who were randomly chosen from the total number of
The study focuses on 500 non-English major students from northern mountainous provinces, highlighting the diverse backgrounds and English learning experiences among them While some students began learning English in grade 6, others started in grade 10, and some have never studied the language at all This diversity is further influenced by the cultural disparities among the predominantly minority student population, with most participants aged between 18 and 20 years old.
The study focused on first-year students in their second term, who were actively learning English when the questionnaires were distributed The purpose of the questionnaire was to identify the challenges these students encounter in developing their English speaking skills.
The first questionnaire was designed for the students with four questions:
Question 1: Why are you learning English?
Question 2: How is speaking skill important to you?
Question 3: What makes you reluctant to speak in English class?
Question 4: Do you often find your speaking lessons interesting?
The second questionnaire is designed for the teachers and consists of thee questions
Question 1: How confident do you feel about teaching speaking?
Question 2: According to you, what are the reasons for ineffective speaking lessons?
Question 3: What do you do to motivate students to speak in class?
50 copies of the questionnaire delivered to the students and 07 copies of the questionnaire delivered to the teachers have been all responded
The respondents were approached in their classrooms, where the study's purpose was explained, and their consent was obtained before distributing the research questionnaire Teachers received seven copies of the questionnaire with a specified time limit for submission For students, the researcher translated each question into Vietnamese to ensure comprehension, allowing three minutes after each translation for students to select their answers.
The data gathered from two sources was initially reviewed to gain an overall understanding Subsequently, it was analyzed through both descriptive and interpretative methods The findings from the questionnaire were presented in table format for clarity.
2.3.2 Presentation of the statistical results a - Teaching and learning speaking skills at TNC-ET as seen from students’ perspective
Because English is an international language
To learn something about the target culture
To communicate with foreign people 9 Speaking English has prestige 9
2 How is speaking skill important to you?
Table 2: Students’ opinion on learning English
The low percentages in Table 2 reveal the fact that there is hardly special reason for students at TNC-ET to study English seriously
Only 20% of students express a genuine interest in learning English, primarily because many have never been exposed to a foreign language A similar percentage studies English due to its status as an international language Additional motivations include learning about the target culture, which attracts 30% of students, and the desire for better job prospects, noted by 32% However, subjective reasons, such as the prestige of speaking English and the desire to communicate with foreigners, account for just 9% of student interest The overwhelming majority, 82%, are compelled to learn English out of necessity.
Data analysis
The respondents were approached in their classrooms, where they were informed about the study's purpose and provided consent to participate A research questionnaire was then distributed, requiring them to select the most appropriate responses regarding their experiences in English language teaching and learning The process for teachers was straightforward, with seven questionnaires given to seven teachers, accompanied by a time limit for submission For the students, the researcher translated each question into Vietnamese to ensure comprehension, allowing three minutes after each translation for students to select their answers.
The data gathered from two sources was initially reviewed to gain an overall understanding It was then subjected to both descriptive and interpretative analysis The findings from the questionnaire were presented in tabular format.
2.3.2 Presentation of the statistical results a - Teaching and learning speaking skills at TNC-ET as seen from students’ perspective
Because English is an international language
To learn something about the target culture
To communicate with foreign people 9 Speaking English has prestige 9
2 How is speaking skill important to you?
Table 2: Students’ opinion on learning English
The low percentages in Table 2 reveal the fact that there is hardly special reason for students at TNC-ET to study English seriously
Only 20% of students express a genuine interest in learning English, primarily due to a lack of exposure to foreign languages An equal percentage studies English because it is recognized as an international language Additionally, 30% of students are motivated by the desire to learn about the target culture, while 32% aim to enhance their job prospects Subjective motivations, such as the desire to communicate with foreigners and the prestige associated with speaking English, account for only 9% of student interest The predominant reason, cited by 82% of students, is the necessity to learn the language.
A significant 85% of students recognize the importance of English speaking skills, indicating that they are essential for effective communication Meanwhile, 15% consider these skills to be quite important, while only a minimal 2% view them as little important or not important at all.
3 What makes you reluctant to speak in
Topics are not familiar and interesting
I can‟t find exact words to express my ideas 59 I‟m not in the habit of speaking English in class 39
I‟m afraid that my classmates will laugh at me if I make mistakes
My teacher often corrects my mistakes when I‟m speaking
It‟s ok if I don‟t speak The teacher never complains about that
My teacher hardly ever pays attention to me 56
My teacher and other students speak almost all the time 56
My teacher never explains requirements in Vietnamese so I don‟t understand what she/he is talking about
Table 3: The reasons that make students unwilling to speak in English class
Statistics provided in Table 3 prove to be well-matched with those in Table
2 It seems that many students share the same reasons for their being uninterested in classroom English speaking
According to the survey data presented in Table 3, 59% of students reported that their teachers maintained a distance during oral English lessons, contributing to a stressful classroom environment This indicates that the teacher-student relationship could be a significant barrier to effectively teaching and learning speaking skills in English classes When teachers seldom smile at their students, they may be perceived as strict and unapproachable, resulting in a tense atmosphere in the classroom.
A significant 60% of students attribute their reluctance to participate in class discussions to uninteresting topics, while nearly as many (59%) express a lack of interest in speaking due to difficulties in finding the right words to articulate their thoughts.
Approximately 39% of students in the classroom are passive participants, engaging only when prompted Notably, 28% of these students have never received complaints from teachers regarding their lack of participation in class discussions.
An important aspect to consider is the desire of adult learners to maintain their dignity, as 35% fear making mistakes and being ridiculed Consequently, 31% express discomfort when teachers interrupt to correct them, which significantly discourages their learning experience.
Psychological factors significantly influence students' willingness to speak English, with 56% feeling discouraged due to a lack of attention from teachers or when teachers and peers dominate conversations Additionally, many students report that their shyness hampers their participation in class discussions.
A surprising 53% of students reported feeling lost during speaking activities due to their teacher's exclusive use of English This presents a significant challenge, as first-year students often struggle to meet the demands of a fully English-speaking environment.
4 Do you often find your speaking lessons interesting?
Yes, sometimes I like the activities 25 Yes, sometimes But the activities are not interesting and varied enough
Yes, very often I like the activities 0
Yes, very often But the activities are not interesting and varied enough
Table 4: Students’ assessment of speaking activities given by teachers
Table 4 indicates that while all teachers design classroom speaking activities, their frequency of implementation is low Despite 54% of students expressing interest in these activities, they are not frequently introduced by their teachers Only 15% of students find the activities uninteresting, suggesting that overall, students are motivated by speaking tasks However, only 25% report that teachers occasionally use these activities to enhance interest in speaking, and those students find the infrequent activities engaging This highlights a gap between student motivation and teacher engagement in speaking activities.
Question Options No of teachers
1 How confident do you feel about teaching speaking?
Very confident (be willing to communicate in all various situations) 0
Confident enough (communicate in different situations if expected) 2
Not very confident (avoid communicating in various situations as much as possible) 4
Not confident at all (feel a bit frightened if coping orally with different situations) 1
Table 5: Teachers’ English communicative competence
Table 5 reveals that a significant number of English teachers (4 out of 7) lack self-confidence in teaching speaking, often avoiding real-life communicative situations with their students This deficiency in self-confidence is primarily attributed to their limited English communicative competence, as acknowledged by 5 of the 7 teachers According to Nunan (1991), Littlewood (1994), and Hedge (2000), communicative competence encompasses not just linguistic skills but also sociolinguistic and conversational abilities necessary for effective communication Consequently, English teachers must equip students with grammatical structures, vocabulary, and pronunciation while facilitating practical speaking opportunities across diverse contexts When questioned about their challenges related to communicative competence, most teachers admitted to feeling inadequate, which hampers their ability to teach speaking skills effectively This issue extends beyond teachers, as students also struggle with language proficiency.
25 environment to develop their communicative competence, which prevents them from communicating in English fruitfully
Question Options No of teachers
2 According to you, what are the reasons for ineffective speaking lessons?
Students‟ levels of proficiency are varied 7
Students are unwilling to speak 5
Teaching speaking takes time when I have to cover all other contents of the course book
English classes are often large and multi-level 4
I can‟t find suitable and interesting speaking activities 3
I don‟t have enough time to prepare speaking activities 3
Table 6: Teachers’ difficulties in teaching speaking at TNC-ET
Table 6 highlights that the diverse proficiency levels among students pose a significant challenge for teachers Additionally, a majority of teachers (5 out of 7) report that students' reluctance to engage in speaking activities further complicates the learning process Four teachers also express concerns about the time-consuming nature of teaching speaking skills, especially when there is a need to cover all other course content Furthermore, class size and varying student levels continue to be prevalent issues in many schools, with four teachers acknowledging these difficulties.
A significant number of teachers at TNC-ET struggle to find adequate time for preparing engaging speaking activities, with 3 out of 7 teachers reporting time constraints This challenge is compounded by the fact that over half of the teachers are occupied all day at school due to a shortage of staff and a heavy syllabus Consequently, this raises concerns about whether these educators are dedicating sufficient time and effort to their college classes.
Question Option No of teachers
3 What do you do to motivate students to speak in class?
I ask the better students to speak first 6
I create interesting games and activities 4
I always listen attentively to and appreciate students‟ answers
I never forget to praise them before pointing out their mistakes in speaking
I encourage students to learn by reminding them of the proportion of speaking skill in their end of course test
I introduce interesting and familiar topics 3
I let them talk about whatever topic they like 3
I ask the better students to speak after other students 3
I set funny classroom rules/punishment for those who keep quiet or speak Vietnamese in class
Table 7: What teachers do to motivate students to speak in English class
The data indicates that the most common strategy employed by teachers to encourage student participation is having higher-performing students speak first, as reported by 6 teachers Following this approach, 5 teachers advocate for motivating students to speak by providing them with numerous questions Additionally, 4 teachers emphasize the importance of engaging students through interesting activities and games, while an equal number believe that showing appreciation by listening attentively can also enhance student motivation to speak.
FINDINGS AND RECOMMENDATIONS
Findings
3.1.1 Problems from the teachers a - Teachers’ weak communicative competence
Table 6 highlights that most teachers lack confidence in their English speaking abilities, facing challenges in teaching speaking due to their limited proficiency in communicative competence beyond grammar, vocabulary, and pronunciation This raises concerns about effectively teaching students conversational skills necessary for successful interactions, such as initiating conversations and negotiating meaning Teachers often struggle with these skills themselves, leading to situations where they may appear inattentive to students during speaking lessons.
Teachers may struggle to adopt modern teaching methods due to their own experiences with traditional approaches like Grammar Translation This familiarity can lead to a reluctance to innovate in the classroom Additionally, both teachers and students often lack a supportive language environment, hindering their ability to effectively communicate in English Furthermore, a lack of enthusiasm among teachers in preparing engaging activities can further diminish students' communicative competence.
When being asked about the reasons for ineffective speaking lessons, most of the teachers blamed on students‟ low proficiency, their unwillingness to speak in
In a recent survey of 29 classes, only three teachers expressed concerns about insufficient time and the challenge of finding engaging teaching materials Conversely, many students reported that the speaking topics and activities were unfamiliar and uninteresting Previous findings indicate that student motivation in oral English classes is significantly influenced by their teachers This highlights the reciprocal relationship between teachers and students in the development of speaking skills, emphasizing the need for collaborative efforts to enhance the learning experience.
Teachers express challenges in teaching speaking skills due to the time required, as they cannot neglect or simplify other skills and content outlined in the course book.
Teachers often struggle to motivate students to speak in English classes due to their own lack of preparation and time management This issue is exacerbated by the abundance of available supplementary materials for teaching English skills, making it difficult to justify the absence of engaging activities Consequently, this situation may reflect a teacher's lack of enthusiasm or commitment to fostering a dynamic learning environment.
Inappropriate teacher pedagogical practices are examined in terms of incomprehensible teacher input, too distant teacher-learner relationship and unsuitable teacher topic selection
A significant challenge in English classes is the teachers' use of incomprehensible input, which hinders students' speaking skills According to Krashen (1985), effective learning relies on access to comprehensible input The Natural Approach's input hypothesis (Koch & Terrell, 1991) suggests that language acquisition occurs when learners understand input slightly above their current proficiency level To facilitate understanding, teachers must manage their instructional language and occasionally incorporate their mother tongue However, many first-year students reported that their teachers often used excessive English or avoided Vietnamese altogether, making it difficult for them to follow along Additionally, some teachers employed complex language structures, while students would benefit more from basic sentences and commonly used vocabulary.
Students often receive minimal attention and encouragement from their teachers during oral English lessons, creating a stressful classroom environment Data analysis reveals that both high and low proficiency students are more motivated when teachers actively engage with them and encourage their participation Conversely, many students become demotivated when they feel neglected by their teachers.
The speaking topics presented by teachers at TNC-ET often fail to engage students, as many find them boring or unfamiliar Over half of the students express a lack of willingness to participate in speaking activities due to these uninteresting topics, highlighting that student interest is crucial for active classroom participation One student noted that people are more likely to discuss subjects they find engaging Additionally, a student's activity level in discussions is closely tied to their familiarity with the topic; those who know more are more likely to contribute Given that many students hail from northern mountainous provinces, they may struggle with topics such as air travel, Western festivals, and the Internet, which can further hinder their participation.
As seen from students‟ point of view, there are both subjective and objective factors that contribute to students‟ unwillingness to speak in English class a - Students’ limited English proficiency
Despite having studied English since secondary school, the student respondents still struggle with poor vocabulary, grammar, and pronunciation, hindering their ability to express ideas during oral activities Their limited vocabulary and low proficiency contribute to anxiety in class, making them reluctant to participate in discussions This fear of speaking leads to a lack of engagement, ultimately causing a decline in their interest and motivation to communicate in English.
Many college students view English as a mandatory subject rather than recognizing its global significance, which is evident through the prevalence of the Internet, music, and Western films Teachers often focus their motivational efforts on the few proficient English students, leaving those who struggle to catch up This disparity in skill levels makes it challenging for weaker students to progress, resulting in a prolonged learning process for all students.
The passive learning habits prevalent among students significantly contribute to their silence in oral English classes, with many preferring to listen without participating until prompted This issue is rooted in the didactic and exam-oriented nature of secondary education across Asia, where the focus has historically been on written tests and grades, leading to a neglect of oral skills As a result, students often feel discouraged from speaking, as the emphasis in language lessons is placed on grammatical accuracy through reading and written exercises This culture of quietude is further reinforced from primary school, particularly in Vietnam, where students receive little encouragement to vocalize their thoughts Additionally, a lack of confidence plays a crucial role in their reluctance to engage in conversation, as students fear making mistakes, being ridiculed, or facing criticism, which ultimately leads them to remain silent and inactive during class discussions.
Many students often refrain from volunteering to speak in class, waiting for teachers to call on them instead This reluctance stems from a long-standing belief that participation is not required unless prompted Consequently, there is a noticeable lack of motivation among students to engage with learning English.
Motivation (Howe, 2003) refers to the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language
The findings indicate that first-year students exhibit a low motivation to learn English, largely due to their unclear perception of its future relevance Many students view English as unnecessary for their careers, which diminishes their enthusiasm for the subject This lack of intrinsic motivation is evident among TNC-ET students, who often study English only because it is a compulsory requirement in college, leading to reluctance in attending classes.
Many students neglect to practice English outside the classroom, despite acknowledging its importance After completing their two English semesters, few continue with evening classes, leading to a significant number needing to retake exams Strong motivation for mastering oral skills is crucial, as it drives learners to improve their communication abilities for better qualifications and employment opportunities Unfortunately, such motivated learners are rare at this school.
Motivation significantly influences language skills, particularly speaking abilities; however, the importance of speaking skills varies among students Unfortunately, due to ineffective teaching methods, some learners may not notice any improvement in their language acquisition over time, leading to feelings of demotivation This lack of perceived progress is a key barrier to maintaining motivation in language learning.
3.1.3 Problems from other factors a - Students’ origin
Recommendations
The study investigates the challenges faced by TNC-ET teachers in teaching speaking skills to first-year English students and offers suggestions to alleviate these difficulties The research involved English teachers and non-major English students at TNC-ET, revealing significant obstacles in the teaching and learning of speaking skills These challenges stem from various sources, including teachers' shortcomings, students' varying abilities, and external factors Notably, many teachers acknowledged their own lack of English communicative competence A major hurdle identified is the presence of low-ability-student classes, where students come from diverse backgrounds; some from urban areas have years of English study, while others from rural regions have little to no knowledge of the language This disparity in student proficiency presents significant challenges for teachers, who must effectively communicate with groups that range from complete beginners to more advanced learners.
From the students‟ perspectives, it seems that the teachers should create a better English learning environment and introduce more extracurricular communicative activities
The study presents several recommendations for addressing challenges in teaching speaking skills to first-year students at TNC-ET It offers practical coping strategies aimed at assisting English teachers in enhancing their instructional methods and improving student outcomes.
3.2.2 Suggested solutions for the situations at the college
While learners are central to the teaching process, teachers play a crucial role that cannot be overlooked To address educational challenges effectively, teachers must undergo a shift in both attitude and mindset Fortunately, all college instructors acknowledge the necessity for improvement in their teaching practices English teachers, in particular, recognize the need to enhance their communicative skills and adapt to the demands of large, diverse classrooms through effective techniques and activities, ultimately fostering efficient learning among their students This awareness of their current shortcomings drives their motivation for professional growth Teachers must cultivate a strong desire for continuous learning, staying updated on innovative pedagogical methods, student learning theories, and technological advancements In essence, ongoing education is vital, as even the most skilled educators must persist in their learning journey to maintain their effectiveness in the classroom.
To address the significant issue of varying student proficiency levels that causes hesitation in speaking classes, teachers can implement whole-class activities alongside pair and group work Starting and concluding classes with whole-class activities can enhance a sense of unity among students, while breaking them into pairs or groups for certain activities can further encourage participation and confidence in speaking.
Grouping students by similar ability levels allows them to engage in activities at a comparable pace, while mixed-ability groups foster peer support Teachers can facilitate concurrent group activities or rotate between groups, tailoring lessons to specific needs, although the latter requires more preparation To encourage confidence in speaking a foreign language, students should be placed in a supportive environment where everyone participates, minimizing feelings of neglect Teachers should clarify speaking task requirements in both English and Vietnamese, providing guidance to alleviate anxiety Utilizing pair and group work helps accommodate diverse personalities and language abilities, reducing classroom tension and promoting independence Pair work is particularly beneficial as it mirrors real-life situations, aligning with students' primary goals.
To foster an engaging classroom atmosphere that captivates reluctant learners, teachers should select topics that are age-appropriate, relevant to students' real-life experiences, and aligned with their English proficiency levels Allowing students to choose their discussion topics can significantly enhance their interest and participation, as they are more likely to engage in conversations about subjects they are passionate about, such as family, love, and careers While it is essential to cover the content and objectives outlined in the course book, teachers can creatively adapt these topics to make them more appealing and relatable By introducing diverse discussion ideas and modifying textbook materials, educators can bridge the gap between required curriculum and student interests, ultimately promoting a more dynamic learning environment.
3.2.3 Some teaching strategies for the teachers
Many students believe that language proficiency is solely the result of learning, but speaking is an essential component of the language acquisition process Effective educators should equip students with speaking strategies to enhance their language knowledge and build confidence This is particularly vital for TNC-ET students, many of whom struggle with English proficiency Burkart (1998) identifies key speaking strategies such as employing minimal responses, recognizing conversational scripts, and discussing language itself.
Many language learners struggle with confidence during oral interactions, often opting to listen quietly while others speak To encourage these learners to engage more actively, it is beneficial to equip them with a repertoire of minimal responses that can be applied in various conversational contexts This strategy is particularly advantageous for beginners, as it provides them with the tools needed to participate more effectively in discussions.
Minimal responses are common, often idiomatic expressions used in conversations to convey understanding, agreement, or doubt By utilizing a repertoire of these phrases, students can concentrate on the speaker's message without the distraction of formulating their own replies.
Communication often involves predictable spoken exchanges known as scripts, which include greetings, apologies, compliments, and invitations These exchanges are shaped by social and cultural norms, leading to recognizable patterns In such scripts, the response from the next speaker can typically be anticipated based on the preceding turn.
Teachers can enhance students' speaking skills by familiarizing them with scripts tailored for various situations, enabling students to anticipate both what they will hear and how to respond By incorporating interactive activities, educators provide valuable practice in adapting and modifying the language found within these scripts.
Using language to talk about language
Language learners frequently feel embarrassed or shy when they encounter misunderstandings in conversations Educators can support students in overcoming this hesitation by emphasizing that misunderstandings are a normal part of communication, regardless of language proficiency Additionally, teachers can provide effective strategies and phrases that students can use to seek clarification and ensure comprehension during interactions.
Teachers can foster an authentic learning environment by encouraging students to use clarification phrases during misunderstandings in class By responding positively to these efforts, educators help students develop essential clarification strategies, boosting their confidence to navigate diverse communication situations beyond the classroom.
3.2.4 Some suggested activities in speaking lessons
After a content-based lesson, discussions serve various purposes, such as reaching conclusions, sharing ideas, or solving problems It is crucial for the teacher to establish the discussion's objective beforehand to ensure relevance and prevent off-topic chatter For instance, students can engage in agree/disagree discussions by forming small groups of 4 or 5 and tackling controversial statements like "people learn best when they read" versus "everyone needs a smartphone." Each group should present their viewpoints after a designated time, ensuring equal speaking opportunities for all members Regardless of the discussion's aim, students should be encouraged to ask questions, paraphrase ideas, express support, and seek clarification.
Simulations differ from role-plays in their complexity, allowing students to create a more realistic environment by incorporating items relevant to their roles For example, a student portraying a singer might bring a microphone to enhance the experience Both simulations and role-plays offer significant benefits, including increased student motivation due to their entertaining nature Additionally, as noted by Harmer (1984), these activities help boost the self-confidence of hesitant students, as they can adopt different roles and speak without the pressure of representing themselves directly.