Submitted by Tran Van Doan ID number 13015581 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS AN INVESTIGATION INTO HOW STUDENTS MAKE AND IDENTIFY ORAL MISTAKES AND ITS INFLUENCES ON THEIR MOTIVATION TO STUDY SAMPLE ENGLISH MAJORED STUDENTS AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT’S NAME TRAN VAN DOAN STUDENT ID NUMBER 13015581 CLASS DHAV9 COURSE 2013 2017 SUPERVISOR TRAN KIEU MY AN, Ph D HCMC, May 2017 MINIS.
INTRODUCTION
Rationale
In today's rapidly changing world, the importance of knowing foreign languages, particularly English, cannot be overstated As Johann Wolfgang von Goethe noted, a lack of language skills can limit one's understanding of their own culture English has become increasingly vital across various fields, including education, medicine, technology, and science Often referred to as a "world language" or "global lingua franca," English embodies the evolution of numerous dialects and cultures As global integration continues, the significance of English in society is undeniable, serving as a crucial tool for success Mastering English opens the door to countless opportunities and a brighter future.
In Vietnam, one of Southeast Asia's rapidly growing economies, English has been taught as a second language for many years Young Vietnamese recognize the importance of English in their daily lives, viewing it as a gateway to ideal job opportunities, global communication, and access to diverse cultures Consequently, numerous universities and colleges in Vietnam offer courses in English and mandate foreign language proficiency, primarily in English, as a graduation requirement for students.
For Vietnamese students, mastering English poses significant challenges due to language differences, teaching methods, and learning conditions A major hurdle is English speaking, which is essential for expressing thoughts and feelings to foreigners Many students struggle with this skill, often making mistakes and feeling anxious about grammar, vocabulary, and pronunciation.
Making mistakes is an unavoidable aspect of learning English, particularly during classroom discussions and conversations While errors can negatively impact students' confidence and motivation, they also provide valuable opportunities for growth and improvement Some learners can quickly identify and correct their mistakes, while others may require more time to develop their skills Embracing mistakes is essential in the language acquisition process, as they are a natural part of learning Ultimately, to master English or any language, students must be willing to engage in speaking and writing, fully prepared to make and learn from their mistakes.
This research aims to explore how students make mistakes while speaking English, their ability to recognize these errors, and the impact on their motivation to continue speaking The findings are intended to enhance the language teaching process.
Research’s goals
This research aims to investigate the common mistakes made by English major students during speaking activities in an English-speaking class.
The author aims to explore the reasons behind students' mistakes and the impact of teacher corrections on their learning Additionally, the study seeks to understand how students recognize their errors and the effects—both positive and negative—on their motivation to participate in speaking activities in class Ultimately, this research highlights the significance of mistakes in the learning process.
Significance of the research
This study explores how third-year English major students perceive and learn from their mistakes in speaking classes, emphasizing the impact of these errors on their motivation to participate By identifying common classroom mistakes, students can self-assess their learning experiences and develop a more positive mindset towards errors The research aims to evaluate how mistakes influence motivation, encouraging students to rethink their approach to errors, discover strategies for improvement, and leverage their mistakes as valuable learning opportunities.
The scope of the research
This study is constrained by time limitations, resulting in several key restrictions It focuses solely on third-year English major students at IUH, which may hinder the generalizability of the findings to larger populations The sample size is limited to just 20 participants, which could impact the depth of analysis; a broader participant pool would enhance the reliability of the results Additionally, the dual methodology of employing both questionnaires and interviews may induce pressure on students, potentially influencing the outcomes of the investigation.
Research questions
This research will try to answer the following questions:
Question 1: What kinds of mistakes are made by third year students in speaking?
Question 2: How students identify their mistakes after making those?
Question 3: How does making mistakes influence students‟ motivation to go on speaking in an oral class?
LITERATURE REVIEW
Definitions of terms
2.1.1.1 Definition of mistakes as a noun or a verb
According to the Cambridge dictionary (2017, the 4 th edition), “mistakes” as a noun is “an action, decision, or judgment that produces an unwanted or unintentional result”
Example: “I'm not blaming you - we all make mistakes”
In the case of being used as a verb, this dictionary defined that mistakes are “to be wrong about or to fail to recognize something or someone”
Example: “You can't mistake their house - it has a bright yellow front door”
2.1.1.2 Definition of mistakes including errors and slips
According to Corder (1967), "mistakes" are errors stemming from performance issues, including memory limitations, and can manifest as incorrect tense sequences, agreement errors in lengthy sentences, spelling mistakes, pronunciation errors, and those caused by fatigue or emotional strain These mistakes are usually random and can be easily corrected by teachers when they are made aware of them (Sridhar, 1981, in Fisiak ed., p.166).
According to Mary Spratt, Alan Pulverness, and Melanie Williams (2007), mistakes in language learning are categorized into errors and slips Errors occur when learners attempt to express ideas that exceed their current language proficiency, often leaving them unable to self-correct due to a lack of understanding of the mistake In contrast, slips arise from factors such as fatigue, anxiety, or other temporary emotional states, and learners can typically correct these once they recognize the mistake Both types of mistakes play a crucial role in the language acquisition process.
2.1.1.3 The differences between mistakes and errors
Mistakes and errors both refer to actions that are incorrect, but they differ in their nature and context According to Krushna (2005), mistakes are random occurrences, while errors are systematic, indicating that mistakes represent an initial stage of error Norish (1983) elaborates on this distinction by defining errors as consistent deviations in learning, where a learner fails to grasp a concept, whereas mistakes occur when a student inconsistently applies a correct form they have previously learned Understanding these differences is essential for educators and learners alike.
James (as cited by Brown, 2007) suggests that learners struggle to self-correct errors, while they can address mistakes on their own Consequently, error correction serves as a method for recognizing these errors and mistakes However, Brown points out that differentiating between errors and mistakes can be challenging, as the absence of error corrections makes it difficult to identify them (2007).
Keshavarz (2008) distinguishes between errors and mistakes, noting that errors are systematic and rule-governed, while mistakes are random and not tied to any specific structure Mistakes often arise from students' performance issues, manifesting as slips in speech or writing, such as slips of the tongue or false starts According to Keshavarz, these mistakes can be attributed to non-linguistic factors like fatigue, strong emotions, memory limitations, and lack of concentration By recognizing and addressing these mistakes, students can learn to correct them independently (p.49).
According to Corder (1967), as cited in Park (2010), errors reflect a learner's fundamental knowledge of a language, while mistakes arise from memory lapses or slips of the tongue Corder argued that while learners can often correct their mistakes, they struggle with errors due to insufficient knowledge to differentiate their speech from that of native speakers He proposed that the prevalence of errors indicates shortcomings in teaching methods, suggesting that if educators employed flawless techniques, instances of student errors in the target language would be eliminated.
Corder (1985) identified two types of language errors: mistakes and errors, with mistakes being performance issues and errors reflecting competence deficiencies According to Larsen-Freeman and Long (1991), James (1998), and Ellis (2000), mistakes are random slips that learners can correct when alerted, while errors are systematic and indicate a lack of competence, often going unrecognized by the learner Understanding this distinction is crucial for effective language teaching and assessment.
Pit Corder (1974), as highlighted by Rula Tahsin and Islam Mousa, distinguished between mistakes and errors, emphasizing their significance in language teaching and learning He categorized mistakes as unsystematic errors that occur in a native language, while errors are systematic and arise in a target language This distinction is crucial for teachers, researchers, and learners; mistakes enable teachers to monitor student progress, while errors provide valuable insights for researchers into language acquisition strategies and help learners understand and correct their own errors.
Speaking is defined as the act of conveying information or expressing feelings through verbal communication, as noted in the Oxford Dictionary (2010, 8th edition) Essentially, it involves articulating words, using one's voice, and engaging in conversations with others, according to the Cambridge Dictionary.
Speaking is an interactive process that involves creating meaning through the production, collection, and processing of information Its definition and form vary based on the context, participants, and underlying concepts of communication.
Speaking is a crucial language skill developed through listening, and it is acquired during early childhood Grognet A.G (1997) emphasizes that speaking is vital for learners of English, serving as an essential communication tool Hornby (1995) notes that speaking is often the primary skill by which students are evaluated in real-life situations, as it plays a significant role in everyday interactions A person's ability to speak fluently and coherently often forms the basis of first impressions.
Motivation, derived from the word "motive," is defined as the driving force that compels an individual to take action According to Webster's Dictionary, a "motive" is something that causes a person to act, indicating that motivation is fundamentally about providing the reasons or incentives that inspire behavior.
Motivation is a personal choice that drives individuals to act, as highlighted by Nancy Shanks, who emphasizes that external forces cannot instill motivation in someone While motivated and unmotivated states are not entirely distinct, various factors contribute to a person's lack of motivation Ray Williams, in Psychology Today, defines motivation as the inner drive to act purposefully to fulfill unmet needs and achieve personal and organizational goals Additionally, Richard Ryan and Edward Deci from the University of Rochester assert that being motivated means being compelled to take specific actions.
2000) The authors describe motivation as, the “orientation of motivation concerns the underlying attitudes and goals that give rise to action” (Ryan and Edward, 2000)
Motivation refers to the underlying reasons for behavior (Guay et al., 2010), and is broadly defined as the drive that compels individuals to act (Gredler, Broussard, & Garrison, 2004) Intrinsic motivation arises from personal satisfaction, interest, or pleasure, and is characterized by spontaneous enjoyment in activities like play and exploration, independent of external rewards (Deci et al., 1999) In contrast, extrinsic motivation relies on external reinforcement Educators often view intrinsic motivation as more desirable, as it tends to foster more effective learning outcomes compared to extrinsic motivation (Deci et al., 1999).
Kinds of mistakes are made by third-year students
2.2.1.1 Some kinds of grammatical mistakes
Errors in language learning can be categorized in various ways Corder (1971) identified a classification based on the discrepancies between a learner's utterance and the correct form in the target language Brown (2000) expanded on this by distinguishing between overt and covert errors Overt errors are clearly ungrammatical at the sentence level, while covert errors, although grammatically correct, fail to convey meaning effectively within a communicative context.
Richards (1971) as cited by Kaỗani (2014) compiled a collection of English errors produced by speakers from eleven different language backgrounds and identified them by their linguistic type, as errors in:
the production of the verb group (He was died last year);
the distribution of verb groups (I am having my hair cut on Thursdays);
the use of prepositions (entered in the room);
the use of articles (She goes to bazaar every day);
the use of questions (Why this man is cold?);
a dustbin category of diversified errors (I am very lazy to stay at home; this is not fit to drink it) (Johnson & Johnson, 1999, p.111)”
Barry Taylor (1975, cited in Brown 225-6) identified nine common intra-lingual errors made by English learners from various native language backgrounds These errors include the incorrect use of past tense verbs following modals, present tense -s on verbs after modals, and -ing forms on verbs that follow modals Additionally, errors occur with past tense verbs following "do," present tense -s on verbs after "do," and -ing forms on verbs that follow "do." Lastly, learners also struggle with past tense verbs following "be" and present tense -s on verbs after "be."
Sterbenz (2013) compiled the 11 most common grammatical mistakes people often make whether writing or just chatting with coworkers
(11) Subject (And Possessive Pronoun) and Verb Agreement
Kimberly Joki (2016) emphasizes the significance of identifying grammatical errors and understanding learners' needs for correction She highlights five prevalent grammar mistakes that require attention.
(2) There, their, and they‟re
2.2.1.2 Grammatical mistakes in terms of spoken English
A study conducted by Ting, Mahadhir, and Chang (2010) in Malaysia examined the grammatical accuracy in spoken English among less proficient ESL learners at a tertiary institution The research aimed to identify common grammatical errors and assess improvements in accuracy throughout an English for Social Purpose course focused on oral communication Over 14 weeks, 42 participants engaged in five role-play scenarios, leading to the identification of five prevalent grammar errors: prepositions, questions, articles, plural forms of nouns, and subject-verb agreement Notably, the findings indicated a significant enhancement in learners' grammatical accuracy from the beginning to the end of the course.
Tarawneh and Almomani (2013) conducted a study on ungrammatical data from final-year Jordanian English students to determine whether their language use reflected errors or mistakes The research involved one hundred learners from the English Department at Princess Alia University College, focusing on simple sentences and paragraphs within a Conversation course The findings revealed that many senior students struggle with precise English speaking, despite having a strong grasp of grammar and vocabulary The study identified several factors contributing to grammatical errors, including overgeneralization, slips of the tongue, and lack of competence Ultimately, the researchers distinguished between mistakes made by some students and ungrammatical utterances produced by others as errors.
Pronunciation encompasses essential features like stress, rhythm, and intonation, which are crucial aspects of prosody It significantly influences our personal and social interactions, as the manner in which we speak not only reflects our identities but also signifies our connections to specific communities.
2001) as cited by Shak, Lee , Stephen (2016)
According to Gilakjani (2011), good pronunciation significantly boosts students' self-confidence, enabling them to engage more actively in class discussions and communicate effectively with peers He highlights the necessity for students to understand the importance of proper pronunciation, as it plays a crucial role in enhancing their overall sense of achievement.
In their 2016 study, Shak, Chang, and Stephen analyzed pronunciation errors among Malaysian students with low oral proficiency in an English course The research aimed to identify specific sounds that these learners frequently mispronounced, involving twelve students selected through purposive sampling based on their Malaysian University English Test (MUET) scores and classroom interaction The findings revealed that the students commonly struggled with fricative consonants, particularly the voiced TH /ð/ (as in "then" and "they") and the voiceless TH /θ/ (as in "north") Additionally, the analysis highlighted difficulties in pronouncing plosive consonants, specifically /t/, /d/, and /g/.
An analysis of pronunciation errors revealed that students struggle with various sounds, including fricatives (/v/, /θ/, /ð/, /z/), plosives (/t/, /d/, /g/), affricates (/dʒ/), silent consonants (/w/), diphthongs (/eɪ/, /aɪ/, /əʊ/), and both short (/ɪ/, /e/, /ɔ/, /ɒ/, /ʊ/, /ə/) and long vowels (/iː/, /ɑː/, /ɔː/, /uː/) Additionally, learners encountered challenges with the pronunciation of the –ed form in words such as "succeeded," "considered," "agreed," "shined," and "wrapped."
Research by Ojo and Umera-Okeke (2007) examined English pronunciation errors among Ethiopian learners, highlighting significant issues affecting their speaking fluency One major error identified was the insertion of the sound /I/ before the regular plural morpheme /s/, leading to incorrect pronunciations such as /stju:dentIs/ instead of the correct /stju:dnts/ Additionally, learners mispronounced the regular past tense morpheme /ed/, as seen in the incorrect pronunciation of "asked" as /a:sked/ rather than the accurate /a:skt/ Another common error involved the misemphasis of the /r/ sound, with learners pronouncing "iron" as /aIrɒn/ instead of /aIən/ Furthermore, the voiced velar plosive /g/ was incorrectly articulated in word-final positions, exemplified by the mispronunciation of "gang" as /gổng/ instead of the correct /gổŋ/ Lastly, inter-dental sounds /θ, ð/ were often pronounced as the voiced alveolar fricative /z/, resulting in "that" being pronounced as /zổt/ instead of the correct /ðổt/.
In her 1980 research, Anne Cutler identified various intonation and stress errors that significantly impact pronunciation She noted that stress placement errors occur not only at the word level but also at higher levels, including nominal compounds and phrases Additionally, Cutler highlighted common mistakes in primary sentence stress placement and the assignment of contrastive or emphatic stress.
About the intonation, as Pike (1945) trenchantly remarks: "If a man's tone of voice belies his words, we immediately assume that the intonation more faithfully reflects his true linguistic intentions" (p 23)
2.2.3.1 The significance of lexical knowledge
The fundamental elements of language are words that express people's intended meanings When learners select the right words, their conversations flow more smoothly and sound more professional Conversely, improper word choices can lead to confusion and fragmented meanings As noted by Carter (1998: 185), these lexical errors can significantly impact communication.
„mistakes in lexical selection may be less generously tolerated outside classrooms than mistakes in syntax‟
Vahallen and Schoonen (1989) emphasize the crucial role of acquiring lexical knowledge and effective communication in mastering a foreign language They argue that lexical knowledge significantly contributes to academic success, a viewpoint supported by Shalaby Yahya and El-Komi (2009).
2.2.3.2 Types of lexical mistakes and relevant research
Duskova (1969) identified four categories of lexical errors among 50 Czech postgraduate students: confusion between words that are formally similar, errors involving words with similar meanings, incorrect usage stemming from correspondence issues between Czech and English, and distortions caused by lexical nonce errors, such as the misuse of words like "throw" and "solve."
However, James (1998) divided lexical errors into two main categories: formal error including formal misselection, misformations and distortions, and semantic error with the confusion of sense relations and collocation errors
In her 2011 study on speech errors in English as a foreign language, Mirjana M Kovač identified three key subcategories of lexical errors: first, errors involving idioms, collocations, functional and content words, as well as derivational morphology; second, the unintentional use of first language (L1) lexemes; and third, the creation of non-existent words.
(1) And then they hear some beautifully singing and er, er, knew it was Johnny‟s mother
(2) Johnny Bravo went to the šum-sorry, to the wood
(3) er, so, Johnny Bravo, his mother was making him a sweater of /pineko/
Identification of students’ mistakes in English speaking
Here are some of factors that the UKessays (2009), identified as the source and the cause of error:
In the operation of syntax, grammar, lexis and pronunciation, it all has mother tongue interference Wilkins (1972), observes:
When learning a foreign language, individuals often rely on their mother tongue, which can lead to two types of transfer: positive transfer, where similarities in structure facilitate learning, and negative transfer, where differences in structure cause interference.
BM newspapers in the country are incorporating English words into the national language without clear purpose This trend makes it easier for learners to remember the spelling of these loan words, as they follow pronunciation rules, compared to the original English spellings.
2.3.1.3 Inherent difficulties of the Target language
English is a complex language that presents unique challenges for learners Notably, its grammar can be intricate, as illustrated by the simple past tense forms like "preached" and "reached" derived from the verb "preach."
"reach" respectively But we can't say that "teached" although the word "teach" rhymes with
"preach" and "reach" and is orthographically very close
Teachers may inadvertently contribute to language errors due to their own pronunciation and teaching methods For instance, English teachers lacking phonetics training might mispronounce words based on their spelling, leading to confusion An example of this is the word "etiquette," which could be incorrectly pronounced as /atɪˈkɛt/ instead of the correct pronunciation /ɛtɪˈkɛt/.
Non-native English-speaking teachers who instruct subjects like history, geography, and science in English-medium schools and colleges can sometimes contribute to errors in spoken English.
Disorganized teaching materials can lead to errors in language learning, as highlighted by Norrish (1983) For instance, while the simple present tense is typically used to describe current events, some materials incorrectly utilize the present progressive aspect This misuse results in an unnatural application of English, hindering effective communication.
2.3.1.6 Inadequate Exposure to the target language
English learners in countries where the language is taught as a foreign language often face limited exposure to English, which hinders their ability to develop the four macro skills: listening, speaking, reading, and writing This lack of adequate exposure can result in frequent errors in grammar, vocabulary, spelling, and punctuation, as students struggle to grasp the nuances of the language Consequently, insufficient interaction with the target language can lead to challenges in mastering all aspects of English.
Overgeneralization is a significant factor in language learning, as noted by Richards (1974), who describes it as the creation of incorrect structures based on a learner's previous experiences with the target language For example, a student might incorrectly say, "he leaved the house at 6:00 A.M." after hearing a sentence like "he reached the house at 10:00 P.M." This phenomenon also extends to pronunciation, where learners apply familiar patterns to new words, such as mispronouncing "Arkansas."
Beside some of these above factors which are the sources and causes of errors, the UKessays listed many others such as: Indeterminacy, Medium transfer, Communication strategies,
Avoidance, Appeal to authority, Approximation, Word coinage, Circumlocution, Language switch
Recent literature on error analysis has expanded significantly, particularly highlighted by Sarfraz's (2011) study of 50 undergraduate Pakistani students, which revealed that most writing errors stemmed from the interlanguage process, with some also attributed to mother tongue interference Similarly, Darus and Subramaniam (2009) explored these error patterns, emphasizing the complexities of language learning and the impact of linguistic backgrounds on students' writing proficiency.
In a 1967 study on error analysis, researchers investigated a collection of 72 essays authored by Malay students and identified six common types of errors These included issues with singular/plural forms, verb tense, word choice, prepositions, subject-verb agreement, and word order.
A study conducted in 2012 analyzed English writing samples from 80 EFL college students, categorizing their errors into grammatical, lexical/semantic, mechanics, and word order types The findings indicated that many errors stemmed from L1 transfer, with students often relying on their mother tongue to express ideas Notably, grammatical and mechanical errors were the most prevalent and serious As noted by Shaffer (2008), ESL/EFL teachers face challenges in addressing oral errors, with varying opinions on correction strategies, ranging from no correction to extensive methods Learners also have differing views on error correction, which can conflict with expert opinions, leaving teachers uncertain Moss (2000) emphasized the importance of correcting errors, as students expect feedback and may feel disappointed if ignored Additionally, untreated errors can become input models for peers, while corrective feedback can accelerate language learning by clarifying rules Two primary approaches to analyzing language learner errors are contrastive analysis (CA) and error analysis (EA), with CA rooted in behaviorist theory and EA linked to interlanguage theory, as noted by Ellis (2005).
Contrastive analysis, rooted in behaviorist learning theory, is an approach that leverages the formal differences between a learner's first and second languages to predict errors By creating a structural representation of each language, linguists can map one onto the other, identifying similarities and differences This comparative analysis enables a deeper understanding of the challenges a learner may face when acquiring a second language, allowing for targeted support and improved language instruction.
Dulay, Burt, and Krashen (1982) emphasized that contrastive analysis (CA) suggests a learner's first language can interfere with the acquisition of a second language, presenting a significant barrier to achieving proficiency in the new language.
CA emphasizes the impact of mother tongue in learning a second language in phonological, morphological, lexical and syntactic levels It arrests that L2 would be influenced by L1
Language can be viewed as a set of habits, with learning representing the formation of new habits, a concept rooted in behaviorism For second language (L2) learners, the primary challenge lies in overcoming the interference of first language (L1) habits Contrastive analysis plays a crucial role in this process by identifying the differences between L1 and L2 features, enabling students to develop new L2 habits through intensive practice According to Martin (1996), many mistakes made by L2 learners stem from structural differences between their L1 and L2.
In their 1973 study, Dulay and Burt analyzed the errors of Spanish-speaking children learning English as a second language, finding that 85% of the mistakes were developmental and not influenced by their first language, while 12% were unique errors and only 3% resulted from L1 interference.
Influences of making mistakes to students to studying speaking
Mistakes are considered as an inseparable part in learning a language no matter how people try to avoid it
In her research, Alina Tugend (2011) references Carol Dweck (2006), a Stanford University psychology professor, who conducted experiments with 400 children in New York City schools to explore the impact of praise on mindset Students praised for "being really smart" tended to choose easier tests, while those complimented for "working really hard" overwhelmingly opted for more challenging ones Dweck's studies, which span various school districts, reveal the concepts of fixed and growth mindsets Students with a fixed mindset view abilities as inherent and see mistakes as failures, while those with a growth mindset believe skills can be developed and embrace mistakes as learning opportunities Research indicates that teaching students about growth mindsets and the brain's flexibility significantly boosts their motivation to learn.
Both learners and native speakers recognize that mistakes are undesirable, primarily due to how teachers approach corrections When students overly rely on their teachers for guidance, they miss opportunities to develop independence and problem-solving skills Ultimately, individuals tend to perform better when they take initiative and engage in tasks on their own, rather than solely depending on external support.
"told" or "shown", the best way without attempting on their own
The importance of teacher’s oral correction
Constant correction can significantly undermine students' enthusiasm and effort as they strive to express their ideas while navigating the challenges of their newly acquired language skills.
Caleb Gattegno (in Blair, 1982), the developer of the Silent Way, had the following to say:
Students should be encouraged to explore and make mistakes, which helps them establish their own standards of correctness and adequacy The process of correction is rarely emphasized in teaching Expecting immediate perfection is often the major flaw in both teaching practices and educational philosophies.
H Ludolph Botha (1987) identified the error correction in oral communication that most researchers are in agreement which pupils should not be interrupted in their speech to correct an error made by that particular pupil Terre (in Blair 1982:165) claimed: " there is no evidence which shows that the correction of speech errors is necessary or even helpful in language acquisition."
Krashen and Terre (1983) argued that explicit correction of speech errors can negatively impact students' motivation to express themselves They emphasized that even in optimal conditions, such correction may hinder students' willingness to communicate effectively.
Many teachers struggle to remain silent when they hear a student make a mistake while speaking, feeling a strong urge to correct them in pursuit of language perfection, which is unrealistic for learners still mastering a second language Brumfit (1984:57) noted that interrupting to correct errors can come across as rude and distracts from the speaker's intended message Most educators seem to find it easier to avoid correcting spoken errors compared to written ones.
METHODOLOGY OF THE RESEARCH
Participants
Participants play a crucial role in enhancing the credibility and persuasiveness of research studies Their involvement is essential for supporting the study's objectives and facilitating effective data collection In this research, 20 third-year students majoring in English from the Faculty of Foreign Languages at IUH were selected to contribute to the study.
I selected these students for data collection due to two primary reasons Firstly, they have over 10 years of English study, which includes 7 years of high school education and 3 years of language speaking training at university This extensive background leads me to believe they will provide valuable insights and accurate data.
Students will benefit from their strong English foundation by reviewing what they have learned in various speaking subjects Having recently completed three speaking courses at university, they possess the experience necessary to identify their mistakes, which aligns with the researcher's goal of understanding this process.
I am grateful for the enthusiasm and commitment of the participants in my research Upon visiting their class to request data collection, they eagerly agreed to be interviewed Their willingness to discuss their recent mistakes during the interviews provided valuable insights Thanks to the contributions of these twenty students, I was able to make significant progress in my thesis research, which is crucial for my study.
Methods
To enhance the diversity of my research, I have chosen to integrate both quantitative and qualitative methodologies, as outlined in the literature review and the study's objectives This approach allows for a comprehensive collection of data regarding students' attitudes and behaviors through two primary methods: interviews and questionnaires.
Interviews are a key method for gathering data on individuals' views, experiences, beliefs, or motivations across various topics There are three primary types of interviews: structured, semi-structured, and unstructured Structured interviews follow a fixed question order, similar to a questionnaire, providing specific response options Semi-structured interviews, widely used in qualitative research, maintain consistent questions while allowing for varied participant responses Unstructured interviews adapt questions based on previous answers, offering flexibility without a set response format This method is particularly useful when exploring less understood topics or sensitive issues that participants may hesitate to discuss in groups In this research, unstructured interviews are employed to assess students' speaking abilities and identify common challenges they face.
To enhance the persuasiveness and diversity of my paper, I implemented a method involving interviews with twenty junior participants, focusing on three distinct topics related to their previous speaking lessons The first topic centered on family, prompting students to share their thoughts on related questions, while the second and third topics explored best friends and hobbies, respectively These topics align closely with the students' coursework, facilitating their ability to provide oral responses My primary objective is to identify common mistakes students encounter during speaking exercises, and I aim to record their answers for thorough analysis of these errors and their origins.
Questionnaires serve as an economical and efficient tool for researchers to gather extensive information on a large scale This study aims to utilize questionnaires to assess how students recognize their mistakes following interviews Specifically designed to capture common errors made by students, these questionnaires were administered to participants post-interview, enhancing the clarity of their mistake identification process.
The study utilizes a concise questionnaire consisting of nine questions to minimize pressure on students post-interview The first question aims to identify common mistakes in grammar, pronunciation, and vocabulary, allowing students to reflect on their responses for better mistake recognition Questions two through eight explore the influence of these mistakes on students' motivation, highlighting the role and impact of errors within the classroom environment.
Procedures
After choosing the suitable instruments including participants, research methodology and research methods, I start carrying out the process of collecting data with 2 main steps
The initial step involves obtaining permission from the teacher of the class where I intend to conduct interviews and distribute questionnaires Prior to entering the classroom, I will reach out to the teacher to clarify the purpose of my research and seek her approval Once I receive her consent, I will proceed to explain the process to the students and request their cooperation.
The next step in the process involves gathering student information through interviews I will select three familiar speaking topics from the participants' coursebook at random for the interviews Before we begin, I will request permission to record our conversations to aid in data analysis, ensuring all students consent to being recorded Subsequently, I will pose questions to twenty students based on the chosen topics.
Following the interviews, students are required to complete a questionnaire reflecting on any mistakes they believe they made during the conversation This final step is expected to take approximately five minutes per student, and all participants will strive to provide thoughtful responses to the researcher's inquiries I am grateful for the contributions of these twenty enthusiastic and dedicated respondents.
I can finish taking the data collection process.
Data analysis
After collecting the data from the participants, the data analysis will be started with five main stages listed below:
The researcher meticulously reviewed the information gathered from both interviews and questionnaires, identifying that out of 25 recorded interviews, 5 were deemed invalid due to issues like erroneous recordings or incomplete questionnaire responses Ensuring the validity and reliability of the data is crucial for the analysis, leading to the selection of 20 suitable and complete responses for further data analysis.
The next phase of the analysis involves transcribing the interview recordings to identify speaking errors made by participants Subsequently, I compared the similarities and differences in the students' responses, quantifying these findings into percentages Additionally, I tallied the number of responses for each question in the questionnaire, which contributed to this stage of the analysis Careful statistical calculations are essential to enhance the reliability of the data This process was time-consuming for the researcher, as converting the interview data into percentages from the audio files proved to be challenging.
The third step in data analysis involves converting numerical data into percentages, which simplifies the analysis for researchers and enhances clarity for elocutionists following the study's concepts.
The researcher needed to select the appropriate chart type to effectively present the statistics Various chart options, including pie charts, bar charts, and column charts, were utilized with the assistance of Excel to enhance the clarity of the study's results.
In conclusion, the researcher meticulously analyzed the data by examining the charts and integrating insights from the literature review This discussion highlighted key findings and significant changes in the statistics, providing a clearer understanding of the results obtained.
Contacting for permission by sending an official letter to the Department of Foreign
Contacting Mrs Tu by email and telephone for the class schedules April 8 through April 9, 2017
Clarifying for third-year students‟ schedules April 9, 2017
Contacting to the lecturers for permission April 9, 2017
Reconfirming the permission and preparing for the in-depth interview April 10 through April 14, 2017
Data Collection: interview and questionnaire April 10 through April 13, 2017
Rereading and rehearing the notes recordings May 5 through May 6, 2017
Analyze data May 7 through May 10, 2017
FINDINGS AND DISCUSSIONS
Results from the interview
After writing the script, the researcher has recognized some common types of mistakes made by students, which can be classified as three main types: grammar, vocabulary and pronunciation
Figure 1: Common mistakes based on the interview
The pie chart illustrates that grammar is the most significant challenge for students in speaking, with over half of the mistakes made during interviews attributed to difficulties in controlling and applying correct grammatical structures Additionally, pronunciation and vocabulary also pose considerable obstacles, comprising 25% and 24% of the errors, respectively, hindering students' overall speaking proficiency.
Figure 2: Grammatical mistakes based on students’ interview
Statistics reveal that students struggle significantly with tenses in their speaking responses, making mistakes 55% of the time when shifting between different ideas and events Additionally, issues with subject-verb agreement account for 45% of errors, indicating difficulties in selecting the correct verb forms for various subjects Plural forms also pose a challenge, with 35% of students making mistakes Furthermore, the use of prepositions and diverse sentence structures leads to confusion, resulting in a 10% error rate for each of these issues Lastly, over 25% of students encounter problems with incorrect verbs and adverbs or omissions in their sentences.
PLURAL FORMS PREPOSITIONS STRUCTURES MISSING AND
ADDING NO-USED VERBS OR ADVERBS
Figure 3: Vocabulary mistakes based on the students’ interview
A significant 40% of students struggled with vocabulary related to their speaking topics, which hindered their ability to provide excellent answers Additionally, 25% of students used incorrect words, while 20% employed irrelevant terms, further impacting the clarity and relevance of their responses.
UNAPPROPRIATED WORDS WRONG ARTICLES, PART OF
SPEECH OF WORDS OR WORDS
LACKING OF NEW WORDS FOR THE TOPICS
Figure 4: Pronunciation mistakes based on the students’ interview
Pronunciation challenges remain a significant issue for students, with final sounds accounting for 40% of the difficulties in speaking Many learners neglect the importance of these final sounds, which are crucial for effective communication in English Additionally, 15% of participants struggle with incorrect sound pronunciation or inadvertently add extra sounds to words Furthermore, 20% of learners face difficulties in adjusting their intonation and properly stressing key words, highlighting the need for targeted pronunciation practice.
FINAL SOUND WRONG SOUNDS EXTRA SOUNDS INTONATION AND STRESS
Result from the questionnaires
1 Which kinds of mistakes do you think you often make in the speaking task given previously?
Figure 5: Common mistakes students often make in the previous speaking tasks
A recent questionnaire revealed that vocabulary is the most significant challenge for students in their speaking tasks, with 75% of respondents struggling with English words Participants believe that proficiency in speaking is heavily reliant on the amount of English vocabulary acquired during their learning journey Additionally, grammatical issues were identified as the second most common problem, with 70% of students acknowledging frequent mistakes in this area Surprisingly, only 65% of students felt that pronunciation, a crucial aspect of language speaking, contributed to their anxiety about making errors.
Students often misidentify their primary challenges in speaking, believing that a lack of vocabulary is the main issue However, interviews reveal that grammar poses a more significant obstacle to their communication Additionally, learners tend to underestimate the importance of pronunciation in their speaking abilities.
Grammar Vocabulary Pronunciation Other speaking when just few students take it like their oral problems even though they made a lot of that mistakes
Grammar: Grammatical mistakes that you think you made:
4 Translating word for word and think that the sentences are correct
5 Using the wrong word forms (noun, verb, preposition)
Figure 6: Grammatical mistakes students often meet in English speaking tasks
In a recent survey, students identified three primary grammatical mistakes occurring in their speaking tasks, each accounting for 46.7% of the errors These issues include difficulties with sentence structures, translating word-for-word, and using incorrect word forms such as nouns, verbs, and prepositions Additionally, students reported challenges with tenses and word order, which contributed to 40% and 26.7% of the difficulties faced, respectively.
Many students face challenges with tenses, word order, and sentence structure when speaking, leading to common mistakes Notably, subject-verb agreement errors are prevalent, affecting nearly half of the students.
5 seems not be totally recognized by students It partly shows that there are still many mistakes that are not strongly identified for improving purposes by learners in learning process
Vocabulary: Vocabulary problems that you think you made:
1 Lacking of new words related to the topic
3 Using words in the unsuitable situations
Figure 7: Vocabulary mistakes students often meet in English speaking tasks
A significant 92.9% of students' speaking mistakes stem from a lack of relevant vocabulary related to the topic at hand Additionally, inappropriate word usage in certain contexts accounts for 50% of errors, while the use of unsuitable words contributes 14.3% This indicates that learners have a partial understanding of the critical factors leading to their mistakes during classroom learning.
To enhance speaking skills, it is crucial for students to learn and acquire a wide range of vocabulary Participants recognize that a lack of vocabulary significantly impacts their ability to communicate effectively.
Pronunciation: Pronunciation mistakes that you think you made:
1 Pronounce the words without the suffix sounds
2 Automatically add the extra sounds when pronouncing the words
3 Problems with the stress word
4 Pronounce “es, s, ed,” in the wrong ways
Figure 8: Pronunciation mistakes students often meet in English speaking tasks
Learners face significant challenges with pronunciation, particularly with word stress, which accounts for 46.2% of mistakes Additionally, 38.5% of students struggle with the automatic addition of extra sounds when speaking The data also indicates that issues with omitting suffix sounds and difficulties in pronouncing words ending in "es," "s," and "ed" contribute to the errors observed in previous speaking tasks.
Students often face challenges with final sound pronunciation, leading to common mistakes during speeches Many tend to add extra sounds automatically, which can hinder their communication To enhance their speaking skills, students should focus on improving their intonation and stress patterns, as neglecting these elements can make their speech sound unnatural.
2 When you realize you have made mistakes, your typical reaction is:
Figure 9: Typical reaction from students after making mistakes in speaking
When faced with mistakes, participants exhibit various reactions, with the most common being the acknowledgment of errors followed by continued speaking, reflecting an optimistic approach to learning This positive attitude towards mistakes is beneficial for their future studies Conversely, 15% of students reported losing track of their thoughts, while another 15% claimed they would continue speaking without distraction Additionally, 10% of students indicated they would seek clarification from their teacher, and the same percentage expressed frustration, leading them to stop speaking altogether.
Ask your teacher about the errors and the correct solution.
Nothing at all You continue speaking You can’t be distracted from the thoughts
Ask your teacher about the errors and the correct solution.
You are frustrated because of it and do not want to go on speaking.
Ask your teacher about the errors and the correct solution.
Others situation, 5 percent of learners will fix it themselves and continue speaking, which is a good decision to keep fluency when giving a speech
3 Do you find making mistakes that positive, negative or indifferent?
Figure 10: The role of making mistakes in learning English speaking
A recent study explored students' perceptions of the role of mistakes in their learning process The findings revealed that an optimistic 80% of participants believe that making mistakes can have a positive impact on their studies In contrast, 20% of students view mistakes as detrimental to their learning experience.
Figure 11: The positive reasons of making mistakes in learning English speaking
Many students view making mistakes as a beneficial aspect of their learning journey Approximately 64.7% believe that embracing errors allows them to take risks, ultimately fostering personal growth, particularly in their speaking skills.
According to the findings, 59 percent of participants believe that they can learn from their mistakes during subsequent speaking opportunities Additionally, nearly 18 percent of learners feel that making mistakes fosters problem-solving skills and critical thinking.
It gives you the opportunities to take risk that lead to personal growth in speaking
It builds problems solving and critical thinking
You can learn from the mistakes that you will notice the next time you speak
Figure 12: The negative reasons of making mistakes in learning English speaking
Many students believe that mistakes negatively impact their grades, especially in assessment tests, while others fear that errors may lead to negative perceptions from teachers and peers, ultimately affecting their confidence during future speaking opportunities However, it's important to recognize that making mistakes can alleviate feelings of shame, fostering a positive emotional environment that enhances motivation and learning.
Mistakes will make you get the eyes of loser in teacher’s and other students’ views
Mistakes can’t help you improve the mark in the class
It’s a shame to make mistakes in front of classmates and teacher
4 After making mistakes, do you often blame yourself for that?
Figure 13: The impact of making mistakes to students’ feeling
A recent study explored students' feelings after making mistakes in the classroom The findings reveal that a majority of learners maintain a positive attitude towards errors, with 45% sometimes blaming themselves Additionally, 20% of participants often or usually criticize themselves for their mistakes, while 10% report never feeling embarrassed Notably, only one student, accounting for 5%, expressed no shame about her mistakes, recognizing that they contribute to her improvement in speaking skills Overall, students at different levels exhibit varied attitudes towards the role of mistakes in their learning process.
AlwaysUsuallyOftenSometimesNever
5 How does making mistakes affect your motivation of speaking in the class?
Figure 14: Making mistakes to students’ motivation in learning English speaking
According to the statistics, participants' emotions significantly influence their willingness to continue speaking after making mistakes in class, with nearly 53% of students indicating that errors can lead to confusion about their speech Additionally, over 21% believe that mistakes cause them to doubt the correctness of their upcoming statements This negative emotional response often results in students feeling discouraged, leading to immediate cessation of speaking or a voluntary withdrawal from future speaking activities, which accounts for almost 11% of responses However, one optimistic student views mistakes as a benchmark for self-assessment and improvement in their speaking skills.
It makes you feel bad and don’t want to speak
It affects your emotion that makes you confuse about what you are saying
It makes you doubt whether what you are about to say is correct or not
You are afraid of making mistakes and give up voluntarily for the next activities
6 Does the teacher’s correction and feedback affect your motivation to go on studying speaking?
Figure 15: The impact of the teacher’s correction and feedback to students’ motivation in learning English speaking