Rationale for the study
Culture significantly influences language teaching and learning, as it can affect learners' engagement in the classroom Understanding cultural differences and effectively addressing them is essential for successful teaching and learning, particularly in fostering participation Wright (2010) emphasizes that participation is crucial for second language acquisition (SLA) and overall language proficiency A lack of proficiency can lead to poor test performance, negatively impacting students' self-confidence and motivation Conversely, actively involved students tend to experience greater satisfaction and persistence in their learning journey.
Hanoi University of Industry (HaUI) recognizes the importance of enhancing students' speaking skills through a comprehensive five-semester English communication program Despite two years of instruction, many students excel in reading and writing but struggle with fluent and accurate speaking, often finding it challenging and unengaging This reluctance to participate in speaking activities stems from various factors, particularly cultural influences such as traditional learning styles, a collectivist mindset, and the fear of losing face.
The researcher aims to explore "The Influences of Cultural Factors on First-Year Non-English Major Students' Participation in English Speaking Learning at HaUI." This study seeks to identify key cultural influences affecting student participation and to discover effective techniques and activities that can enhance student engagement in speaking activities The findings are intended to provide valuable insights for teachers, students, and stakeholders in the field of language education.
Aims and objectives of the study
This study aims at finding out some first cultural factors influencing first year non- English major student’s participation in English speaking learning, specifically in English speaking lessons
The main objectives of this study are as follows:
This study aims to explore the current state of participation in English speaking learning activities among first-year non-English major students at HaUI It examines the types of activities utilized by teachers during speaking lessons, the frequency with which these activities are organized, and the level of student involvement in these speaking exercises.
Cultural factors significantly impact students' participation in English speaking classrooms, particularly traditional learning styles, a preference for collectivism over individualism, and the fear of losing face These elements shape how students engage with the learning process and interact with their peers, ultimately influencing their overall language acquisition experience.
The researcher offers valuable suggestions for teachers aimed at enhancing students' English speaking skills and addressing the challenges encountered in teaching speaking to university students.
Scope of the study
This study examines the participation of first-year non-English major students at HaUI in learning to speak English, focusing on how their first culture influences their classroom involvement Key cultural factors affecting their participation include traditional learning styles, collectivism, and the fear of losing face The research is limited by time, conditions, and materials, concentrating specifically on these aspects of English speaking learning strategies and methods.
The study involves the participation of 60 first year non-English major students at HaUI They have experienced one semester studying English at this university.
Significance of the study
This study aims to provide valuable insights for teachers to enhance English speaking lessons in their classrooms, ultimately leading to more effective student engagement and improved speaking skills.
Methods of the study…
The study employs a combination of qualitative and quantitative research methods, utilizing classroom observations and questionnaires for data collection Following the analysis and discussion of the gathered data, the thesis will present conclusions and offer recommendations based on the findings.
Research questions of the study …………………………………………… 7 Organization of the study……………………………………………………… 3 4
In the thesis, the following questions will be answered
1 What is the present situation of participation in English speaking learning of first year non-English major students at HaUI?
2 How do some first cultural factors influence students’ participation when learning English speaking in the classroom?
Part A, Introduction, deals with the reason for the research and the aims, scope and methodology of the study The research questions are also raised in this part
Part B, Development, consists of the four following chapters:
Chapter 1 provides a theoretical foundation on culture, speaking skills, and learner engagement It also explores the impact of cultural factors on teaching and learning speaking skills in the classroom.
* Chapter 2 provides the current situation of participation in learning speaking skills at HaUI Information about teachers, students, materials and problems, is mentioned
* Chapter 3 gives the analysis on the situation and the influence of some first cultural factors on students’ involvement in English speaking learning in the classroom
* Chapter 4 focuses on the findings and recommendations about using some activities to get over cultural difficulties and improving students’ participation in speaking skills in the classroom
Part C, Conclusion, addresses the key issues in the study, summarizing some shortcomings revealed during the process of completing this research paper.
LITERATURE REVIEW
Culture
According to Levine and Adelman (1993), culture is a shared background that encompasses various aspects, including national, ethnic, and religious affiliations, shaped by a common language, communication style, customs, and artistic expressions This shared background also comprises informal and often hidden patterns of human interactions, expressions, and viewpoints that are unique to a particular group of people at a specific time.
The concept of an "iceberg" illustrates that culture comprises both visible and invisible elements; the visible aspects include appearance, food, language, traditions, and customs, while the invisible aspects encompass values, beliefs, attitudes, communication styles, and perceptions This metaphor highlights that the visible part of culture represents only a small fraction of a much larger whole, making it challenging to recognize the profound impact of culture on individual behavior and interpersonal interactions.
According to Oxford Advanced Learner’s dictionary (1995: 285), culture is “art, literature, music and other intellectual expressions of a particular society or time”
(1995) This concept mentions general culture relating to the exposed parts of culture, which are easily recognized such as language, food, clothes, etc
Culture encompasses the thoughts, feelings, actions, and social interactions of individuals within a society, as highlighted by Ferrando (1996, cited in Quang, Nguyen, 2006) It defines the unique characteristics of different human groups and differentiates humans from animals As a shared and learned symbolic system, culture comprises values, beliefs, and attitudes that significantly shape individual and community behaviors.
6 people’s behaviors, norms, values, attitudes, customs, lifestyle, perceptions, taboos, communicative styles, art, history, geography, economics and political systems…
Culture is a multifaceted concept defined differently by various scholars, often encompassing elements such as personal space, appropriate gestures, and perceptions of time It is a learned aspect of human interaction that significantly influences our behaviors and responses, including the visible customs and taboos encountered while working in different countries.
Cultural elements can be classified in various ways due to differing definitions of culture This section highlights classifications proposed by notable authors, including Stephen Moore and Stephen Dahl, showcasing the diversity in understanding cultural components.
According to Stephen Moore (1985:4 as cited by Mai Thanh, Do & Thu Trang, Dao 2006: 5-6) culture consists of the following elements: Beliefs, values, norms, roles, role conflict, and status
Beliefs are broad and often ambiguous perspectives regarding the world and societal nature, differing across various societies and subcultures For instance, some may hold the belief that God created the earth in seven days, while others may believe that Jesus is the son of God.
Values represent broad beliefs regarding what is considered right and correct in society, guiding individuals towards appropriate actions For instance, the belief that life is precious leads to the understanding that taking another person's life is morally wrong.
Norms: are socially expected patterns of behavior (Actions that are regarded as normal) E.g Not talking out loud during a play, wearing black clothes to a funeral
Social roles define the expected behaviors associated with specific occupations or positions within society For instance, a clergyman is typically expected to embody traits such as sympathy, good manners, eloquence, religious devotion, and charity Deviations from these expectations, such as a clergyman who engages in heavy drinking, often lead to surprise and disapproval from the community.
Role conflict arises when the various social roles we occupy—such as father, mother, child, or shopkeeper—interact in ways that create tension or disagreement While many of these roles are complementary, there are instances where they may conflict, leading to challenges in fulfilling responsibilities effectively.
Status is defined as an individual's position or social role within society, determined by the level of prestige they receive from others This concept of status can differ significantly across various societies and cultures In Britain, for example, individuals who are highly educated and wealthy typically hold the highest status, although variations can exist within different subcultures.
According to Stephen Dahl's description, culture can be conceptualized as having three distinct layers, similar to an onion, where each outer layer must be peeled away to reveal the inner layers, as cited by Mai Thanh, Do & Thu Trang, Dao in 2006.
The outer layer, artifacts and products, is the most explicit part including language and food, architecture and style etc
The second layer is norms and values
The inner most layer, basic assumptions, represents the core assumptions of what life is, assumptions about how to handle everyday problems that have become self-evident, that is communication
1.3 Some cultural factors in the teaching and learning of speaking skills in classrooms
Educators today recognize the significance of cultural factors in teaching speaking skills, as well as the impact of inferences between the target culture and the learner's culture on the teaching and learning process.
Vietnamese students, shaped by their traditional learning style, tend to be quiet and attentive in class, viewing teachers as the primary source of knowledge They often wait to be called upon to answer questions rather than volunteering, demonstrating strong skills in memorization and adherence to instructions.
Research has identified several characteristics of reluctant learners, including a tendency to be hesitant in participating, meticulous in note-taking, and more comfortable with grammar and writing exercises, while shying away from oral skills and group interactions, as observed by Hung Tuong and Nguyen in 2002.
Students typically view teachers as primary sources of information and knowledge, often showing their respect by remaining silent and refraining from asking questions during lessons This perception, shared by both students and society, reinforces the belief that teaching is the noblest profession, necessitating a high level of respect for educators.
Review of previous studies
An investigation by Thi Mai, Le (2011) explored the barriers to English speaking lesson participation among second-year English majors at Ba Ria – Vung Tau University The study identified key hindrances related to teacher factors, student factors, and learning conditions The researcher analyzed various teaching activities and techniques aimed at enhancing student engagement Additionally, she provided recommendations for teachers to encourage student participation in speaking English and address the challenges encountered in teaching this skill.
Faizah Mohamad Nor and Liew Hui Choo's 2010 study examined the factors influencing second language learners' participation in Malaysian university classrooms Key factors identified included students' fear and anxiety, their learning strategies, the teaching practices of lecturers, and students' perceptions of both their lecturers and their roles as university students The researchers proposed various techniques to enhance student involvement in classroom activities.
In a 2010 study by Thi Thao Tran, the focus was on the factors influencing 10th-grade students' participation in speaking activities at Doson High School, alongside potential solutions The research revealed insights into students' engagement levels during oral activities and their attitudes towards various teaching techniques Key factors affecting participation included teacher-related aspects, student characteristics, classroom environment, and the quality of materials used The study ultimately proposed strategies to enhance student involvement in speaking activities.
16 recommendations for improvement in teaching and learning speaking skills in classrooms.
METHODOLOGY
Setting of the study
At HaUI, English instruction is divided into two stages The first stage focuses on general English, encompassing the four essential skills: speaking, listening, reading, and writing, over a duration of five terms This phase aims to enhance students' understanding of English grammar and vocabulary while developing their language skills The textbook used is New Headway by John and Liz Soars, which facilitates the growth of students' communicative competence and connects learning to real-life situations The second stage, lasting one term, emphasizes English related to students' specific fields, equipping them with the professional language skills necessary for their future careers.
Students at HaUI hail from diverse regions across Vietnam, including cities, towns, districts, and mountainous areas Those from urban environments generally exhibit stronger English skills compared to their counterparts from rural areas While some students have studied English for a decade throughout their primary, secondary, and high school education, others have only three years of experience, and some have never been exposed to the language Many students have encountered traditional English teaching methods, such as the Grammar-Translation method, which focuses on language rules rather than practical skills and cultural understanding Additionally, a significant number of students lack effective learning strategies and tend to adopt passive learning styles.
18 their general English skills, especially speaking skill, are supposed to be at lower levels
New Headway Elementary, authored by Liz and John Soars, is the second level in a series designed for language learners, encompassing six levels from beginner to advanced This textbook effectively aligns with the communicative approach adopted by HaUI, focusing on the essential skills of listening, reading, writing, and speaking Each of its 14 units includes a clear grammar framework, complemented by a language review section that summarizes key structures and their applications Additionally, the authors integrate cultural topics into every text, activity, and conversation, enhancing the learning experience Consequently, this course book is highly enjoyable and beneficial for students at the university.
The course book includes a valuable teacher's guide that offers comprehensive support, including suggestions for organizing pair work, group activities, and lesson planning Educators at HaUI have effectively utilized these resources to design engaging activities aimed at enhancing student participation, particularly in speaking exercises.
The instruments
The main instruments used in this study to collect data were observation and questionnaire
This is a method used to develop questionnaires The researcher observed 9 English speaking lessons I designed a checklist for what I wanted to observe (See appendix
The observation checklist encompassed various speaking activities employed by teachers, student behaviors during these activities, levels of student participation, and overall comments on the effectiveness of the lessons.
After 9 periods of class observations, the researcher designed a set of survey questionnaires for students, as a main tool to collect necessary data for the study All the questions were clear and short to make sure students fully understand them before answering The questionnaires, consisting of 10 questions, were delivered to 60 first year non-English major students at HaUI (Appendix 1) The aims of them were to elicit:
(1) Situation of students’ participation in learning speaking in classroom lessons (questions 1, 2, 3, 4, 5, 6, 7, 8)
(2) The influence of some of Vietnamese cultural factors on students’ participation while learning speaking English in the classroom (question 9)
(3) Some suggested solutions in order to overcome those difficulties (question 10) The questionnaire took approximately fifteen minutes to complete.
Subjects
Subjects of the study were 60 first year non-English major students at HaUI aged over
A study conducted at HaUI involved 18 randomly selected students from various provinces, revealing significant disparities in their English proficiency levels Students from urban areas tend to have greater exposure to native speakers through language centers and travel opportunities, while their rural counterparts primarily concentrate on grammar and vocabulary throughout their primary to high school education Despite nearly a decade of English study, the awareness of cultural nuances in language use is more pronounced among city students.
20 school Some are weak at English; they seem to be afraid of English, especially speaking activities
The research employed a qualitative approach, with the author gathering information through informal classroom observations This combination of methodologies aims to enhance the reliability of the data collected.
All comments, remarks, recommendations and conclusion provided in the study are based on the data analysis.
Data collection procedures…
The research data was gathered through classroom observations and questionnaires Initially, the researcher observed English lessons to create the questionnaires, which were then distributed to randomly selected students The findings led to the formulation of a hypothesis aimed at enhancing student participation through specific techniques and activities.
The researcher conducted observations over 9 speaking periods totaling 405 minutes across 3 classes, focusing on teachers’ activities and students’ engagement in speaking tasks Despite the variety of activities employed, such as role-play, interviews, and debates, student interest and participation remained low Students were reluctant to volunteer or collaborate with peers, often preferring to listen rather than share their opinions This lack of engagement may stem from unengaging speaking activities, traditional learning styles, a collectivist mindset, or a fear of making mistakes.
The questionnaires were distributed during face-to-face meetings with 60 learners at HaUI to gather information The responses were analyzed by calculating and converting each answer into percentages for further discussion.
DATA ANALYSIS ……………………………………………… 1 Situation of students’ participation in learning speaking in classroom lessons 1.1 Speaking activities used by teachers……………………………………… 1.2 The frequency of teachers’ current teaching activities ………………… 1.3 Students’ participation in speaking activities …………………………… 1.4 Activities motivate students to take part in speaking lessons …………… 1.5 Students’ comfort when speaking English ……………………………… 1.6 The frequency of students’ speaking English in class …………………… 1.7 Students’ questioning or interrupting the teachers ……………………… 1.8 Students’ frequency of expressing their own opinions ………………… 2 The influence of some first cultural factors on students’ participation while
The research was mainly based on quantitative approach The data was converted into statistical numbers and percentages The results were presented by means of numbers and tables or figures
1 Situation of students’ participation in learning speaking in classroom lessons
1.1 Speaking activities used by teachers
+ Question 1: In speaking lessons, which of the following activities does your teacher often use to increase your participation?
Speaking activities Students (No = 60) Percentage (%)
Table 1: Teachers’ current teaching activities to increase students’ participation
According to the data presented in Table 1, the most frequently utilized teaching activities included group work (73.3%), role-play (66.7%), and question and answer exchanges (63.3%) Additionally, the use of games and visual aids for speaking was employed by 43.3% of teachers, while interviews accounted for 35% Free discussions comprised 31.7%, and information gaps were used by 28.3% of educators.
Group work, role-play, and questioning are effective activities that teachers frequently use to enhance student engagement in speaking lessons Additionally, educators may employ a variety of other flexible activities to further support speaking skills development in their classrooms.
1.2 The frequency of teachers’ current teaching activiti es
+ Question 2: How often does your teacher organize the activities?
Table 2: The frequency of teachers’ current teaching activities
According to the statistics presented, all teachers (100%) employed question and answer exchanges, role-play, and group work to enhance student participation Among the speaking lesson activities, role-play and question and answer sessions were the top choices for 58.3% and 55% of teachers, respectively, due to their ease of application across various tasks and suitability for different student levels Additionally, teachers incorporated other activities such as discussions, information gaps, and visual aids like pictures, maps, and music However, interviews, games, and some other activities were used infrequently, as teachers expressed concerns about potential noise and time constraints.
1.3 Students’ participation in speaking activities
+ Question 3: What do you often do when your teacher organize speaking activities in class?
Students’ participation in speaking activities Students (No`) Percentage (%)
Immediately, you participate in speaking excitedly
You wait for your partners’ speaking 30 50
You listen to your partners’ speaking 14 23.3
You take notes what your partners say 7 11.7
Table 3: Students’ participation in speaking activities
Table 3 indicates that many students showed little enthusiasm during speaking lessons, with about half remaining silent and only speaking English when prompted by the teacher or when their partners initiated conversation.
35% of them only listened to and took notes what their friends said For this question,
Only 9 students, representing 15%, actively participated in speaking activities, indicating a low level of engagement This lack of participation can be attributed to various factors, including passive learning styles, fear of making mistakes, and unengaging lessons Consequently, low student involvement hinders the effectiveness of speaking activities.
1.4 Activities motivate students to take part in speaking lessons
+ Question 4: Which of the following activities can motivate you to participate in
Table 4: Activities motivate students to take part in speaking lessons
According to Table 4, 68.3% of students identified games as the most effective activity for enhancing their classroom experience, as they fostered comfort, reduced stress, and boosted motivation and engagement Singing was the second most favored activity, with 60% of students appreciating the use of songs to spark interest in speaking tasks Additionally, 56.7% valued questioning and role-play activities, while 41.7% believed that picture or map description activities enhanced their involvement in speaking lessons Furthermore, 30% and 28.3% of respondents recognized discussions and information gap activities as vital for encouraging participation Lastly, storytelling and oral presentations were noted by 10% and 5% of students, respectively, as beneficial for their speaking skills.
1.5 Students’ comfort when speaking English
+ Question 5: What makes you feel more comfortable in speaking activities?
What makes students more comfortable Students (No`) Percentage (%)
Table 5: Students’ comfort when speaking English
The data revealed that 60% of students preferred working individually, while 30% felt more at ease in pairs Only 10% expressed slight nervousness about group work Conversations with the students indicated a lack of confidence in speaking English publicly, stemming from fears of making mistakes and losing face This apprehension significantly hindered their participation in speaking and communicative activities.
1.6 The frequency of students’ speaking En glish in class
+ Question 6: Which language do you often speak in class speaking activities?
Figure 1: The frequency of students’ speaking English in class
The data indicates a low frequency of English usage in class, with 66.7% of students primarily speaking English and 33.3% often using Vietnamese Conversations with the researcher revealed that students attributed their preference for Vietnamese to their daily communication habits and a fear of making mistakes in English Additionally, they expressed that Vietnamese was more comfortable for expressing their opinions.
1.7 Students’ questioning or interrupting the teache r
+ Question 7: In classroom, how often do you question or interrupt the teacher whenever you are in doubt?
Very often Often Sometimes Seldom Never
Figure 2: Students’ questioning or interrupting the teacher
According to Figure 2, a significant 73.4% of students reported that they occasionally or rarely questioned or interrupted their teacher, while 21.6% stated they never did so Only 5% of students indicated they often engaged in questioning or interrupting the teacher, highlighting how their communication behaviors are shaped by cultural influences.
Confucian philosophy emphasizes that the primary goal of communication is to foster harmony and strengthen social relationships As a result, students may perceive it as disrespectful to interrupt teachers with questions during class Additionally, teachers often feel compelled to provide answers, even if they are unsure, leading students to refrain from asking questions or interrupting.
1.8 Students’ frequency of expressing their own opinions
+ Question 8: How often do you express your own opinions in speaking activities?
Very often Often Sometimes Seldom Never
Figure 3: Students’ frequency of expressing their own opinions
A significant 80% of students reported that they rarely or sometimes shared their opinions in class, with only 10% expressing their views frequently Furthermore, just 5% claimed they never voiced their ideas during speaking activities This behavior reflects the influence of collectivism in their culture, leading many students to identify as introverted while learning English Their reluctance to express differing opinions stems from a desire to maintain harmony with peers and teachers, resulting in avoidance of disagreement in group discussions and a tendency to refrain from comments that could upset others.
2 The influence of some first cultural factors on students’ participation while learning speaking English in the classroom
+ Question 9: What following factors often influence your participation in learning speaking in classroom?
Factors influence students’ participation in speaking learning
You are shy, passive and not confident 31 51.7
You prefer doing exercises to speaking in the classroom 26 43.3 You only speak English when the teacher calls you 21 35
It’s your attitude and motivation about learning 25 41.7
You have no chance to talk because the teacher or your friend(s) talks a lot
You are afraid of losing face when making mistake 32 53.3
You hesitate to express your own opinions 30 50
Table 6: Factors influence students’ participation in speaking learning
The table indicated that students were not actively participating in volunteerism or speaking practice, primarily due to a fear of making mistakes, which accounted for 53.3% of responses Additionally, shyness, passivity, and lack of confidence were significant factors, cited by 51.7% of students Hesitation to express personal opinions was also notable, affecting 50% of respondents Furthermore, a preference for written exercises over speaking was reported by 43.3%, while 41.7% attributed their low engagement to their attitudes and motivation toward learning Over one-third of the students felt they only spoke English when prompted by the teacher, and only 20% believed they lacked opportunities to speak due to excessive talking from teachers or peers.
Students identified several factors that hindered their participation in speaking activities, including boring topics, large class sizes, and ineffective teaching methods They noted that engaging teaching styles, a sense of humor, and a positive classroom atmosphere could significantly boost their willingness to speak Additionally, an uncomfortable learning environment made it difficult for them to interact Low proficiency in English, stemming from a lack of vocabulary and relevant knowledge, also contributed to their reluctance to participate in speaking exercises.
Students' participation in English speaking activities is significantly influenced by various factors, including classroom dynamics, English proficiency levels, and teaching methods Among these, learners' individual learning styles, fear of losing face, and hesitation to express opinions emerged as the most impactful on their engagement in speaking activities.
3 Students’ desire in order to overcome those difficulties
+ Question 10: What should the teacher do to help students overcome the difficulties when participating in speaking activities?
What teacher should do to help students overcome the difficulties
Not talk too much during speaking lessons 13 21.7
Change students’ attitude about learning 17 28.3
Make students more confident, not be shy or passive 35 58.3
Make students not be afraid of losing face when making mistake
Give students opportunities to express their own ideas 12 20
Provide students with vocabulary and structures in speaking lessons
Create a comfortable and co-operative English learning environment for students to speak English
Create more interesting, suitable topics, games or communicative activities
Table 7: What teacher should do to help students overcome the difficulties
The data reveals that only 21.7% of students believe teachers should engage more in classroom discussions, highlighting a reliance on teacher-centered methodologies This expectation suggests that students prefer to learn from teacher-led instruction rather than actively participating in speaking practice Consequently, students tend to view their teachers primarily as sources of knowledge, which may hinder their own speaking development.
FINDINGS AND SUGGESTIONS
Major findings and discussion ……………………………………………… The situation of students’ participation in class oral activities………… 2 Factors influence students’ participation in speaking activities………… 35 35 35 2 Recommendations for increasing students’ participation in speaking activities
1.1 The situation of s tudents’ participation in class oral activities
An analysis of student questionnaires and class observations revealed that first-year non-English major students at HaUI exhibited low participation in various speaking activities organized by teachers Despite recognizing the significance of speaking skills, many students were hesitant to engage in oral communication tasks This reluctance posed a significant challenge for educators, highlighting the need to identify the factors contributing to students' limited involvement in these activities.
1.2 Factors influence students’ participation in speaking activi ties
The study identified three primary factors from the students' cultural background that affect their participation: traditional learning styles, collectivism, and a tendency towards shyness and fear of losing face Additionally, students highlighted four other influencing factors, including low English proficiency, unengaging topics, ineffective teaching methods, and unfavorable classroom conditions.
Traditional learning styles significantly impact students' participation in speaking lessons, with impulsive learners actively engaging while reflective learners tend to remain quieter due to their preference for contemplation Observations indicate that classes with reflective learners often appear less dynamic compared to those with impulsive learners Additionally, students' attitudes towards speaking involvement, which accounted for 41.7% of their engagement, reveal that a more positive outlook correlates with increased participation Most students view English studies primarily as a requirement for future employment rather than a personal interest, indicating a lack of intrinsic motivation crucial for effective language learning Consequently, these passive learning styles hinder students' success in speaking lessons.
Collectivism significantly influenced student behavior, with half of the students reluctant to voice their opinions, favoring listening and note-taking instead They believed that quiet students learned more and demonstrated greater respect than those who participated actively, viewing interruptions as disruptive to the teacher's lesson In this cultural context, maintaining harmony among classmates made argumentative discussions seem impolite, ultimately hindering effective discussions, group activities, and productive interactions between students and teachers.
The fear of losing face and shyness significantly impacted students' participation in speaking activities Observations revealed that students experienced anxiety during speaking lessons, which adversely affected their overall learning and engagement According to questionnaire results, 53.3% of students expressed concerns about making mistakes in front of teachers and peers, leading to apprehension about being called on unexpectedly Additionally, 51.7% of students indicated that shyness deterred them from participating in speaking activities, resulting in a passive approach to learning.
Students with lower English proficiency often experience a lack of confidence during speaking lessons, fearing mistakes and potential embarrassment in front of peers and teachers This apprehension leads to their reluctance to participate in speaking activities Many students report that their limited vocabulary and difficulty in expressing ideas significantly hinder their engagement in class discussions.
In addition, the uninteresting topics and activities of speaking lessons hindered students’ involvement Therefore, in order to interest students, teachers should create
36 new and interesting activities but challenging enough for students to discover themselves
Ineffective teaching methods can diminish student motivation in the classroom In speaking lessons, teachers who employ learner-centered approaches effectively engage students, ensuring everyone has the opportunity to participate in speaking activities.
The teaching and learning environment significantly influences student participation Observations revealed that teachers faced challenges in managing crowded classrooms and organizing speaking activities However, a positive and supportive classroom atmosphere enhanced student motivation and encouraged active participation in speaking exercises.
The participation of first-year non-English major students at HaUI is significantly influenced by various factors, including Vietnamese cultural elements, individual student characteristics, teacher dynamics, topic relevance, and the overall classroom atmosphere.
2 Recommendations for increasing students’ participation in speaking activities
2.1 Teachers should be enthusiastic, friendly, helpful and tolerant
Teachers' enthusiasm, friendliness, and tolerance are crucial in fostering students' interest in speaking English It is essential for educators to pay special attention to shy and nervous students, as a sympathetic attitude can significantly enhance both teaching and learning outcomes Teachers should adopt a tolerant approach towards students' errors, viewing mistakes as a natural part of the language learning process rather than something to be corrected immediately Questionnaires reveal that many students hesitate to speak due to fear of making mistakes, highlighting the need for teachers to respond with kindness and encouragement rather than frustration By creating a supportive environment, teachers can motivate students to seize opportunities for practicing English, reinforcing the idea that mistakes are an inevitable aspect of learning a new language.
2.2 Teachers need to help our students to improve their knowledge of grammar and enrich their vocabulary
The study revealed that many students struggle with speaking tasks due to limited vocabulary and knowledge of the topics To address this, teachers should select speaking topics that align with students' language proficiency, making it easier for them to express their thoughts Additionally, fostering a competitive environment can motivate students to utilize new vocabulary and structures during speaking activities It is also essential for teachers to provide materials that resonate with students' interests, along with relevant vocabulary and information Lastly, offering encouragement will help alleviate students' fear of speaking, enhancing their overall confidence and performance.
2.3 Teachers should build a cooperative atmosphere in class
Many students hesitate to speak in class due to shyness or a lack of confidence, highlighting the need for teachers to foster a supportive environment By understanding students' anxieties and creating a comfortable atmosphere, teachers can encourage participation in English-speaking activities Promoting a cooperative classroom where students work in pairs or groups allows them to share ideas and knowledge, leading to greater engagement and reduced fear of making mistakes This collaborative approach not only enhances communication skills but also strengthens the teacher-student relationship, ultimately resulting in a more relaxed and participatory learning experience.
Teachers serve multiple roles in the classroom, acting as facilitators of student learning, managers of classroom activities, and advisors who address student inquiries and monitor performance Additionally, they actively participate in communicative activities alongside their students, fostering engagement and collaboration.
2.4 Teachers need to create variety of interesting and appropriate speaking activities
The study revealed that many students are passive participants in speaking activities, often only engaging when prompted by teachers or peers To foster active participation, educators should implement engaging and relevant activities, particularly through pair and group work, which can alleviate boredom, especially in larger classes Establishing consistent routines for these activities will aid in classroom management and student motivation Furthermore, incorporating games and visual aids—such as pictures, maps, and music—can enhance student engagement and reduce anxiety Additionally, diverse activities like discussions, storytelling, interviews, picture descriptions, oral presentations, questioning, and role-play should be introduced to keep students interested and prevent monotony in their learning experience.
Many passive students hesitate to participate in class discussions due to the fear of making mistakes or being ridiculed by their peers However, research by Brown suggests that fostering a supportive environment can encourage these students to engage more actively in their learning.