INTRODUCTION
Rationales of the study
David Nunan (1995) emphasizes that the ability to speak a language is often the primary measure of language proficiency Speaking is a crucial skill for learners of foreign languages, yet it presents varying levels of difficulty for individuals While some find it easy to communicate in another language, others may struggle significantly.
In recent years, the Vietnamese government has embraced modern science, technology, and integration policies, leading to an influx of foreign investment across various industries This trend has fostered greater interaction between Vietnamese citizens and foreigners, particularly from English-speaking nations Consequently, the necessity of learning foreign languages, especially English, has surged, highlighting its importance in today's globalized economy.
The Faculty of Information Technology (FIT) at Thai Nguyen University recognizes the critical importance of speaking skills in foreign language acquisition and emphasizes the Communicative Teaching Approach in its English instruction Despite this focus on enhancing speaking abilities, the outcomes have not met expectations.
This research focuses on the challenges faced by first-year students at FIT in learning to speak English effectively By identifying these difficulties, the study aims to enhance the quality of English speaking instruction and improve the overall learning experience for students at FIT.
This research aims to illuminate learners' thought processes and study methods for speaking English at FIT, while also reinterpreting recent challenges they face in language acquisition through updated theoretical frameworks Additionally, it will propose solutions to enhance the quality of English speaking instruction at FIT and raise teachers' awareness of potential issues in speaking classes, enabling them to implement more effective and informed strategies in their teaching.
Aims and objectives of the study
The study is carried out to find out the answers for the following questions:
1 “What difficulties do students in FIT meet when they learn to speak English?”
2 “What are possible causes leading to difficulties in learning speaking skills of the first year students in FIT?”
3 “What are possible solutions to the problems?”
The study is aimed to
- Investigate the current situation of learning and teaching speaking in the FIT
- Find out what difficulties the first year students in FIT meet when they learn to speak English
- Suggest some realistic and appropriate techniques to help improve the teaching and learning to speak English in FIT
Scope of the study
This study explores the challenges faced by FIT students in learning to speak English and proposes potential solutions to enhance their speaking skills Additionally, it acknowledges the limitations inherent in the research.
Methods of the study
- Two questionnaires are designed to find out the difficulties that the first year students in FIT face (one for teacher and one for students)
- Data collected will be analyzed and presented in the study
- Besides, there will be some interviews and observations carried out in informal situations.
Significance of the Study
This research marks the initial phase of a broader investigation into the challenges faced by university students in learning to speak English The primary objective is to conduct a survey targeting first-year students at FIT to identify specific difficulties they encounter A questionnaire will be developed focusing on three key factors: psychology, linguistics, and socio-culture The collected data will undergo statistical analysis, allowing for a comprehensive interpretation of the obstacles faced by FIT students and paving the way for more in-depth studies on these identified issues.
Structure of the study
This study includes five chapters
This chapter outlines the rationale behind the topic selection, providing insights into the study's background and scope It also details the study's objectives, significance, methodology, and overall structure, ensuring a comprehensive understanding of the research framework.
The relevant theories are revised in this chapter as the base for the research carried out
This chapter will present the development and how the study is carried on
This chapter present the research result achieved and discussed on the result acquired
In this chapter, the suggestions will be presented basing on the result discussed in the previous chapter The conclusion will show a brief summary of the study and the limitation.
DEVELOPMENT
This chapter reviews key theories and studies that form the foundation for the ongoing research It will explore the nature of speaking, the progression of speaking skills, and the primary factors influencing English speaking proficiency among ESL learners.
So far, CLT has been viewed and studied by different authors such as Wilkins (1972), Nunan
Since 1989, various authors have expressed differing perspectives on Communicative Language Teaching (CLT), yet they collectively recognize it as a more advanced approach compared to earlier methods such as the Grammar-Translation method, Direct method, and Audio-lingual method.
Communicative Language Teaching (CLT) encompasses a framework of principles focused on the objectives of language instruction, the processes through which learners acquire a language, effective classroom activities that enhance learning, and the distinct roles of both teachers and students in the educational environment (Richards, 2006).
Communicative Language Teaching (CLT) emphasizes language as a tool for expressing meaning, engaging learners in oral communication and meaningful tasks The approach prioritizes learner needs, incorporating both functional skills and linguistic objectives In this context, learners act as negotiators and integrators, while teachers serve as facilitators of the communication process.
According to Sandra J Savignon‟s perspective (2000, pp 124 – 129): “The essence of CLT is the engagement of learners in communication to allow them to develop their communicative competence.” (p 128)
“The focus of CLT is to promote the development of functional language ability through learner participation in communicative events.” (p 126)
Communicative Language Teaching (CLT) emphasizes the importance of addressing learners' communicative needs and fostering learner autonomy through meaningful negotiation It balances attention to both language form and meaning, and its principles extend to reading, writing, and face-to-face oral communication.
LITERATURE REVIEW
This chapter reviews key theories and studies that serve as the foundation for the ongoing research It explores the nature of speaking, the progression of speaking skills, and the primary factors influencing English speaking proficiency among ESL learners.
So far, CLT has been viewed and studied by different authors such as Wilkins (1972), Nunan
Since 1989, various authors have expressed differing perspectives on Communicative Language Teaching (CLT), yet they unanimously recognize it as a more effective approach compared to earlier methods such as the Grammar-Translation method, the Direct method, and the Audio-lingual method.
Communicative Language Teaching (CLT) encompasses a framework of principles that outline the objectives of language education, the processes through which learners acquire a language, the most effective classroom activities for enhancing learning, and the respective roles of teachers and students in the educational environment (Richards, 2006).
Communicative Language Teaching (CLT) emphasizes language as a system for expressing meaning, focusing on activities that promote oral communication and meaningful tasks relevant to learners It aims to meet the needs of learners by incorporating both functional skills and linguistic objectives In this approach, learners act as negotiators and integrators, while teachers serve as facilitators of the communication process.
According to Sandra J Savignon‟s perspective (2000, pp 124 – 129): “The essence of CLT is the engagement of learners in communication to allow them to develop their communicative competence.” (p 128)
“The focus of CLT is to promote the development of functional language ability through learner participation in communicative events.” (p 126)
Communicative Language Teaching (CLT) emphasizes the importance of addressing learners' communicative needs and promoting learner autonomy while facilitating the negotiation of meaning This approach balances attention to both form and meaning, extending its principles beyond spoken communication to encompass reading and writing as well.
Since its inception, Communicative Language Teaching (CLT) has significantly enhanced its effectiveness, introducing methods previously unseen in language education Transitioning from a "weak" to a "strong" version, CLT has shifted its focus to prioritize learners and tailor syllabi to their needs This approach emphasizes "using English to learn it," rather than merely "learning to use English" (Howatt).
1984 p 279) CLT has its own characteristics as follows
From both British and American viewpoints, Communicative Language Teaching (CLT) focuses on fostering communicative competence as the primary objective of language education It emphasizes the development of teaching methods for the four language skills, recognizing the interconnectedness of language and communication.
The Communicative Language Teaching (CLT) approach is characterized by its focus on communicative intent in all activities, as noted by Larsen-Freeman (cited in Rao, 2002, p 87) Additionally, CLT emphasizes collaborative learning, with students often engaging in small group activities (Larsen-Freeman cited in Rao, 2002, p 87) Furthermore, CLT is distinguished by its learner-centered and experience-based teaching methodologies (Richards and Rodgers cited in Rao, 2002, p 88).
As for David Nunan (1991 p.279), CLT has five basic characteristics:
(1) An emphasis on learning to communicate through interaction in the target language
(2) The introduction of authentic texts into the learning situation
(3) The provision of opportunities for learners to focus, not only on the language but also on the learning process itself
(4) An enhancement of the learner's own personal experiences as important contributing elements to classroom learning
(5) An attempt to link classroom language learning with language activation outside the classroom
To effectively implement Communicative Language Teaching (CLT), educators must transition from its "weak" version to a "strong" approach This involves strategically utilizing communicative activities at the right moments to engage and stimulate learners' interest.
1.3 Nature of speaking and Development of speaking Skills
Joji Miyauchi (2001) defines speaking as the action of producing words, while Chaney (1998) describes it as the process of constructing and sharing meaning through verbal and non-verbal symbols in various contexts Bygate (1987) emphasizes that speaking is a skill that merits as much attention as literacy skills in both first and second languages Additionally, Florez (1999) offers a further perspective on the significance of speaking.
Speaking is an interactive process of constructing meaning that involves producing and processing information It is often spontaneous, open-ended, and evolving While there are various definitions of speaking, it can be understood as the act of forming utterances that convey specific meanings, allowing individuals to express their ideas to others for particular purposes.
Effective speaking is an essential skill for foreign language learners, as emphasized by Murphy (1991), who noted that the ability to speak coherently and intelligently on a focused topic is a crucial goal for ESL students By gaining a deeper understanding of the nature of speaking, ESL learners can more easily achieve communicative competence.
Many language learners view speaking ability as the primary indicator of language proficiency, equating fluency with the capacity to engage in conversation rather than focusing on reading, writing, or comprehension They prioritize spoken communication as the key skill to assess their progress David Nunan highlights the importance of communicative competence, stating that effective speaking requires articulating sounds clearly, possessing a sufficient vocabulary, and mastering syntax Similarly, Dell Hymes identified three components of communicative competence: linguistic competence, socio-linguistic competence, and conversational skills Sandra Savignon further defined communicative competence as the ability to engage in dynamic exchanges that require linguistic competence to adapt to various inputs, emphasizing both knowledge of the language and the skill to apply that knowledge in real communication scenarios.
Richards, Platt and Weber (1985: 49) also stated:
Communicative competence encompasses several key elements: a comprehensive understanding of grammar and vocabulary, familiarity with speaking rules, the ability to effectively engage in various speech acts such as making requests, offering apologies, expressing gratitude, and extending invitations, as well as the skill to use language in a contextually appropriate manner.
Communicative competence varies from person to person, influenced by a range of factors including psychological, socio-cultural, and linguistic elements While some individuals may find communication easy, others may struggle, highlighting the complexity of this skill.
Generally speaking, one of the most typical characteristics of speaking is the communicative competence as mentioned above
METHODOLOGY
This chapter examines the current state of English speaking instruction among first-year students at the Faculty of Information Technology, Thai Nguyen University, serving as the study's context It also outlines the data collection method employed, specifically through questionnaires, detailing their objectives and the development process utilized in the research.
2.2 The setting of the study
The Faculty of Information Technology (FIT) at Thai Nguyen University, established in 2001, aims to train students in informatics, particularly those from Northern provinces In addition to core subjects like mathematics, physics, and programming, FIT emphasizes the importance of English language instruction, recognizing its crucial role in enabling students to engage with contemporary information technology resources Proficiency in English allows students to access and comprehend technical documents, facilitating their adaptation to new technologies Despite the dedication of FIT's English teachers to enhance language learning, many students face challenges due to inadequate English education in high school, particularly those from mountainous regions who are accustomed to traditional teaching methods.
In the current educational environment, traditional methods such as lectures and note-taking limit students' opportunities to practice speaking English At the FIT, students are prepared for oral tests, but adapting to this format proves challenging The large class sizes, often exceeding 60 to 70 students, further hinder effective English instruction, reducing students' chances to engage in meaningful practice Teachers face the pressing issues of improving teaching methods and enhancing student learning experiences Additionally, most English teachers are relatively inexperienced, with only seven out of eleven being full-time educators The most experienced teacher has just ten years of teaching under their belt, while others have only three to five years This lack of experience is compounded by the diverse proficiency levels within the classes, where some students have studied English for seven years, while others have only three years or none at all, having studied alternative languages like French or Russian.
Our university offers English courses at Elementary, Pre-intermediate, and Intermediate levels, each lasting three months Course materials are selected based on students' ages, proficiency levels, and specific needs For the past three years, we have utilized two adapted books from the Inside Out series to effectively support our teaching.
This study involved 10 teachers and 100 first-year students from the Faculty of Information Technology (FIT) at Thai Nguyen University The students, representing a range of abilities, willingly participated in the questionnaire The teachers were selected randomly, each responsible for teaching speaking skills to the first-year students.
A total of 700 first-year students in the Faculty of Information Technology were analyzed, with a random sample of 100 students selected from various classes to ensure representativeness The participants, aged between 18 and 20 years, were predominantly male, with females making up only one-third of the group, as males showed a greater preference for specializing in Informatics All students had completed high school and passed the entrance examination, and while most had studied English for at least three years, their proficiency levels varied significantly.
To gather data for the investigation, two questionnaires were created—one for students and another for teachers These questionnaires were distributed to a sample of 10 teachers and 100 students The primary objective of the investigation is to collect valuable information regarding their perspectives and experiences.
- The difficulties that the first year students encountered when they learn to speak English and the sources of their difficulties
Teachers recognize that first-year students face significant challenges in learning to speak English, and they propose various strategies to enhance the teaching and learning experience in the FIT program By identifying key difficulties, educators aim to implement targeted interventions that foster better speaking skills, ultimately leading to improved language proficiency among students.
Prior to distributing the questionnaires to teachers and students, they were reviewed by experienced educators for feedback Subsequently, the questionnaires were tested with a sample of 5 teachers and 10 students, leading to the final versions The findings from these questionnaires aim to address and mitigate the speaking difficulties faced by students, ultimately enhancing English speaking skills at the Faculty of Information Technology, Thai Nguyen University.
Data can be gathered through informal interviews with teachers responsible for teaching English to first-year students, as well as from the students enrolled in the FIT program Additionally, class observations can enhance the reliability of the findings.
To ensure the reliability and accuracy of the collected data, all student questionnaires were translated into Vietnamese, and interviews were conducted informally in Vietnamese during breaks or in the yard.
Data gathered from the responses of the teachers and students in the two questionnaires were sorted and analyzed statistically to get the answers for the research questions
This chapter outlines the research methodology, utilizing questionnaires to collect data from both teachers and students in order to address the questions posed in the first chapter The analysis and presentation of the findings will be detailed in the subsequent chapter.
FINDINGS AND DISCUSSION
Data obtained from questionnaires are analyzed statistically to answer the research questions, for which the prominent findings are presented in accordance with the discussion of the relating fields
3.2 Data analysis of students’ responses
3.2.1 Students perception toward speaking skills
Understanding students' perspectives on speaking skills is crucial for English teachers When students recognize the importance of speaking skills in their language learning journey, they develop positive motivations and attitudes These factors significantly influence their effectiveness in acquiring English speaking abilities.
Pie chart 1: Student's perception towards speaking skills
A recent investigation revealed that 75% of first-year students at FIT consider speaking skills to be very important, while only 10% view them as unimportant This indicates a strong recognition among students of the significance of effective speaking abilities in their academic and professional development.
3.2.2 Students’ competence in speaking skills
Encouraging students to assess their own speaking competence is crucial for understanding the challenges they face while learning to speak English The findings from the investigation reveal the speaking abilities of first-year students, highlighting their self-perception and areas for improvement.
Pie chart 2: Students' competence in speaking skills
The pie chart illustrates that only 5% of first-year students at FIT possess high competence in speaking skills, while a significant 53% fall into the low competence category This indicates that the majority of these students struggle with mastering English speaking skills, suggesting that they face considerable challenges at the beginning level.
Most of the students (95 %) when being asked if they like learning to speak English answered
First-year students demonstrate a strong interest in learning to speak English, which significantly enhances their future success When students find the learning process engaging, they are more likely to dedicate additional time to studying the language.
3.2.4 Students’ experience in speaking skills
A survey of first-year students revealed that only 10% believe they possess sufficient speaking skills, while 58% feel they have limited experience, and 32% admit to having no experience at all This lack of speaking experience among students poses a significant barrier to their ability to communicate effectively.
A speaking strategy is crucial for learners, significantly enhancing their speaking skills However, a recent investigation reveals that 85% of first-year students at FIT lack effective strategies for learning to speak English This deficiency negatively impacts their speaking proficiency, as they struggle to study effectively Consequently, it is essential for teachers to assist these students in overcoming this challenge to improve their learning outcomes.
3.2.6 Students’ actual activities in speaking class
Pie chart 3: Students' actual activities in speaking class
Actively take part in speaking activity
Only pay attention to what I am interested in Get bored with speaking class
The pie chart illustrates student participation in speaking classes at FIT, revealing that 25% engage actively, while 47% only participate in activities of interest A small fraction (18%) is passive, and 10% engage in unrelated tasks Interviews with five low-competence students indicate that despite their active involvement, their speaking skills do not improve as anticipated, suggesting a lack of effective learning strategies Interestingly, higher competence correlates with greater participation, as 75% of high and quite high competence students actively engage, compared to 35% of average and low competence students, with the latter group often expressing boredom This indicates that insufficient English speaking ability contributes to decreased concentration in class, ultimately impacting the effectiveness of teaching and learning.
Teachers and students face a challenge in identifying effective speaking activities and materials in English classes Research shows that not all classroom speaking activities are engaging or aligned with learners' abilities and interests Therefore, English speaking teachers must thoughtfully select activities and resources to enhance student engagement and learning outcomes.
3.2.7 Students’ perception towards difficulties in learning to speak English
A survey of first-year students at FIT reveals that 42% identify limited linguistic knowledge as the primary challenge in learning to speak English Additionally, 32% attribute their difficulties to a lack of speaking opportunities, while 23% cite psychological barriers that hinder their willingness to communicate Only 3% believe that cultural factors contribute to their struggles in English speaking.
Pie chart4: Students' perception towards difficulties in learning to speak English
Lack of speaking environment Linguistic knowledge Cultural factors
Students recognize the key challenges they face in learning to speak English, yet they often lack the effective strategies needed to overcome these obstacles.
3.2.8 Students’ perception towards psychological barriers to learn to speak English
Pie chart 5: Students' perception towards the psychological barriers to learning to speak
Very confidentNervousEmbarrassedNot confident at all
The pie chart reveals that 53% of students experience embarrassment when speaking English publicly, while 23% lack self-confidence entirely, and only 3% feel confident This data indicates that many first-year students at FIT face psychological challenges, which negatively impact their English learning process Among 15 interviewed students, 12 expressed a desire to improve their speaking skills but feared being laughed at or appearing foolish in front of peers This highlights the need for teachers to address these psychological barriers to foster a more supportive environment for student participation in speaking activities.
3.2.9 Students’ perception towards the effect of cultural factors to learning to speak English
Language acts as a mirror reflecting the culture of its speakers (Trudgill, 1983) Understanding a language requires knowledge of its social context and usage rules, which dictate when and how to engage in verbal interactions (Berns, 1990) Therefore, mastering cultural nuances is essential for learners of a foreign language.
Pie chart 6: Students' perception towards the effect of cultural factor to learning to speak
The pie chart indicates that 68% of students believe that the English communication style significantly impacts their speaking abilities, while 25% feel it affects them to a lesser extent, and only 7% are uncertain Interviews with three students revealed that they struggle to communicate effectively according to native standards, often feeling nervous about whether their sentences are contextually appropriate This highlights a prevalent issue among first-year students at FIT, where a lack of understanding of the target language's culture can lead to culture shock and hinder effective communication.
Nguyen Quang‟s book “Một số vấn đề về giao tiếp nội văn hóa và giao văn hóa”, pulished
3.2.10 Students’ perception towards the effect of the linguistic knowledge to learning to speak English
Linguistic knowledge is essential for language acquisition, especially in learning English According to Scarcella and Oxford (1992), grammatical competence encompasses a range of skills, including grammar, vocabulary, and mechanics, which are crucial for effective communication.
Pie chart 7: Students' perception towards the effect of grammar knowledge to learning to speak
Not confident at all Suspicious of what I said
SUGGESTIONS
The previous chapter highlighted the significant challenges faced by first-year students in the Faculty of Information Technology in learning to speak English Consequently, this final chapter will offer valuable suggestions to address these difficulties.
4.2 Recommendations for the Teaching of Speaking to first year students in FIT
Students at FIT face challenges in learning to speak English To enhance the quality of English speaking instruction and learning, it is essential to identify and address the recognized issues.
4.2.1 Teaching students strategies to learn to speak English
As the figures shown, most of the students lack the essential strategies so that teaching them speaking strategies becomes necessary These followings are the strategies
Language learners often struggle with confidence in oral interactions, but one effective strategy to encourage participation is to help them develop a repertoire of minimal responses These simple phrases can be particularly beneficial for beginners, enabling them to engage in various types of exchanges more comfortably.
Minimal responses are commonly used phrases in conversations that signal understanding, agreement, or doubt These predictable expressions allow learners to concentrate on the speaker's message without the distraction of formulating their own reply By having a repertoire of these responses, individuals can engage more effectively in discussions.
As for FIT first year students, they are taught minimal pairs according to each topic of each lesson This provides them with linguistic data to speak
For example, to ask about favourites (Unit 1, Inside Out, p.8) students can use some minimal pairs as follows:
(1) What is your favourite food? (2) Is your favourite color red?
My favourite food is chicken Yes, it is
From these minimal responses, students can create the other ones by replacing the bold words For example: (1) What is your favourite sport?
My favourite sport is football
(2) Is your favourite football player David Beckham?
Providing learners with context-specific speaking scripts is essential for effective communication Teachers should instruct students on various scripts for greetings, apologies, and other social interactions, as these are often guided by cultural norms and established patterns Additionally, transactional exchanges, such as asking for information or making purchases, also follow recognizable scripts Understanding these patterns allows students to anticipate the flow of conversation and respond appropriately in different social situations.
The provided script enables students to enhance their speaking skills by familiarizing them with various situational dialogues, allowing them to anticipate both the content they will encounter and their responses Engaging in interactive activities, students can practice and adapt the diverse language included in these scripts, fostering greater fluency and confidence in their communication abilities.
For example: In FIT, when teaching speaking, teacher can provide students with greeting script as follows:
Asking someone how they are
Returning the question when someone has asked if you are well
What about you? http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1142_greeting/page2.sht ml
Here is a sample of greeting of first year students in FIT
Student A: Hi, B Student B: Hi, A Student A: How are you?
Student B: I‟m fine Thank you And you?
4.2.1.3 Using language to talk about language
Language learners frequently feel embarrassed or shy when they encounter misunderstandings during conversations To help students overcome this reluctance, instructors should emphasize that miscommunication can happen to anyone, regardless of language proficiency Additionally, teachers can equip students with effective strategies and phrases for seeking clarification and checking comprehension By providing specific phrases, educators can empower learners to navigate conversations more confidently.
Could you repeat that, please?
How do you spell that?
Instructors can foster a genuine learning environment by encouraging students to use clarification phrases during misunderstandings and responding positively to their efforts This practice helps students develop effective clarification strategies, boosting their confidence in handling diverse communication situations beyond the classroom.
A recent investigation revealed that 42% of first-year students feel they lack linguistic knowledge, while 32% attribute their learning obstacles to a lack of speaking opportunities, and 23% cite psychological issues These findings highlight the significant challenges first-year students encounter in learning to speak English, indicating that teachers must address these concerns effectively.
To enhance English speaking skills, teachers should actively refine their classroom techniques, enabling learners to improve their vocabulary, pronunciation, and address other challenging areas in language acquisition.
Here are some suggestions for English language teachers in FIT while teaching oral language:
Teachers of English at FIT should implement Communicative Language Teaching (CLT) in speaking instruction, as it emphasizes a learner-centered approach By creating a rich environment filled with collaborative work and authentic materials tailored to students' levels, teachers can maximize opportunities for students to engage in the target language This method not only increases students' speaking time but also shifts their role in the classroom from passive recipients to active participants.
Teachers should approach correcting students' mistakes with tact, as frequent corrections can lead to embarrassment and discourage them from participating in class discussions To foster a supportive learning environment, it's important for educators to limit pronunciation corrections during speaking activities, allowing students to build confidence in their communication skills.
Focusing on struggling students, alongside their peers, is essential for minimizing mixed ability classes By providing encouragement and support, teachers can help these students overcome their challenges and improve their performance.
Teachers should actively monitor their classrooms during activities, circulating among students to ensure they stay on task and receive assistance as needed while working in groups or pairs.
Fifth, to make speaking activities easier, teacher should provide students the vocabulary they need beforehand
Finally, teacher should be aware of their students‟ problems in speaking class, diagnose the problems and find the best solutions to the problems
4.2.2.1 Techniques to motivate students in speaking classes
Following a content-based lesson, organizing a discussion in small groups of 4 to 5 students can be beneficial for several reasons This format encourages students to express their opinions, provides a platform for shy students to speak freely, and effectively addresses the challenges posed by large class sizes.
It also helps teachers control class easier
Some suggested topics for discussion for the first year students in FIT are:
- The place where you want to live
CONCLUSION
This study focuses on answering the three research questions:
1 “What difficulties do students in FIT meet when they learn to speak English?”
2 “What are possible causes leading to difficulties in learning speaking skills of the first year students in FIT?”
3 “What are possible solutions to the problems?”
This study emphasizes the critical importance of speaking skills and highlights the need for teachers to understand the nature of speaking to effectively teach it Vietnamese teachers should recognize key factors influencing speaking, including psychological, linguistic, and cultural aspects The research reveals that first-year students at FIT face significant challenges in learning to speak English, primarily due to a lack of linguistic knowledge, such as vocabulary and pronunciation, as well as cultural understanding The findings indicate a mutual understanding between teachers and students, which is essential for addressing these challenges The study proposes solutions such as enhancing classroom techniques, improving speaking materials, and creating a supportive speaking environment Ultimately, the author hopes this research will benefit those concerned with these issues and welcomes any feedback or contributions.
1.2 Limitations and suggestions for further research
This study investigates the challenges faced by first-year students at FIT in learning to speak English, acknowledging that limitations are inherent in research The findings may not be fully reliable as they are based on three methods: questionnaires from teachers and students, interviews, and class observations To enhance future research, incorporating additional methodologies is recommended Furthermore, the author's limited practical teaching experience and knowledge in this area may result in subjective and incomplete suggestions, indicating the need for further exploration to address these shortcomings.
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This questionnaire aims to identify the challenges you face in learning to speak English The insights gathered will enhance my teaching methods for oral English, ultimately leading to improved speaking skills for you.
Please circle the answer that expresses your opinion
1 Do you like learning English?
2 How good are you at speaking English?
A Good B Pretty good C Fair D Poor
3 What do you think of speaking skills?
A Very important B Normal C Not important at all D I do not know
4 How do you like speaking English?
A Do not like B Just so so C Like it very much
5 Are you interested in oral work designed in class?
6 How is your speaking experience in speaking skills?
B Have enough experience to study well speaking skill
D Have no experience at all
7 Do you use strategies when learning to speak English?
8 What do you often do in speaking class?
A Actively take part in speaking activities
B Only pay attention to the activities I like
C Passively do what I am asked
9 How do you feel when you speak in public or in front of your classmates?
10 How would you like your teacher to give you her instructions?
A First in English, then in Vietnamese
11 How do you like the activities in oral work?
A They are boring B Like them very much C Do not know
12 Does your pronunciation affect your speaking?
A Yes, a lot B A little C I do not know
13 How good are you at pronunciation?
14 How do you feel when pronouncing a word in public?
A Confident B Stupid C Shy D Not ready to speak
15 Do you know how to pronounce a word correctly?
16 Is the number of English vocabulary important to you?
A Very important B Normal C Not important
17 Do you have enough vocabulary to express your idea (at least in the class)?
18 Do you know how to construct an English sentence?
19 How do you think your grammar knowledge affect you?
D Not know how to speak
20 What do you think of the current textbook used to teach speaking?
E Suitable to the students’ level
21 What do you think of your class size?
A Too large B Large C Medium D Small
22 How do your friends’ English abilities affect you?
A A lot B Not much C Only a little
23 How do the ways of English communication affect your speaking?
A A lot B A little C I do not know
24 What are the reasons for your unsuccessful speaking ability?
B lack of speaking practice environment
Thank you for your cooperation!
This questionnaire aims to assess your understanding of first-year students' speaking acquisition as an English teacher Additionally, it seeks to identify the methods you have used in delivering speaking lessons and the solutions you propose for enhancing English speaking instruction in our faculty Your insights will be invaluable, as the information gathered will be analyzed to improve English speaking teaching for first-year students Thank you for your assistance!
1 Have you been trained in CLT?
A Yes, in English teaching-training course
B Yes, in English teaching workshops
D No, I have never been trained in CLT
2 What do you think about CLT?
C emphasizes on fluency more than accuracy;
D focuses on meaningful tasks rather than on language itself;
3 What teaching methods are currently applied in teaching speaking to the first year students?
A CLT B Grammar Translation C Audio – Lingual D Others
4 How do you think your students assess speaking skill?
A Very important B Not very important C Not important at all D Boring
5 Do your students have experience in learning to speak English?
B They have enough experiences to study speaking skill effectively
C They have not experience at all
D They have experience but not enough
6 What do you think your students do in speaking class?
A Actively take part in speaking activities given
B Only take part in the activities they like
C Do passively what they are told
7 What factors do you think make your teaching speaking difficult?
D Learners are lack of studying motivation
8 What are the difficulties that your first year students face when learning to speak English?
A They are not getting used to speaking in class
C They are afraid of making mistakes
D They do not know how to say an English sentence correctly
9 What do you often do when your students make mistakes?
B Let them speak, then I correct later when they finish speaking
10 What do you do when your students are reluctant to speak?
C Let them sit down and never ask them any questions
11 What activities do you often organize to reduce psychological barrier when teaching speaking?
A Pair work B Group work C Role play D None of these
12 What do you usually do to make your learners interested in speaking lessons?
C Let them choose topics to discuss
13 What do you think of your class size?
A Too large B Large C Medium D Small
14 What do your students think of the mixed ability class?
A Affect learning a lot B Not affect much C Affect a little
15 What solutions do you suggest to improve teaching speaking quality?
C Upgrade and adapt the materials and course books
16 What solutions do you suggest to create an active learning to speak English environment?
A Create interesting activities suitable with each situation
B Help learners complete the linguistic knowledge
C Get learners approach to the target language culture
Thank you for your cooperation!
1 Do you like learning English?
2 Can you speak English well?
3 What do you think of speaking skills?
4 How do you learn to speak English?
5 Do you think you have an effective way of learning to speak English?
6 What do you often do in speaking class?
7 Do you often pay attention to speaking activities?
8 How is your speaking ability now?
9 Are you confident enough when you are asked to speak English? Why?
10 How does your classmates’ ability affect you?
11 Do you think that it is easy to study mixed class?
12 What do you think of your class size?
13 What prevents you from speaking English??
14 Do you know how to communicate correctly according to the native communication style?
1 What do you think about the students’ perception of speaking English?
2 Do your students have any experiences in learning English?
3 How does big class restrict your way of teaching English speaking?
4 Do you think your students have suitable speaking strategies?
5 How do your students act in your class?
6 Are the materials exploited suitable with your students’ abilities?
7 What difficulties do you think your students meet the most when learning to speak English?
8 How does mixed class affect your way of teaching and learning quality in your class?
Some suggested simulations used for the first year students in FIT are:
1 Buying a pair of shoes in a shoes shop
2 Buying clothes in a clothes shop
3 Going to the market to buy food
4 Introducing a foreigner about some beauty-spots in Vietnam
5 Inviting your friend to go out for dinner
6 Inviting your friend to go to the cinema.