Rationale of the study
English has gained immense popularity in Vietnam, serving as a vital means of communication across various sectors, including international commerce, science and technology, education, and medicine Consequently, the demand for English teaching and learning has surged, with a particular emphasis on speaking skills to meet the growing communication needs of the Vietnamese population.
In certain regions of Vietnam, English education is heavily reliant on traditional teaching methods, leading to an excessive emphasis on grammar Teachers primarily concentrate on explaining grammatical rules and structures, treating students as passive learners Consequently, this approach results in students being hesitant to engage in speaking activities.
In recent years, English teachers have shifted their focus towards enhancing students' speaking skills A primary concern among educators is the lack of effective participation from students during speaking lessons, which can be attributed to various factors.
In a 1996 study conducted in Hong Kong, five key factors were identified that contribute to students' reluctance to participate in classroom speaking activities These factors include students' perceived low proficiency in English, fear of making mistakes and facing ridicule, teachers' intolerance of silence, uneven distribution of speaking turns, and incomprehensible input (Nunan, 1999:234).
After seven years of teaching English at Haiduong Medical Technical University (HMTU), the author observed that many students are reluctant to engage in speaking activities during lessons, often remaining silent or only listening to more proficient peers Some even resort to discussing in Vietnamese instead of participating in English This observation led to the selection of the topic "Factors Affecting Participation in Speaking Activities for First-Year Non-English Major Students at Haiduong Medical Technical University and Possible Solutions," aiming to identify the underlying reasons for this lack of engagement and to propose effective strategies to enhance student participation in speaking activities.
Aims of the study
This study examines the teaching and learning of speaking skills among first-year non-English major students at HMTU, aiming to identify the factors that influence their participation in speaking activities Based on the findings, the research proposes potential solutions to enhance student engagement in these speaking exercises.
Research questions
To achieve the aims which are mentioned above, the following research questions were raised for exploration:
1 What are the factors affecting the students’ participation in speaking activities?
2 What are the possible solutions to increasing these students’ participation in speaking activities?
Scope of the study
This research focuses on identifying the factors that influence the participation of first-year non-English major students in oral activities at HMTU Based on these findings, the study aims to provide practical suggestions to enhance student engagement in such activities It is important to note that this investigation does not encompass other student types, skills, or institutions.
Methods of the study
This study utilized both quantitative and qualitative research methods, employing questionnaires and interviews to gather data Separate survey questionnaires were designed for students and teachers to collect relevant information To enhance data reliability, additional interviews were conducted with both groups The analysis of the collected data formed the basis for all comments, recommendations, and conclusions presented in the thesis.
Significance of the study
Understanding the factors influencing student participation in speaking activities is essential for both English learners and educators, especially at Haiduong Medical Technical University By implementing strategies to enhance student engagement, teachers can effectively address challenges and create more successful learning experiences.
Structure of the study
The study is divided into three parts:
Part A (Introduction) presents the rationale, aims, research questions, scope, methods, significance and structure of the study
Part B (Development) includes three chapters:
Chapter 1 (Literature review) gives some theoretical background about speaking skill and factors affecting students’ participation in speaking activities
Chapter 2 (Methodology) presents the context of the study, participants, data collection instrument, data collection procedures
Chapter 3 (Data analysis, findings, and suggestions) includes data analysis, finding, the author’s discussion, and suggestions
Part C (Conclusion) presents major findings of the study, its limitations and some
LITERATURE REVIEW
Speaking in second language learning and teaching
Speaking is a crucial productive skill among the four language skills—listening, speaking, reading, and writing—and poses significant challenges for non-major English students in Vietnam, particularly first-year students at HMTU As defined by Chaney (1998:13), speaking involves constructing and conveying meaning using both verbal and non-verbal symbols across various contexts.
According to Brown (1994), speaking is a process of constructing meaning that involves the production, reception, and processing of information Brown and Yule (1983) note that spoken language is characterized by short, fragmented utterances and varied pronunciation, often featuring significant repetition and overlap between speakers Additionally, speakers frequently use non-specific references and employ loosely organized syntax, incorporating fillers such as "oh," "well," and "uhuh."
Speaking is the ability to effectively use words and language to express oneself in communication It involves not only the knowledge of language but also the skill to articulate thoughts and ideas clearly.
According to Bygate (1987:12), effective speaking often involves direct interaction with an audience, allowing for immediate feedback and clarification of misunderstandings Unlike written communication, speakers must exhibit patience and imagination, actively engaging with listeners and facilitating turn-taking in conversation Brown (1983) and her colleagues emphasize that listeners provide valuable models for speakers, and experiencing the role of a hearer enables learners to understand the challenges of effective communication This approach suggests that immersing speakers in the listener's role is more beneficial than merely practicing tasks where they struggle to grasp the requirements.
Speaking has the following characteristics:
The meaning and structure of speech are influenced by various contextual factors, including the participants, their shared experiences, the physical setting, and the intent behind the communication While speech can be spontaneous and dynamic, it also exhibits identifiable language patterns that frequently emerge in specific discourse situations.
Effective speaking skills in learners necessitate a mastery of linguistic competence, which includes grammar, pronunciation, and vocabulary Additionally, it is essential for learners to develop sociolinguistic competence, enabling them to understand the appropriate contexts, reasons, and methods for using language effectively.
Speech has its own skills, structures, and conventions different from written language A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act
Bygate (1987) emphasizes that speaking is often an undervalued skill, as many people take their ability to speak for granted He argues that speaking deserves as much attention as literacy skills, as learners need to communicate confidently for essential transactions Additionally, Bygate highlights that speaking serves as a crucial medium through which much of language is acquired.
In conclusion, effective speaking is essential for successful communication By analyzing the practices of proficient speakers, incorporating relevant speaking tasks in the classroom, and addressing the specific needs expressed by learners, educators can enhance students' speaking abilities and overall oral proficiency.
1.1.3 The roles of speaking in language teaching and learning
In our daily lives, people engage more in speaking than in writing or reading, highlighting the importance of communicative competence as emphasized by Larseen-Freeman (1986) Bygate (1987) argues that speaking is often undervalued despite being a fundamental skill, as it enables individuals to confidently navigate essential transactions Ur (1996) identifies speaking as the most crucial of the four language skills, serving as a primary indicator of language proficiency Pattison (1992) concurs, stating that when individuals refer to knowing a language, they typically mean their ability to speak it Therefore, prioritizing the teaching and learning of speaking skills is essential for effective communication.
Approaches to the teaching of speaking
For decades, the grammar-translation method dominated language instruction, rooted in 19th-century teaching practices and widely used to teach modern foreign languages in the early 20th century (Richards and Rodgers, 2001) This approach emphasizes grammar analysis and written translation between languages, primarily aiming to enable students to read literature from specific cultures However, it falls short in preparing students for spoken English, making it unsuitable for enhancing speaking skills Ultimately, the grammar-translation method does not align with the objectives of improving fluency, oral production, or communicative competence in English learners.
- The Direct Method and Audio – Lingualism
The Direct Method emphasizes the use of everyday vocabulary and sentences, with lessons conducted entirely in the target language This approach prioritizes speaking over writing, introducing new teaching points through interactive question-and-answer exchanges between teachers and students, allowing for a carefully graded progression in language acquisition.
Audio-Lingualism focuses on teaching speaking through repetition of sentences and memorization of dialogues from textbooks Bygate (1987) notes that the approach relies on engineering repeated oral production of language structures This method emphasizes repetition drills to help students become familiar with the sounds and structural patterns of the language However, relying solely on memorized patterns does not foster fluent and effective communication in real-life situations.
By the late 1960s, the Audio-Lingual Method faced significant criticism from American sociolinguistics and British functional linguistics, which advocated for a broader understanding of language Hymes (1972) introduced the concept of communicative competence, challenging traditional language teaching approaches.
"Communicative competence" highlights the importance of appropriate language use, distinguishing it from "linguistic competence." Brumfit and Johnson (1979) underscored the significance of language's functional and communicative potential, advocating for an emphasis on communicative proficiency over mere mastery of language rules.
CLT and teaching speaking
Communicative Language Teaching (CLT) emphasizes language as a tool for expressing meaning, focusing on oral communication and meaningful tasks that cater to learners' needs The objectives of CLT include both functional skills and linguistic goals, positioning learners as negotiators and integrators in the learning process Teachers act as facilitators, guiding communication development, while materials are designed to promote authentic, task-based language use.
Nunan also asserts that in communication process, learners are negotiators and integrators whereas teachers are facilitators
Language is not simply a system of rules It is now generally seen “as a dynamic resource for the creation of meaning” (Nunan, 1989) This point of view really supports CLT
Communicative Language Teaching (CLT) aims to prioritize communicative competence in language education while creating methodologies that effectively teach the four essential language skills This approach recognizes the interconnectedness of language and communication, enhancing learners' overall proficiency (Le Van Canh, 2004).
Richards and Rogers (2001:161) confirms that CLT has a rich theoretical base and some of the characteristics of the communicative view of language are:
- Language is a system for the expression of meaning;
- The primary function of language is to allow interaction and communication;
- The structure of language reflects its functional and communicative use; and
- The primary units of language are not merely its grammatical and structural features but categories of functional and communicative meaning as exemplified in discourse
In Brumfits’s view (1984:91-93), CLT’s characteristics can be summarized as follows:
- Teaching is leaner – centered and responsive to learners’ needs and interests;
- The target language is acquired through interactive communicative use that encourages the negotiation of meaning;
- Genuinely meaningful language use is emphasized , along with unpredictability, risk-taking and choice-making;
- There is exposure to examples of authentic language from the target language community; and
- There is a whole language approach in which the four traditional language skills (speaking, listening, reading and writing) are integrated
In brief, CLT has served as the dominant approach to language teaching since the demise of the Audio-Lingual Method
To address the challenge of students struggling to apply classroom learning to real-world situations, proponents of the Communicative Approach recommend utilizing authentic language materials While resources such as newspaper articles, books, and live broadcasts are ideal for high-intermediate learners, those with lower proficiency can benefit from simpler authentic materials that foster meaningful discussions without overwhelming complexity This approach ensures that all students are exposed to natural language in various contexts, enhancing their language acquisition and practical application skills.
The role of teachers is crucial in the implementation of Communicative Language Teaching (CLT), as they serve not only as facilitators of learning but also as advisors to students' inquiries In a CLT classroom, teachers may participate as co-communicators, actively engaging in communicative activities alongside their students While they initiate classroom activities, they also provide opportunities for students to express their individuality by encouraging them to share their ideas and opinions.
As for Littlewood (1981) this helps learners integrate the target language with their won personality and feel more emotionally secure with it
Teachers' competence is crucial for the successful implementation of Communicative Language Teaching (CLT), making training or retraining in CLT essential for those who seldom attend language courses.
Student’s participation in oral activities
According to Howard, Short, and Clark (1996: 8-24), student participation is essential for effective learning, encompassing active engagement in various classroom activities such as reciting, conversing with instructors and peers, producing written work, and sharing ideas This highlights that a participative learner is actively involved rather than passive, emphasizing the importance of engagement in the learning process.
(2009) define participation as students who actively engage in classroom discussions, rather than be passive learners who simply take in knowledge
For a successful lesson, it is essential that students engage actively and evenly in classroom activities With nearly a decade of teaching experience, the author recognizes that various factors—including student attitudes, teacher effectiveness, classroom dynamics, and the quality of materials—can significantly influence students' participation in oral activities.
1.3.2 Factors affecting students’ participation in speaking activities
1.3.2.1 Students’ factors a Students’ language proficiency level
In Vietnam, many language learners face a significant challenge due to a limited vocabulary, structures, and expressions, which leads to a reluctance to speak Consequently, numerous students remain silent in class and refrain from engaging in classroom activities.
Nunan (1999:234) points out factors affecting the reluctance of students’ participation in class speaking lesson as follow:
- students’ perceived low proficiency in English
- students’ fear of mistakes and derision
According to Rod (1985), proficiency refers to a learner's knowledge of the target language and is often synonymous with "competence." This concept encompasses both linguistic and communicative competence Typically, second language proficiency is assessed in comparison to that of native speakers.
According to Burns and Joyce (1997), students face challenges in English pronunciation, including sounds, rhythms, and stress patterns Additionally, they often lack essential social and cultural knowledge, have low proficiency in grammar, and struggle with transferring concepts from their native language to English These linguistic factors contribute to difficulties in language processing and communication.
Low language proficiency among students can significantly hinder their confidence in participating in speaking lessons Additionally, when students exhibit varying levels of language proficiency, teachers face challenges in selecting appropriate teaching methods and activities for the classroom Understanding students' diverse learning styles is essential for effective instruction.
Learning styles significantly impact student participation in speaking lessons, as they dictate how individuals approach new information According to Brown (2007: 120), learning style encompasses cognitive, affective, and physiological traits that consistently influence how learners perceive, engage with, and react to their educational environment Understanding these styles is crucial for enhancing student involvement and effectiveness in speaking activities.
Willing's classification indicates that when most students in a class belong to concrete and authority-oriented groups, their participation in oral activities tends to be low.
The contrast between reflectivity and impulsivity significantly influences student participation in speaking lessons, as noted by Brown (1994) Reflective learners tend to be more cautious and deliberate, carefully considering their responses before speaking, while impulsive learners make quicker decisions, often taking risks Consequently, in speaking lessons, impulsive learners may communicate faster, but they often sacrifice accuracy compared to their reflective counterparts.
As claimed by Ellis (1985:120), extroverted learners are more willing to interact with others than the introverted, and therefore they are more successful in oral communication
Lightbown and Spada (1999) identify several personality traits that significantly impact the success of second language learners, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness.
A study by Galvan and Fukada (1998) reveals that outgoing students are more actively engaged in class compared to their introverted peers Additionally, the research indicates that individuals who identify as having passive personalities are less inclined to ask questions or volunteer answers during classroom discussions.
We can conclude with certainty that if the teacher neglects these differences among students, only some of them can benefit from the classroom activities c Students’ attitudes and motivation
Students' attitudes and motivation are crucial for successful language learning According to Harmer (1999), motivation is an internal drive that compels individuals to achieve their goals Lightbown and Spada (1999) describe motivation in second language learning as a complex phenomenon influenced by learners' communicative needs and their attitudes towards the second language community Therefore, when learners possess positive attitudes and a strong desire to communicate in the second language, they are more likely to be motivated to attain language proficiency.
According to Harmer (1999:51), motivation can be categorized into two types: intrinsic and extrinsic Intrinsic motivation arises from an individual's personal interest in an activity, while extrinsic motivation is driven by external factors, such as the desire to pass an exam or the expectation of financial rewards.
Many students focus solely on learning English to pass written exams, leading them to believe that speaking activities are unnecessary This raises a critical question for language teachers: how can they ignite students' personal interests in speaking lessons?
To effectively nurture student motivation, it's essential to identify its underlying sources, as highlighted by Oxford and Shearin (1994), who emphasize that understanding these roots is crucial for teachers Fisher (1990) identifies three primary sources of motivation in the learning process.
- The learners’ natural interests (intrinsic satisfaction)
- The teacher/ employment…etc (extrinsic reward)
- Success in the task (combining satisfaction and reward)
Summary
This chapter emphasizes the importance of speaking skills in foreign language teaching and learning, highlighting that it requires significant attention It reviews various teaching approaches, concluding that the Communicative Language Teaching (CLT) method is the most effective for developing speaking skills Additionally, the chapter addresses student participation in speaking activities and its relevance to the current study The research methodology used in this study will be detailed in the following chapter.
METHODOLOGY
Context of the study
Haiduong Medical Technical University, situated 57 kilometers west of Hanoi in the Northern Delta's economic center, is a prestigious institution under the Ministry of Health With over 50 years of experience in training nurses and medical technicians, the university is renowned for producing graduates who are highly regarded by health services for their professional skills Currently, the university enrolls more than 4,000 students and employs 300 officials and lecturers.
At HMTU, students have to study four English courses Each course lasts 60 periods
(50 minutes per period) The English textbooks used at HMTU are “New Headway pre-intermediate-the third edition” (John and Liz Soars 2011 ) for course 1, 2 and
The "New Headway Intermediate - Fourth Edition" by John and Liz Soars (2012) is designed for Course 3 and 4, featuring 12 units that encompass language focus, vocabulary, everyday English, and skills in reading, listening, speaking, and writing Topics covered include friendships, lifestyles, entertainment, travel, and work Students engage in four English periods weekly over a 15-week duration Additionally, the textbook "Nursing 1" by Tony Grice (2011) complements the primary material, equipping students with essential terminology and structures pertinent to their future careers While the course aims to enhance speaking and listening skills without requiring extensive grammar knowledge, assessments are primarily written, leading both students and teachers to focus heavily on grammar and reading comprehension to succeed in exams.
Freshmen at HMTU exhibit varying levels of English language proficiency, with over 50% of first-year students classified as beginners despite having studied English since grade six The university's focus on grammar and written exercises for passing tests has contributed to this low proficiency, leaving many students hesitant to engage in speaking activities As a result, numerous students struggle to communicate effectively with peers and instructors during English classes.
Methodology
The study involved 165 randomly selected first-year non-English major students and all 12 English teachers at HMTU, conducted during the second term of the academic year Participants completed survey questionnaires, and to gather more detailed insights, 10 students and 5 teachers were also interviewed.
For this study, survey questionnaires were selected as the primary data collection instrument due to their efficiency in gathering large amounts of information quickly (Nunan, 1992) Two distinct questionnaires were utilized: one for students and another for teachers, featuring a mix of closed, open-ended, and checklist questions The student questionnaire is divided into two main sections: the first part collects personal information such as age and years of English learning, while the second part assesses student involvement, self-evaluation of proficiency, teachers' methods, materials used, factors influencing participation in speaking activities, and includes space for student suggestions.
The teacher questionnaire is divided into two key sections: the first section gathers information on the teachers' age and years of experience, while the second section explores their attitudes towards teaching speaking skills, current instructional methods, factors influencing student engagement, and proposed strategies for improvement.
In addition to survey questionnaires, the researcher utilized semi-structured interviews with teachers to enhance data collection This method provided the interviewer with the flexibility to delve deeper into significant topics (Nunan, 1992) A total of five teachers and ten students participated in the interviews, where they were asked to respond to various questions.
The procedures were divided into two stages:
In the initial phase of the study, participants were thoroughly instructed on how to accurately complete the questionnaires, with an emphasis on answering every question The researcher distributed the questionnaires to 12 teachers and 165 randomly selected students, who were given 30 minutes to complete them individually during class, without any discussions To facilitate comprehension, the questionnaires were translated into Vietnamese, ensuring that all students could understand and respond to the questions more easily.
In the second stage of the research, the author conducted interviews with five teachers and ten students to gather additional information The researcher aims to establish a scientific methodology to ensure the data collected is both reliable and valid for the study.
Summary
This chapter outlines the study's context, focusing on the teaching and learning conditions at HMTU It details the study's background, research questions, participant demographics, and the instruments and procedures used for data collection The researcher aims to establish a robust scientific methodology to ensure the reliability and validity of the study's findings.
DATA ANALYSIS, FINDINGS AND SUGGESTIONS
Data analysis
3.1.1 Results from students’ survey questionnaire and interview questions
3.1.1.1 Students’ assessment of their speaking ability very good 0% good 3.03% so so 9.09% bad 82.43% very bad 5.45%
Chart 1: Students’ assessment of their speaking ability
The data presented in Chart 1 indicates a concerning lack of proficiency in English speaking skills among students, with only 3.03% rating their abilities as good and 9.09% considering their speaking skills as average A significant majority, comprising 82.43%, identified themselves as bad, while 5.45% felt they were very bad at speaking Furthermore, interviews revealed that 70% of students expressed a desire to improve their speaking abilities but struggled with vocabulary and sentence construction Additionally, 90% of students were reluctant to speak due to concerns about their pronunciation Overall, these findings suggest that most students are currently at a low level of English speaking proficiency.
3.1.1.2 Students’ attitudes towards speaking skill
Chart 2: Students’ attitudes towards speaking skill
According to the data presented in Chart 2, a significant majority of students (70.31%) believe that speaking skills are crucial or very important for learning English, while 13.34% consider it somewhat important However, 16.37% of participants view speaking skills as either not very important or not important at all Overall, most students at HMTU recognize the importance of speaking skills; unfortunately, this awareness contrasts with their low levels of participation in classroom activities.
3.1.1.3 Students’ level of participation in speaking activities always 0% often 15.15% sometimes 30.31% rarely 55% never 4%
Chart 3: Students’ level of participation in speaking activities
Chart 3 reveals that over half of the students rarely engaged in speaking lessons, indicating a significant level of passivity during these sessions Only 30.31% of participants occasionally participated, influenced by their interest in specific topics or activities A mere 15.15% of students frequently spoke English, and notably, none consistently seized every opportunity to engage verbally These findings suggest that overall student participation in speaking activities is alarmingly low.
3.1.1.4 Students’ assessment of speaking activities in the class
Chart 4: Students’ assessment of speaking activities in the class
The survey results reveal that a significant 66.07% of students found their speaking activities to be either boring or very boring, leading to a lack of participation Meanwhile, 27.28% rated their experiences as average, while only 6.67% considered the activities interesting, with no respondents indicating they were very interesting.
3.1.1.5 Students’ evaluation on learning speaking English
1 I prefer doing exercises to speaking in the classroom 61.82 38.19
2 I enjoy practicing English at home by myself 32.13 67.88
3 I usually take every opportunity to speak English 5.46 94.55
4 I only speak English when the teacher calls me 21.22 78.79
5 I hate speaking English in front of other students and the teacher in my class 55.76 44.25
6 I do not often prepare the lesson before going to the class 56.37 43.64
Table 1 reveals that a significant 61.82% of students favor practicing exercises over engaging in classroom discussions, while 67.88% prefer speaking English alone at home Notably, 94.55% of students rarely take opportunities to speak English unless prompted by the teacher, with 78.79% only speaking when called upon.
E very boring his/her class It seems that they are introverted They are too shy to speak in front of the class Moreover, there were quite many students did not often prepare the lesson before going to the class, accounting for 56.37%
7 Speaking English well is important because it is useful for my career 78.79 21.22
8 I participate in speaking activities because it helps me to get good marks 62.43 37.58
9 I speak English as it helps me improve my fluency and pronunciation 70.91 29.09
10 I often participate in speaking activities in order to have good communication in the future 78.79 21.22
11 I think I can learn English well without speaking it 7.28 92.73
12 I enjoy speaking English more than anything else in the classroom 4.25 97.76
13 I would be very proud of myself if I could speak English well 73.34 26.67
14 I learn English speaking because it is a compulsory subject 90.90 9.1
The primary motivation for students learning English is to enhance their future job prospects, with 78.79% recognizing the importance of speaking English for career advancement A similar percentage of students engage in speaking activities to improve their communication skills, believing that strong communicative abilities will facilitate job acquisition Additionally, 70.91% express enjoyment in speaking English as it aids in developing fluency and pronunciation Notably, 62.43% favor interviews, and eight out of ten students study English specifically to prepare for future employment None indicated a desire to learn English for cultural exploration, while 73.34% would feel proud of their English proficiency Almost all respondents (92.73%) acknowledged that effective speaking is essential for learning English, yet only 4.25% reported a genuine enjoyment of speaking English in class Furthermore, 90.90% stated that they study English speaking as it is a mandatory subject.
15 I am afraid of making mistakes when speaking English 89.09 10.91
16 I often feel nervous when I have to speak in front of the class 95.76 4.25
17 I prefer sitting on the back row in the far corner in the classroom 22.43 77.58
18 I feel uncomfortable when the teacher asks me to speak in the classroom 88.49 11.52
Table 3 highlights significant student anxiety, with 95.76% feeling nervous when speaking in class and 89.09% fearing mistakes Interviews revealed that 90% of students lack confidence and fear negative judgment from teachers and peers Additionally, 22.42% preferred sitting in the back row, while 88.49% expressed discomfort when asked to speak English in class.
3.1.1.6 Students’ assessment of the topics in the textbook very interesting 2% interesting 15% so so 21% boring 24% very boring 40%
Chart 5: Students’ assessment of the topics in the textbook New Headway pre- intermediate-the third edition
According to Chart 5, only 15% of students expressed satisfaction with the topics in the New Headway Pre-Intermediate textbook (third edition), while 21% rated them as average In contrast, a significant 40% found the topics boring, and 24% considered them uninteresting Many students voiced their dissatisfaction, with 4 out of 10 interviewees stating that the topics were not relevant to their lives or were simply dull Overall, student feedback on the textbook topics varied widely.
3.1.1.7 Students’ evaluation on the teachers
* Students’ opinion about teachers’ teaching and characteristics
Table 4: Students’ opinion about teachers’ method and characteristic
A My teacher behaves like a real person 67.87
C My teacher does not create encouraging learning atmosphere in class 18.78
D My teacher uses appropriate method 35.76
E My teacher talks more than students do 47.88
F My teacher speaks so quickly that I cannot understand 52.13
G My teacher does not carry out various speaking activities 64.85
A significant portion of participants, 35.76%, reported that their teachers employed appropriate methods; however, over half (52.13%) found the pace of their teachers' speech too rapid for comprehension Additionally, 64.85% of students indicated that their teachers failed to implement diverse speaking activities, while 47.88% felt that teachers dominated the conversation Conversely, 67.87% of students perceived their teachers as relatable individuals Nonetheless, 21.21% described their teachers as unfriendly, and 18.78% noted a lack of an encouraging classroom atmosphere Overall, the findings suggest that many students believe their teachers did not utilize effective methods or engage in varied speaking activities.
* Teachers’ techniques of encouraging students
Table 5: Teachers’ techniques to encourage students
D Asking students to the topic at home in advance 68.49
According to the data presented in Table 5, approximately 68.49% of participants reported that their teachers requested them to prepare topics at home beforehand Additionally, around one third of students indicated that their teachers frequently motivated them by offering ideas (30.91%) or providing vocabulary support (26.06%) A smaller percentage of students noted that their teachers used positive feedback (9.6%), while 7.28% mentioned the use of high marks and 3.03% referred to engaging games as motivational tools Overall, teacher encouragement significantly influences student participation.
Table 6: Factors affecting students’ participation
A I do not have enough vocabulary and knowledge of the topic 69.09
B I am afraid of making mistakes 69.09
D I am afraid of being laughed by other students 69.09
E Teacher uses inappropriate teaching methodology 64.85
The data reveals that a significant 69.09% of students cited fear of making mistakes and being laughed at as major factors hindering their participation in speaking activities, along with insufficient vocabulary and topic knowledge Additionally, 64.85% of students felt that inappropriate teaching methodologies contributed to their lack of engagement Boredom was also a concern, with 44.85% finding the activities uninteresting and 36.97% expressing disinterest in the topics Furthermore, 34.55% of students attributed their low motivation to the large class sizes, which negatively impacted their participation.
3.1.1.9 Students’ suggested solutions to increase their participation
Table 7: Students’ suggested solutions to increase their participation
B Creating a co – operative English learning environment 40
C Encouraging students to speak by giving evaluation (comments, feedback and marks)
D Combining the textbook with other relevant sources of materials for suitable adaption
E Personalizing topics to be suitable for students’ interests and levels 53.94
F Personalizing tasks to be suitable for students’ interests and levels 53.94
According to Table 7, a significant majority of students (66.67%) believe that teachers should incorporate diverse communicative activities into their lessons In interviews, students expressed a preference for engaging methods such as games, information gap exercises, and picture descriptions Additionally, 53.94% of students indicated that they value textbooks supplemented with relevant materials, while 44.85% appreciated this approach Furthermore, 40% of students recommended that teachers foster a cooperative English learning environment through pair and group work.
3.1.2 Results from teachers’ questionnaire and interview
3.1.2.1 Teachers’ attitude towards speaking skill
The first two questions were designed to find out the teachers’ attitudes towards teaching English speaking skill for students
Table 8: Teachers’ attitude towards speaking skill
The importance of speaking skill to the students
The teachers’ interest in teaching speaking skill
All respondents recognized the significance of teaching speaking skills to their students, with 50% deeming it important and 41.67% considering it very important Only 8.34% viewed it as slightly important, while none indicated that it was unimportant Additionally, 33.34% expressed a strong interest in speaking skills during class, and 41.67% reported being interested In contrast, 16.67% felt neutral about it, and 8.34% indicated a lack of enthusiasm.
3.1.2.2 Teachers’ assessment about students’ speaking ability
Table 9: Teachers’ assessment of students’ speaking ability
The data indicates that none of the teachers rated their students' speaking skills as very good A significant portion, 66.67%, described the speaking abilities as either bad or very bad, with 8.34% categorizing them as very bad Only one teacher, representing 8.34%, considered the speaking skills to be good, while 33.34% labeled them as bad Additionally, 16.67% of the teachers assessed the students' speaking abilities as normal.
The next three questions were to find out teachers’ preferences in teaching method, speaking activities and ways to conducts those activities when teaching speaking skill
Table 10: Teachers’ methods and activities
Types of communicative activities applied
Use of pair work and group work
Table 10 shows that Communicative approach was the preferred teaching method by 58.34% of the teachers, while 33.34% of the teachers used Grammar-translation
Findings and discussion
3.2.1 Students’ level of participation in class speaking activities
An analysis of questionnaire data revealed that first-year students at HMTU exhibited low participation levels in oral communicative activities, despite recognizing the importance of speaking skills This reluctance presents a significant challenge for educators, highlighting the need to identify the factors contributing to students' limited engagement.
Students' low English proficiency significantly hinders their speaking abilities, with over 50% testing at a beginning level, making it challenging to engage with pre-intermediate topics Despite studying English for at least seven years, many students struggle with limited vocabulary and expressing ideas, leading to reluctance in speaking Most view English as a compulsory subject for future job requirements rather than a personal interest, resulting in minimal time spent on the language and a lack of intrinsic motivation This lack of motivation manifests in passive participation during speaking lessons, where students often remain quiet and only respond when prompted Additionally, feelings of shyness, nervousness, and fear of negative judgment contribute to their lack of confidence Ultimately, these passive learning styles impede their success in speaking activities, highlighting the need for teachers to understand these challenges and implement effective strategies to support their students.
Teachers encounter significant challenges in teaching speaking skills due to factors such as students' low proficiency, passive learning styles, lack of motivation, shyness, and large class sizes Effective student involvement hinges on the teaching methods employed At HMTU, the application of Communicative Language Teaching (CLT) is often limited by these large classes and mixed proficiency levels, leading to uninspiring teaching techniques that fail to motivate students Additionally, the personality traits of teachers play a crucial role; 20% of students indicated that enthusiastic, friendly, and supportive teachers foster a more comfortable environment, enhancing participation in speaking activities Ultimately, a teacher's characteristics contribute to a positive classroom atmosphere, while their methods and knowledge are vital for effective teaching and learning.
The classroom atmosphere and environment significantly influence students' engagement in oral activities, with many expressing a preference for cooperative learning settings over competitive and stressful ones A large classroom size often heightens anxiety, as students feel they have limited opportunities to practice speaking and receive individual attention from the teacher Comments such as "I feel nervous speaking English in front of many classmates" highlight the discomfort students experience in larger groups Additionally, the effectiveness of speaking activities diminishes in large classes, making it challenging for teachers to support each student's language development within a limited timeframe.
Teachers must acknowledge that classroom environments can hinder students' ability to learn a target language Students have expressed that a more friendly and informal approach to language use enhances their learning experience.
In language learning, the choice of materials significantly impacts student engagement, particularly in speaking activities When topics are engaging and tasks are appropriately challenging, students are more likely to participate Although the "New Headway Pre-Intermediate" course book emphasizes speaking skills, many students at HMTU find the content either too difficult or uninteresting, primarily due to their varying levels of language proficiency, with most being at lower levels The lack of supplementary materials further contributes to their reluctance to speak in class.
Suggestions
To succeed in learning English, students must adopt a positive attitude and motivation, treating English with the same importance as other subjects and focusing on speaking as their primary goal This mindset encourages active participation in class activities Many students may hesitate to speak due to fear of mistakes, but embracing risk-taking is crucial for language learning, as highlighted by Brown (1994) Students should seize opportunities to practice speaking, recognizing that mistakes are a natural part of the learning process Building strong relationships with peers is also essential; collaboration in preparing topics, exchanging ideas, and providing feedback enhances learning Engaging with English media—such as radio, television, newspapers, and magazines—can further expand vocabulary and knowledge As Nuttall (1996) suggests, immersing oneself among native speakers is an effective way to improve speaking skills Practicing English with locals not only boosts fluency but also enriches understanding of cultural nuances Establishing English-speaking habits, such as communicating in English during class, is vital for improvement Lastly, students should actively engage with their teachers in discussions, seek assistance with new vocabulary and pronunciation, and utilize these resources to enhance their language skills effectively.
To effectively motivate students to improve their English speaking skills, activities must be diverse, engaging, and aligned with students' interests and proficiency levels Incorporating pair and group work in multi-level and large classes, such as those at HMTU, fosters participation and collaboration, allowing anxious students to gain support from peers in a non-threatening environment A variety of speaking activities—like games, discussions, role-plays, and brainstorming—should be utilized to maintain student interest and prevent boredom Additionally, personalizing topics and tasks, along with integrating course materials that cater to students' levels, enhances engagement Creating a supportive and cooperative classroom atmosphere is crucial; teachers should prioritize encouragement over criticism to help students overcome anxiety and shyness Establishing a strong rapport built on trust and respect between teachers and students further promotes a comfortable environment, encouraging students to share their ideas freely.
- Show interest in each students as a person
- Give feedback on each student’s progress
- Openly solicit the students’ ideas and feelings
- Laugh with the students and not at them
- Value and respect what the students think and say
- Work with the students as a team and not against them
- Develop a genuine sense of vicarious joy when they learn something
To make English speaking more engaging, teachers can incorporate humorous visuals, surprising stories, and interesting video clips to captivate students, including those who struggle with the language Starting each speaking class with a brief introduction to the topic can ignite students' enthusiasm for discussion Preparing enjoyable and relatable materials is essential, beginning with simple tasks that gradually increase in difficulty This approach should be applied throughout all stages of speaking lessons—pre-speaking, while-speaking, and post-speaking Incorporating games can also enhance classroom dynamics and foster a love for speaking among students Regular assessments of speaking skills are crucial, as many students tend to focus on grammar, vocabulary, and reading comprehension in preparation for written exams, often neglecting their speaking abilities By testing speaking skills more frequently, teachers can encourage students to take responsibility and invest effort into developing their oral communication skills.
To enhance students' English speaking skills and engagement, it is crucial to select speaking materials that resonate with their interests and knowledge The New Headway pre-intermediate third edition covers 12 topics, but many students find some of them uninteresting Therefore, educators should carefully choose materials based on criteria like difficulty level and subject relevance, ensuring that the topics align with students' needs and the objectives of English language teaching By prioritizing engaging and pertinent content, teachers can foster a more effective learning environment.
To enhance student engagement, teachers must continuously evaluate and adapt their teaching materials, ensuring they are both appealing and appropriate for their students' interests and levels Incorporating supplementary resources such as visual aids, stories, songs, and video clips can enrich the learning experience Flexibility is crucial; teachers should diversify their reference materials beyond traditional sources and tailor speaking tasks to lower difficulty levels, fostering student confidence Ultimately, this approach encourages students to explore materials independently, promoting self-directed learning.
To enhance the learning experience, the Department of Training should split large classes into smaller groups, allowing teachers to implement diverse activities and provide individual attention to each student Ideally, non-English major classes should consist of no more than 25 students Additionally, based on the results of placement tests, students should be categorized into three proficiency levels: A class for elementary learners, B class for pre-intermediate learners, and so on.
C class represents an intermediate level of English proficiency, where students who test at the beginning level must enroll in supporting classes Student placement is determined by test results, allowing teachers to select appropriate topics and teaching methods tailored to each class's proficiency Additionally, having movable tables would enhance student comfort and facilitate interaction, making it easier for pair and group work Finally, the assessment method for the first semester needs to be redesigned to more accurately evaluate students' competencies.
Summary of the study
This study investigates the factors influencing participation in speaking activities among first-year non-English major students at Haiduong Medical Technical University, along with potential solutions The research is guided by two key questions, and data analysis reveals significant insights into these factors.
1 The factors affecting the participation in speaking activities of the first year non-English major students at HMTU are:
Students' learning experiences are influenced by various factors, including their learning styles, language proficiency levels, attitudes, motivation, and anxiety A significant barrier to participation in oral activities is low English proficiency, which often leads to anxiety stemming from fears of making mistakes or receiving negative judgments Despite having a positive attitude towards speaking skills, many students lack intrinsic motivation, resulting in reluctance to engage in lessons Additionally, a passive learning style further inhibits their willingness to speak English.
Teachers' roles, characteristics, and methodologies significantly impact student participation in the classroom A lack of engagement often stems from uninteresting topics and activities, as many educators rely heavily on textbooks, stifling students' creative thinking While some classes attempted pair and group work, these strategies were largely ineffective Additionally, teachers frequently dominated discussions, limiting students' opportunities to practice speaking English Although teachers possess a general understanding of Communicative Language Teaching (CLT), its implementation remains restricted, particularly in large class settings.
Students exhibit a positive attitude towards speaking topics; however, they find the current materials challenging and unengaging This perception of the existing resources can significantly influence their motivation and interest in learning to speak English effectively.
In classroom settings, group cooperation often discourages students from collaborating effectively, particularly in multi-level and large classes This dynamic leads to uneven participation, where higher-performing students dominate, leaving lower-performing peers disengaged and less likely to participate in oral activities.
2 Based on the findings of this study, a number of suggestions to increase students’ participation in oral activities were given Those suggestions were the answer to the second question ”What arte the possible solutions to increasing students’ participation in speaking activities?” by using various communicative activities, creating a co-operative English learning environment, combining books with other relevant sources of materials for suitable adaptation, designing appropriate speaking tasks to the learners’ abilities and conducting tests or exams on speaking, teachers can help students actively participate in oral activities.
Limitations of the study
While the study presents several strengths, it also has notable limitations due to time constraints and resource availability Firstly, the research involved only 165 first-year non-English major students, which restricts the generalizability of the findings Secondly, the focus on first-year students overlooks the affective factors that impact learners at all academic levels Lastly, the study concentrated solely on speaking skills, neglecting the importance of exploring other essential language skills.
Suggestions for further research
The study aimed to determine whether specific factors influence first-year students' participation in speaking activities Future research should also explore the effects of these factors on other skills and different types of students.
- Factors affecting the second year-students’ participation in speaking activities at HMTU
- Factors affecting the first year-students’ participation in reading activities at HMTU
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APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS
This survey aims to investigate the factors influencing the participation of first-year non-English major students at HMTU in speaking activities Your input in completing this questionnaire is invaluable and will be used exclusively for research purposes Thank you for your assistance!
- How long have you been studying English?
1 How do you evaluate your English speaking ability?
A Very good B Good C So so D Bad E Very bad
2 What do you think about the importance of speaking skill?
3 How often do you participate in speaking activities in the class?
A Always B Often C Sometimes D Rarely E Never
4 How do you find speaking activities in the class?
5 Tick your appropriate choice (Learning style, Motivation, Anxiety, Language level)
1 I prefer doing exercises to speaking in the classroom
2 I enjoy practicing English at home by myself
3 I always take every opportunity to speak English
4 I only speak English when the teacher calls me
5 I hate speaking English in front of other students and the teacher in my class
6 I do not often prepare the lesson before going to the class
7 Speaking English well is important because it is useful for my career
8 I participate in speaking activities because it helps me to get good marks
9 I speak English as it helps me improve my fluency and pronunciation
10 I often participate in speaking activities in order to have good communication in the future
11 I think I can learn English well without speaking it
12 I enjoy speaking English more than anything else in the classroom
13 I would be very proud of myself if I could speak English well
14 I learn English speaking because it is a compulsory subject
15 I am afraid of making mistakes when speaking English
16 I often feel nervous when I have to speak in front of the class
17 I prefer sitting on the back row in the far corner in the classroom
18 I feel uncomfortable when the teacher asks me to speak in the classroom
7 How do you find the speaking topics in the textbook New Headway pre- intermediate-the third edition?
8 What do you think about your teacher’s teaching?
( You can choose more than one option)
A My teacher behaves like a real person
B My teacher is not friendly
C My teacher does not create encouraging learning atmosphere in class
D My teacher uses appropriate method
E My teacher talks more than I do
F My teacher speaks so quickly that I cannot understand
G My teacher does not carry out various speaking activities
9 How does your teacher encourage you to speak?
( You can choose more than one option)
D Asking students to prepare the topic at home in advance
10 Which factors affecting your participation in speaking activities?
( You can choose more than one option)
A I do not have enough vocabulary and knowledge of the topic
B I am afraid of making mistakes
D I am afraid of being laughed at by other students
E Teacher uses inappropriate teaching methodology
11 What should teachers do to increase students’ participation in speaking lessons?(You can choose more than one option)
A Using various communicative activities ( game, information gap, brainstorming )
B Creating a co-operative English learning environment (pair work, group work )
C Encouraging students to speak by giving evaluation (comments, feedback, marks)
D Combining the textbook with other relevant sources of materials for suitable adaption
E Personalizing topics to be suitable for students’ interests
F Personalizing tasks to be suitable for students’ interests
This survey aims to investigate the factors influencing the participation of first-year non-English major students at HMTU in speaking activities Your cooperation in completing the questionnaire is greatly valued, as the information you provide will be essential for the research and will be used solely for study purposes Thank you for your support!
- How long have you been teaching English?
1 How important do you think speaking skill is to your students?
2 How much do you feel interested in teaching speaking skills to students?
3 How do you evaluate your students’ speaking ability?
A Very good B Good C So so D Bad E Very bad
4 What teaching methods are currently being applied in your speaking lesson?
5 What kinds of communicative activities do you usually use?
(You can choose more than one option)
6 How often do you use pair work and group work?
A Very often B Often C Sometimes D Rarely E Never
7 What are the factors affecting your students’ participation in speaking activities?
( You can choose more than one option)
8 What should teachers do to increase students’ participation in oral lessons? (You can choose more than one option)
A Using various communicative activities (game, information gap, brainstorming…)
B Creating a co – operative English learning environment ( pair work, group work…)
C Combining textbooks with other relevant sources of materials for suitable adaption
D Encouraging students to speak by giving evaluation (comments, feedback and marks)
E Personalizing topics to be suitable for students’ interests
F Personalizing tasks to be suitable for students’ interests and levels
1 In your opinion, what are the factors for the difficulties your students face in speaking activities?
2 Which speaking activities do you focus more on when encouraging students to speak in class?
3 What should we do to increase students’ participation when teaching speaking?