INTRODUCTION
Rationale
In today's global landscape, English is recognized as a crucial language, with speaking proficiency being the most vital skill to acquire As noted by Ur (1996:120), among the four essential language skills—listening, speaking, reading, and writing—speaking is often perceived as the most significant.
According to Pattison (1992), language learners primarily aim to achieve proficiency in speaking, as the demand for English fluency has surged due to its status as the global language of communication Many learners view speaking ability as the key indicator of language proficiency, prioritizing it over reading, writing, or listening skills Consequently, speaking is often considered the most essential skill to master in English.
In recent years, the fluency of English speaking has become a significant concern in Vietnam However, many Vietnamese students encounter various challenges in mastering this essential skill.
In Vietnam, a concerning issue is that many college and university graduates struggle to speak basic English and lack confidence in their communication skills This challenge has prompted educational institutions, including HaUI, to seek effective strategies to enhance English teaching, particularly in speaking proficiency As highlighted in Hieu's (2011) article "Students lack confidence to use English," the main reasons for this lack of confidence include limited vocabulary, poor pronunciation, fear of making mistakes, shyness, an overemphasis on grammar, and insufficient real-life English usage.
The primary aim of teaching speaking skills is to achieve communicative efficiency, enabling learners to express themselves clearly and effectively Students should leverage their existing proficiency to convey their thoughts As noted by Kelly and Watson (1986), fostering students' confidence is crucial in this process.
Two key factors can significantly enhance learning outcomes According to Chen (2003), confidence plays a crucial role in influencing students' spoken English skills In reality, language learners who lack self-assurance tend to remain silent during oral activities, missing valuable opportunities for participation and practice.
HaUI employs the third edition of New Headway Elementary as the primary textbook for non-English major freshmen Despite the book's comprehensive coverage of all four English skills, many students struggle with speaking, often feeling embarrassed and lacking confidence To address these challenges, HaUI is committed to enhancing educational quality, particularly in English instruction This necessitates that English teachers explore innovative teaching methods while students adopt new learning styles to improve their overall learning outcomes.
All above reasons have urged me to do research to figure out methods to increase non-English major freshmen’s self-confidence in learning speaking skills
Recent studies have explored various methods to enhance students' self-confidence in developing their speaking skills, providing valuable insights that inform this paper.
Loucky, J P (2004) has an investigation on building student confidence by using games within a simple framework
Kubo, M (2009) does research on confidence and fluency building for college students in Japan through extensive pair taping
Doqaruni, V R (2011) investigates increasing the students’ confidence in speaking: An Iranian Experience
In Vietnam, a research by Lien, P (2012) studies on using group work to improve students’ confidence in English speaking classes at faculty of finance and banking, Vietnam University of Commerce
Recent studies have effectively enhanced students' confidence through engaging games, pair tapping, and interactive group activities However, there is a lack of research focused on identifying diverse methods to boost non-English major freshmen's self-confidence in speaking skills, particularly considering the factors that influence their confidence in English This gap in research is the motivation behind my chosen topic, "Building Students' Self-Confidence in Learning Speaking Skills at a University in Hanoi: A Survey of Methods."
Aims of the study
The aims of the study are:
To find out the factors affecting non-English major freshmen’s self-confidence in speaking English at HaUI
To find out the methods to increase non-English major freshmen’s self- confidence in learning speaking skills
To achieve the above–mentioned aims, the following research questions are proposed:
1 What factors affect non-English major freshmen’s self-confidence in speaking English at HaUI?
2 What methods build up non-English major freshmen’s self-confidence in learning speaking skills?
The study employs both quantitative and qualitative research methods, utilizing survey questionnaires and interviews Initially, two survey questionnaires are distributed to non-English major freshmen and their English teachers at HaUI to collect relevant data and insights for the research.
Then, to verify the reliability of the data collected, an in-depth interview has been conducted to the freshmen
The analysis and discussion of the questionnaire and interview results aim to provide valuable recommendations for enhancing the self-confidence of non-English major freshmen in developing their speaking skills.
This study examines the factors influencing non-English major freshmen's self-confidence in speaking English and explores effective methods to enhance their speaking skills at HaUI It specifically focuses on this demographic and context, excluding research related to self-confidence in other skills, subjects, or textbooks outside of the New Headway-Elementary framework.
This study is expected to be of any use in the process of teaching and learning theoretically and practically
This study aims to enhance the theoretical framework of English teaching methods, specifically focusing on boosting the self-confidence of non-English major freshmen in speaking Additionally, the findings are intended to inspire further research in this area, contributing to the ongoing development of effective teaching strategies.
The findings of this study are anticipated to serve as a valuable resource for English teachers at HaUI and for educators facing similar challenges across the country.
The thesis consists of three parts
Part I is an introduction of the study, which presents the rationale, the aims, the research questions, the methods, the scope, the significance and the structure of the study
Part II is the development of the study which consists of three chapters:
Chapter 1 presents the theoretical background of the study
Chapter 2 deals with the methodology performed in the study It provides information about the context of the study, the textbook, the participants, the data collection instruments and the data collection procedure
Chapter 3 shows the data analysis and discussion in which the detailed description of data analysis and discussion are explained
Chapter 4 is a summary of the findings and draws out some recommendations that are good for students, teachers and administrators to raise non-English major freshmen’s self-confidence in learning speaking skills
Part III is the conclusion This part reviews the main findings of the study and looks at some limitations of the study and proposes suggestions for further studies.
Methods of the study
This study employs both quantitative and qualitative research methods, utilizing survey questionnaires and interviews Initially, two survey questionnaires are distributed to non-English major freshmen and their English teachers at HaUI to collect relevant data and insights for the research.
Then, to verify the reliability of the data collected, an in-depth interview has been conducted to the freshmen
The analysis of the questionnaires and interviews aims to provide valuable recommendations for enhancing the self-confidence of non-English major freshmen in developing their speaking skills.
Scope of the study
This study examines the factors influencing the self-confidence of non-English major freshmen in speaking English at HaUI, as well as effective methods for enhancing their speaking skills It specifically focuses on this demographic and context, excluding related research on self-confidence in other skills, subjects, or textbooks outside of the New Headway-Elementary series.
Significance of the study
This study is expected to be of any use in the process of teaching and learning theoretically and practically
This study aims to enhance the theoretical framework of English teaching methods, specifically focusing on boosting the self-confidence of non-English major freshmen in speaking Additionally, it seeks to inspire further research in this area, contributing valuable insights to the field of language education.
The findings of this study are anticipated to serve as a valuable resource for English teachers at HaUI and for educators facing similar challenges across the country.
Structure of the study
The thesis consists of three parts
Part I is an introduction of the study, which presents the rationale, the aims, the research questions, the methods, the scope, the significance and the structure of the study
Part II is the development of the study which consists of three chapters:
Chapter 1 presents the theoretical background of the study
Chapter 2 deals with the methodology performed in the study It provides information about the context of the study, the textbook, the participants, the data collection instruments and the data collection procedure
Chapter 3 shows the data analysis and discussion in which the detailed description of data analysis and discussion are explained
Chapter 4 is a summary of the findings and draws out some recommendations that are good for students, teachers and administrators to raise non-English major freshmen’s self-confidence in learning speaking skills
Part III is the conclusion This part reviews the main findings of the study and looks at some limitations of the study and proposes suggestions for further studies
DEVELOPMENT
THEORETICAL BACKGROUND
This chapter reviews theories and researches related to the paper’s issues It is expected to provide readers with background knowledge for better understanding of the rest of the paper
Speaking is an essential component of human communication, with various definitions provided by notable researchers According to Chaney and Burk (1998), speaking is defined as "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts."
Speaking is an interactive, two-way process that involves both the speaker and the listener, as highlighted by Byrne (1976) and Brown and Yule (1983) The speaker encodes the message, while the listener decodes it, making effective communication reliant on both productive and receptive skills According to Scott (1978), this process requires active participation from all parties, each with their own intentions and goals Participants must interpret spoken messages, which can vary unpredictably in form and meaning, emphasizing the dynamic nature of verbal interaction.
Speaking is a vital skill that allows individuals to articulate their thoughts and feelings effectively during communication It enables speakers to express ideas, convey wishes or opinions, negotiate solutions, and build or sustain social relationships.
In short, different researchers have different concepts of speaking but they all agree with the same view that speaking is a two-way process between the speaker and listener
1.1.2 The Components of Speaking Skill
Both Nurgiyantoro, B (1987:259-260) and Syakur (1987: 3) share the same idea that components of speaking are pronunciation, grammar, vocabulary, fluency, and comprehension
• Comprehension: For oral communication certainly requires a subject to respond to speech as well as to initiate it
• Grammar: It concerns with how to arrange a correct sentence in conversation
•Vocabulary: Vocabulary means the appropriate diction which is used in conversation
• Pronunciation: Pronunciation is the students’ way to utter English well and it deals with phonology
• Fluency: It can be defined as the ability to speak fluently and accurately suited with professional necessity
According to Hornby (1995: 37), teaching involves providing instructions that equip individuals with knowledge and skills In this context, speaking refers to the act of producing words or sounds using the voice Therefore, teaching speaking encompasses the process of instructing individuals on how to effectively communicate.
According to Nunan, D (2003) teaching speaking means teaching English language learners to:
• produce the English speech sounds and sounds patterns
• use words and sentence stress, intonation patterns and the rhythm of the second language
• select appropriate words and sentences according to the proper social setting, audience, situation and subject matter
• organize their thoughts in a meaningful and logical sequence
• use language as a means of expressing values and judgments; and use the language quickly and confidently with few unnatural pauses which is called fluency
Nunan’s opinion can be considered the most effective notion in teaching speaking skills as it look at every aspect of this field
Speaking activities are essential in language courses as they enhance learners' verbal expression skills However, educators frequently encounter challenges when implementing these speaking tasks According to Nurgiyantoro (2004) and Ur (1996), these difficulties can hinder the effectiveness of speaking activities in the classroom.
Learners of English are often inhibited in practicing speaking something in English in the classroom The main causes are that they fear of mistakes, criticism, or lose face
Learners often say that they have no ideas for speaking topics
Many learners face time constraints that limit their opportunities to practice speaking English during class In larger groups, individual speaking time is reduced, leading to a situation where only a few students dominate the conversation while others may barely contribute or remain silent.
Learners possessing the same mother tongue have a tendency of using it in the classroom This makes them feel easier and unnatural to speak in a foreign language
Many researchers, including Terry (2008), identify three essential stages in a speaking lesson: the pre-communicative stage, the practice stage, and the communicative interaction stage During the pre-communicative stage, the teacher introduces the communicative function and highlights fixed expressions to prepare students for effective communication.
The article outlines a structured approach to teaching, which includes nine key expressions that provide essential vocabulary for students During the practice stage, the teacher offers guidance and corrects any mistakes made by the students In the final stage, the teacher facilitates discussions among students and notes their errors Subsequently, feedback is provided on pronunciation, grammar, and vocabulary, with requests for repetition when needed.
According to Methodology course 1- Teaching The Skills written by Nguyen, B (2002:42-43), a speaking lesson should have three stages: pre, while and post
The pre-speaking stage is essential for students to organize their thoughts on a topic before engaging in conversation This phase may include brainstorming, discussion activities, or vocabulary preparation, allowing students to gather and refine their ideas Teachers play a crucial role by introducing key vocabulary and guiding students in proper pronunciation, stress, and intonation to enhance their spoken English Additionally, effective organization of pair or group work during this stage fosters collaborative learning and encourages student participation.
During this phase, students engage in the while-task independently or collaboratively, allowing them to identify and correct mistakes without direct teacher intervention The teacher's role shifts from instruction to providing support, focusing on assisting students who may struggle with the task to ensure their successful completion.
The post-speaking stage is crucial for consolidating learning, as it involves students reporting their findings from pair or group work to the entire class During this phase, the teacher provides feedback and addresses common mistakes, enhancing the overall understanding and performance of the students.
Self-confidence can be understood as “having confidence in yourself and your ability” (Oxford Advanced Learner’s Dictionary: 2011) It means that self-confident
Self-confidence is a crucial attitude that empowers individuals to trust their abilities and maintain a sense of control over their lives Those with self-confidence believe in their capacity to achieve their goals and effectively plan for the future, fostering a positive yet realistic perspective of themselves and their circumstances.
Or it means “you are sure you can do things well, that people like you etc” (Longman Dictionary of Contemporary English 5th Edition: 2009)
Self-confidence is the belief in one's ability to succeed in tasks When individuals have faith in their capabilities, they are more likely to achieve success Therefore, fostering self-confidence in students is essential for helping them become fluent in English.
1.2.2 Importance of self-confidence in speaking English
As language learners, confidence is fundamental to communication, and an important catalyst to the whole process and the enjoyment at every step
In language learning, particularly in speaking, students' confidence is crucial for enhancing their skills (Kelly & Watson, 1986) Confidence directly influences students' spoken English abilities (Chen, 2003), and strategies to build this confidence include providing successful experiences, encouraging learners, and reducing anxiety (Dornyei, 2001) Achieving independent or fluent levels of proficiency often leads to a sense of satisfaction and success, boosting learners' confidence (Gander, 2006) The ARCS model by Keller outlines four essential strategies for effective learning: gaining learners' attention, ensuring lesson relevance, fostering confidence, and promoting satisfaction through accomplishments (Aik & Tway, 2006) Confidence is particularly vital, as students who believe in their success tend to perform better (Huett et al., 2008).
Building self-confidence in language skills should be a top priority for teachers, as it plays a crucial role in helping students achieve their goals By consistently focusing on boosting students' self-esteem and providing support in their tasks, educators can gradually enhance their students' confidence in learning.
1.2.3 Factors affecting students’ self-confidence in speaking class
Students’ self-confidence in learning speaking class is impacted by many factors and the major ones will be discussed in the following section
1.2.3.1 Students’ factors a Students’ language proficiency
METHODOLOGY
This chapter outlines the study's context, including the textbook, participants, data collection instruments, and procedures employed to meet the study's objectives To gather data effectively, a combination of quantitative and qualitative methods was utilized.
2 1 The context of the study
HaUI locates in Minh Khai commune, Tu Liem district, Hanoi Founded in
In 2005, the Faculty of Foreign Languages at HaUI employed 128 English teachers, including 20 at the English major faculty and 108 at non-English major faculties The average age of the English teaching staff is 35 years, characterized by their active, creative, and enthusiastic approach to education They are dedicated to both teaching and conducting scientific research, significantly contributing to the university's development.
Students at this university, hailing from various provinces, often lack confidence in speaking English, despite starting their studies in grade 6 Observations and discussions reveal several shared challenges with other Vietnamese institutions Firstly, speaking, although included in the curriculum, is often neglected since it is not assessed in semester exams Secondly, English teachers tend to prioritize grammar mastery for exams over speaking skills Additionally, many students feel shy when speaking publicly, and university instructors do not actively promote English conversation in class Lastly, a limited vocabulary, poor sentence structure, and pronunciation issues further undermine students' confidence Overall, these factors contribute to the low proficiency in English speaking among students.
This paper aims to explore the factors influencing non-English major freshmen's self-confidence in speaking English at HaUI and to identify effective methods for enhancing their speaking skills.
The New Headway Elementary (third edition) by Liz and John Soars is the designated textbook for non-English major freshmen at HaUI This comprehensive resource includes fourteen units, each featuring five essential components: Listening, Speaking, Reading, Writing, and Grammar Notably, the speaking component is thoughtfully crafted with diverse activities tailored to meet the needs of elementary-level students.
The study gathered information and data from non-English major freshmen and their English teachers at HaUI, incorporating both the researchers' observations and experiences.
150 freshmen randomly selected aged 18-20 at non-English major faculties, HaUI are chosen for the studies
This study focuses on non-English major freshmen as participants for two key reasons Firstly, these students often lack experience in speaking English during class, making it essential to support them in boosting their self-confidence in speaking skills Secondly, the findings of this research will be instrumental in enhancing the self-confidence of non-English freshmen in their speaking abilities in subsequent semesters.
This study examines a group of 12 English teachers, consisting of ten females and two males, who are instructing non-English major freshmen from the K7 program between 2012 and 2016 Among these educators, seven hold Master's degrees, while the remaining five are currently pursuing their Master's degrees.
To implement the tasks mentioned above, the data is collected by means of questionnaires and interview
A study was conducted at HaUI involving 150 non-English major freshmen and 12 English teachers, utilizing two questionnaires—one for students and one for teachers To ensure the collection of reliable and comprehensive data, the researcher incorporated both open-ended and close-ended questions in the questionnaires.
The questionnaire for teachers is written in English It consists of five questions concerning three aspects:
- The importance of students’ self-confidence when learning speaking English (question 1)
- The level of students’ self-confidence in speaking English (question 2)
- Teachers’ opinion on factors affecting students’ self-confidence in speaking English (question 3,4,5)
The questionnaire for students is written in Vietnamese It consists of nine questions concerning seven aspects:
- Students’ attitude to learning English (question1)
- Students’ attitude to learning speaking English (question 2)
- Students’ opinion on the importance of learning speaking English (question 3)
- Students’ opinion on the importance of self-confidence in speaking English (question 4)
- Students’ judgment about the level of their self-confidence in speaking English (question 5)
- Students’ judgment about factors making them not self-confident to speak English in class (question 6,7,8)
- Students’ comments on teachers’ applied methods to build students’ self- confidence in learning speaking skills (question 9)
The interview conducted aimed to provide the author with deeper insights into the research questions Thirty random freshmen participated, answering three interview questions related to the survey questionnaires, with each session lasting approximately ten minutes The open-ended nature of the questions allowed interviewees to freely express their feelings, opinions, and thoughts By encouraging freshmen to share their ideas candidly, the interviews yielded accurate results for this study.
In order to conduct the study, the author follows several steps involving collection of the research data from questionnaires and interview
In the initial phase of the study, questionnaires were distributed to 150 non-English major freshmen and 12 English teachers at the conclusion of the second semester of the 2012-2013 academic year Participants were requested to complete the questionnaires within approximately 25 minutes.
In the second phase, we conduct in-depth interviews with 30 randomly selected freshmen to clarify ambiguities from the questionnaires and gather additional insights Each interview lasts approximately ten minutes per student.
The analysis of data gathered from questionnaires and interviews aims to identify the factors influencing non-English major freshmen's self-confidence in speaking English, as well as the teaching methods employed to enhance their speaking skills confidence.
Finally, possible methods to improve the students’ sef-confidence in learning speaking skills were proposed based on the data analysis
This chapter outlines essential details regarding the study's context, including the textbook used, participant demographics, data collection tools, and the procedures followed for gathering data The subsequent chapter will focus on analyzing the collected data and discussing the findings from both teachers and non-English major freshmen at HaUI.
DATA ANALYSIS AND DISCUSSION
This chapter presents the data analysis and discussion in which the detailed description of data analysis and discussion are explained
3.1.1 Students’ general attitudes towards learning English
Figure 1: Students’ general attitudes towards learning English
According to the data presented in Figure 1, a significant 62.67% of students exhibit positive attitudes toward learning English The questionnaire results reveal that students appreciate learning English primarily because it opens doors to well-paying job opportunities in the future Additionally, they recognize that proficiency in English is essential for their career advancement.
Learning English opens up numerous opportunities for students to study and work abroad Moreover, it enhances their understanding of diverse cultures, people, and customs around the world.
Only 17.33% of students express a dislike for learning English, primarily due to challenges in remembering vocabulary and grammar structures, as well as difficulties in articulating their thoughts in English.
Twenty percent of students express a neutral stance toward learning English, indicating that they neither like nor dislike the subject For these students, English is a compulsory course, leaving them with no alternative but to engage with it Their attitude towards learning English fluctuates, as they enjoy it when the material is easy and engaging, but feel differently when it becomes challenging or uninteresting.
Many students have a strong interest in learning English, highlighting the importance for teachers to focus on effective methods to enhance their English skills.
3.1.2 Students’ attitudes towards learning to speak English
Figure 2: Students’ attitudes towards learning to speak English
According to the data presented, learning to speak English is the least favored lesson among five options, with only 8% of students expressing a preference, compared to 10.67% for listening, 12% for reading, and 14% for writing Several factors contribute to this aversion to speaking lessons Firstly, many students struggle with pronunciation, which hinders their participation in speaking activities Secondly, a lack of vocabulary restricts their ability to articulate their thoughts in English Lastly, limited understanding of grammatical structures creates additional challenges for students during speaking exercises.
Many students struggle to communicate their ideas effectively in English due to shyness and anxiety in front of their peers Interestingly, grammar lessons are the most favored among students, with 55.33% expressing a preference for them This preference stems from their familiarity with grammar, as they have been learning it for years Therefore, it is essential for teachers to foster English speaking habits, as students' appreciation for grammar is linked to their established learning habits in school.
3.1.3 Students’ awareness about the importance of English speaking
Table 1: Students’ awareness about the importance of English speaking
Table 1 indicates students’ awareness about the importance of English speaking
The data indicates that a significant majority of students recognize the importance of speaking English, with 14.67% deeming it very important and 64.67% considering it important Notably, none of the students view speaking English as unimportant, while only 20.66% regard it as merely normal This awareness highlights the necessity for students to seek effective methods to enhance their English speaking skills, particularly in building self-confidence, to achieve optimal results in their language learning journey.
3.1.4 Comparison of teachers’ and students’ assessment of the importance of self- confidence in learning speaking skills
Table 2: Comparison of teachers’ and students’ assessment of the importance of self-confidence in learning speaking skills
Options N of Ts % N of Ss %
Table 2 illustrates a strong consensus among both teachers and students regarding the significance of self-confidence in developing speaking skills in English Notably, 83.33% of teachers and 89.33% of students deem self-confidence as very important for effective learning, while only a small percentage (16.67% of teachers and 10.67% of students) view it as merely important This highlights the necessity for educators and learners alike to explore effective strategies to enhance students' self-confidence in speaking English.
3.1.5 Teachers’ and students’ assessment of students’ level of self-confidence in speaking English
Table 3: Teachers’ and students’ assessment of students’ level of self-confidence in speaking English
Options N of Ts % N of Ss %
Data from Table 3 indicates a lack of optimism among both teachers and students regarding students' self-confidence in speaking English Notably, 75% of teachers acknowledge that their students struggle with self-confidence in speaking English during class, a sentiment echoed by approximately 72% of students who concur with their teachers' assessments.
None of the students assert that they are very self-confident to speak English; and all of the teachers agree with that idea
3.1.6 Factors affecting students’ self-confidence in learning speaking skills
3.1.6.1 Comparison of teachers’ and students’ judgment of the students’ factors affecting students’ self-confidence in speaking English
Figure 3: Comparison of teachers’ and students’ judgment of the students’ factors affecting students’ self-confidence in speaking English
The findings illustrated in Figure 3 reveal that most students attribute their lack of self-confidence in speaking English to their low language proficiency, with 92% citing incorrect pronunciation, 89.33% pointing to limited structural knowledge, and 86% indicating a restricted vocabulary Interestingly, many teachers echo these sentiments, identifying limitations in structure and vocabulary (both at 83.33%) and improper pronunciation (75%) as significant barriers hindering students' confidence in speaking English.
The next reason raised by students is their fear of making mistakes in speaking English More than half of the students consider that fear of classmates’ laughter
(74%) and teachers’ criticism (72.67%) prevent their self-confidence in speaking English
A significant 52.67% of students report that shyness hinders their self-confidence in speaking English Teachers corroborate this, with 66.67% acknowledging that shyness affects students' confidence, while 58.33% attribute the issue to a fear of making mistakes However, 25% of teachers and 27% of students believe that feeling inadequate in English does not directly impact self-confidence in speaking the language.
To enhance language proficiency and reduce shyness in class, students must actively work on their speaking skills Additionally, teachers should implement effective correction methods that foster a supportive learning environment, alleviating students' fears of making mistakes while speaking English.
3.1.6.2 Teachers’ and students’ judgment of the teachers’ factors affecting students’ self-confidence in speaking English
A Design little speaking activities for students to participate
B Design speaking activities that are not suitable to the students’ level
D Correct students’ mistakes while they are speaking
E Criticize students for their mistakes
F Do not provide students with enough necessary vocabularies, pronunciation and structures
G Do not encourage students to speak
H Rarely go round class and help students with the low level of proficiency
I Be not friendly and enthusiastic to students
J Do not make a pleasant classroom atmosphere
Figure 4: Teachers’ and students’ judgment of the teachers’ factors affecting students’ self-confidence in speaking English
Both teachers (91.67%) and students (84.67%) acknowledge that teachers' corrections during speaking exercises impact students' self-confidence in English A significant number of students attribute their low self-confidence to teachers' criticism of mistakes (92.67%) and insufficient encouragement (78.67%) Conversely, teachers believe that their excessive talking (83.33%), lack of essential vocabulary, pronunciation, and structure guidance (66.67%), as well as inadequate encouragement (50%), contribute to students' lack of confidence Additionally, many students feel that overcrowded classrooms hinder teachers' ability to assist all students effectively, despite their enthusiasm.
In addition to previously discussed issues, both teachers and students identify factors contributing to low self-confidence in English speaking, including insufficient speaking activities, inappropriate activity design for varying proficiency levels, and a lack of individual support for lower-level students Nonetheless, the prevalence of these concerns among teachers and students remains relatively low, ranging from 10% to 32%.
MAJOR FINDINGS AND SUGGESTIONS
CHAPTER 4: MAJOR FINDINGS AND RECOMMENDATIONS
Chapter 4 is a summary of the findings and draws out some recommendations that are good for students, teachers and administrators to raise non-English major freshmen’s self-confidence in learning speaking skills
This study investigates the factors influencing non-English major freshmen's self-confidence in speaking English and explores effective methods to enhance their speaking skills The findings address the research questions, providing insights into how to build self-confidence in language learning.
4.1.1 Factors affecting non-English major freshmen’s self-confidence in speaking English at HaUI
The research question, "What factors affect non-English major freshmen’s self-confidence in speaking English at HaUI?" reveals two primary influences on their self-confidence: student-related factors and teacher-related factors.
Students' low language proficiency is significantly impacted by factors such as shyness and fear of making mistakes, which hinder their self-confidence in speaking English Data analysis reveals that over 80% of students believe their limited language skills contribute to their lack of confidence Insufficient vocabulary and grammatical structures, along with poor pronunciation, make freshmen hesitant to participate in class discussions Additionally, students often feel shy when speaking in front of peers, as they are unaccustomed to presenting in front of an audience and typically only respond from their seats The fear of making mistakes further exacerbates this issue, as students worry about being laughed at, ridiculed by classmates, or criticized by teachers, leading to feelings of embarrassment and discomfort.
Secondly, teachers’ factors related to teachers’ inappropriate way of correcting mistakes and little encouragement to students are another reason leading to students’
Constant correction of students' mistakes by teachers can significantly undermine their self-confidence in speaking English Interruptions during speech may cause students to forget their intended thoughts or feel embarrassed in front of peers Additionally, criticism of errors directly impacts their self-esteem A lack of encouragement further diminishes their confidence in speaking Experts agree that encouragement is crucial as it fosters a belief in students' ability to communicate effectively in English, ultimately contributing to their success in learning.
A large classroom can negatively impact students' self-confidence in speaking English, as it limits their opportunities for practice and makes it challenging for teachers to provide individual support Consequently, students often lack sufficient time to participate in speaking activities and do not receive the consistent guidance they need from their instructors.
4.1.2 Teachers’ applied methods to increase non-English major freshmen’s self- confidence in learning speaking skills
Research question 2 examines effective methods for enhancing non-English major freshmen's self-confidence in speaking skills Data analysis reveals three key strategies employed by teachers that successfully build this confidence among students.
Teachers can enhance students' vocabulary, pronunciation, and language structures by designing engaging pair or group work activities These collaborative interactions provide students with valuable opportunities to practice their speech in a supportive classroom environment.
Teachers can enhance students' self-confidence in speaking English by incorporating various speaking activities into their lessons This practice allows students to gain a sense of proficiency and ability in their English speaking skills.
Teachers can boost student participation in speaking activities by providing engaging topics These interesting subjects serve as motivation, helping students gradually build their self-confidence in speaking English.
Drawing from the researcher’s teaching experience and insights from student interviews, several effective strategies are proposed to enhance students' self-confidence in speaking English.
To enhance their English language skills, students should focus on expanding their vocabulary and understanding sentence structure through various methods Memorizing a wide range of English vocabulary is crucial, as vocabulary serves as the foundation for effective spoken communication According to Chen (2003), students can build their vocabulary by engaging with English literature, magazines, newspapers, playing word games, and utilizing dictionaries Additionally, mastering sentence structures can be achieved through grammar exercises and learning practical expressions used in conversation By integrating new vocabulary into meaningful sentences, students can reinforce their understanding of both vocabulary and sentence structure.
To enhance pronunciation skills, students should engage in daily practice by listening to recordings and watching videos It's essential to integrate vocabulary related to various subjects while learning pronunciation Additionally, speech training serves as an effective method for improving overall pronunciation abilities.
To enhance their vocabulary, structure, and pronunciation, students should engage in daily speaking practice Mastering speaking is often regarded as the most challenging aspect of language learning Consequently, consistent practice in speaking English significantly improves their overall speaking proficiency.
To help shy students overcome their fear of public speaking, it is essential for them to create a comfortable environment for themselves Developing an interest in others can enhance their likability, social skills, and self-confidence Engaging in group activities that align with their interests allows shy students to connect with like-minded individuals Additionally, it is crucial for them to focus on their personal growth rather than comparing themselves to others, fostering a positive mindset.
36 results to previous results Finally, shy students should think of some conversation starters like introducing themselves, giving a compliment or asking a question which makes it easier to approach others