INTRODUCTION
R ATIONALE OF THE RESEARCH
Learning a new language, particularly English, can be both challenging and engaging, especially for non-native speakers For individuals residing outside English-speaking countries, mastering the language presents additional difficulties.
Learning English in Vietnam poses challenges due to the lack of an authentic environment for practice outside the classroom While formal education is essential, it is crucial to extend language learning beyond traditional classroom settings Many students feel embarrassed to communicate in English, limiting their speaking skills despite being in foreign language programs To enhance their proficiency, students should be encouraged to engage in activities they enjoy, such as watching English films, listening to music, and participating in English clubs These informal experiences can significantly boost their language skills, providing opportunities for real-life communication that are often missing in classroom instruction Integrating multimedia resources and collaborative projects can further facilitate language use, helping students overcome their hesitation and build confidence in speaking English.
The significance of English practice outside the classroom is crucial for effective language acquisition This research, titled “An Investigation into First Year Students' Perceptions of Outside Classroom Speaking Practice in Dong Hoi Junior Law College,” aims to explore how first-year students view the impact of external speaking activities on their communication skills The study will highlight the benefits of engaging in speaking practice outside traditional settings, with the goal of enhancing students' speaking abilities and fostering a greater interest in learning the English language.
A IMS OF THE RESEARCH
The research is carried out for the following purposes:
- To explore about first- year student‟s perceptions on practising speaking activities outside the class
- To explore the activities are adopted by the first-year students
- To explore benefits and difficulties students meet in the speaking process?
The study particularly seeks the answers to the following questions:
1 What are students‟ perceptions on the role of speaking activities outside the classroom?
2 What out-of-class English learning activities are adopted by the first-year students?
3 What benefits and difficulties do students meet in the speaking process?
The research focuses on out-of-class learning speaking activity conducted by the first- year students in Dong Hoi junior Law College including 40 students in two classes
The previous studies on out-of-class learning activities in Vietnam were conducted by Hien (2012) and Huong (2013) as follows:
Hien (2012) did the research on exploring some out-of-class learning speaking activities conducted by Students of Advanced Physics at Hue College of Education
In her 2013 study, Huong investigated the effects of out-of-class learning activities on enhancing English proficiency among English-major students at Hue College of Foreign Languages The research primarily concentrated on students whose main focus is English, allowing them to dedicate more time to improving their language skills without the distraction of other majors.
Besides, some previous studies on out-of-class learning activities were conducted in some foreign countries:
Sundqvist's (2011) research investigates the out-of-school activities of English language learners in Sweden, focusing on "extramural English," which encompasses any contact learners have with English outside the classroom The study involved ninth-grade students (aged 15-16) from three schools and concluded that a "gender pattern" exists, with boys benefiting more in terms of oral proficiency and vocabulary due to their preference for productive extramural English activities.
Bailly's (2011) research focused on the out-of-classroom activities of urban French teenagers aged 15 to 21, revealing two distinct groups: one engaged in "serious" activities and the other in "lighter" pursuits after school.
SheninZiauddin.(2013).was conducted to explore undergraduate Students‟ Out- of-Class English Learning Activities
This study explores the impact of out-of-class learning activities on enhancing English speaking skills among first-year students at Dong Hoi Junior Law College As these students balance their leisure time between English learning and their major studies, the research aims to identify effective out-of-class activities that can be beneficial for both teachers and students The findings are expected to offer valuable insights and practical suggestions for integrating these activities into the learning environment, ultimately fostering a positive shift in perceptions regarding the role of out-of-class engagement in improving English speaking skills.
R ESEARCH SCOPE
The research focuses on out-of-class learning speaking activity conducted by the first- year students in Dong Hoi junior Law College including 40 students in two classes.
S IGNIFICANCE OF THE RESEARCH
The previous studies on out-of-class learning activities in Vietnam were conducted by Hien (2012) and Huong (2013) as follows:
Hien (2012) did the research on exploring some out-of-class learning speaking activities conducted by Students of Advanced Physics at Hue College of Education
In her 2013 study, Huong investigated the effects of out-of-class learning activities on enhancing English proficiency among English-major students at Hue College of Foreign Languages The research specifically targeted students whose primary focus is on English, allowing them to dedicate significant time to improving their language skills without the distraction of other majors.
Besides, some previous studies on out-of-class learning activities were conducted in some foreign countries:
Sundqvist's (2011) research investigated the out-of-school activities of English language learners in Sweden, focusing on "extramural English," which encompasses any contact with English outside the classroom The study involved ninth-grade students (ages 15-16) from three schools and revealed a significant "gender pattern," indicating that boys benefit more from oral proficiency and vocabulary due to their preference for productive extramural English activities.
Bailly's (2011) research examined the out-of-classroom activities of French teenagers aged 15 to 21 in an urban high school, revealing two distinct groups of students: one engaged in "serious" activities and the other involved in "lighter" pursuits after school.
SheninZiauddin.(2013).was conducted to explore undergraduate Students‟ Out- of-Class English Learning Activities
This study examines the role of out-of-class learning activities in improving English speaking skills among first-year students at Dong Hoi Junior Law College Recognizing the need for students to balance their leisure time between English learning and their major studies, the research aims to identify effective out-of-class activities that can be beneficial The findings are expected to offer valuable insights for both teachers and students, fostering a better understanding of how to implement these activities in real-life contexts Ultimately, this paper aspires to positively influence perceptions of out-of-class learning and its impact on enhancing English speaking skills for first-year students at Dong Hoi Junior Law College.
LITERATURE REVIEW
T HE THEORETICAL BACKGROUND
Speaking is a complex skill that encompasses various aspects essential for mastery and comprehension Linguists have offered multiple definitions to capture the intricacies of what speaking truly entails.
According to Harmer (1991), effective communication occurs when speakers intentionally choose to engage with one another, even if external factors may compel them to speak Nunan (1983) emphasizes that speaking is a multifaceted skill that involves the simultaneous development of various abilities, including pronunciation, structure, fluency, vocabulary, and comprehension While English language learners typically focus on four core skills—listening, writing, reading, and speaking—this article specifically highlights the importance of speaking Successful communication relies on understanding the components of speech, which can be categorized into eight essential elements, including message, context, scene, and speaker.
Speaking is an interactive process of meaning construction that encompasses the production, reception, and processing of information, as noted by Brown (1994) and Burns & Joyce (1997) The form and meaning of speech are influenced by contextual factors such as the participants, their shared experiences, the physical environment, and the intended purpose of communication While speaking can be spontaneous and evolving, it is not always entirely unpredictable.
Burns and Joyce (1997) identified recurring language functions in specific discourse situations, such as declining invitations or requesting time off work Their research, along with studies by Carter and McCarthy (1995) and Cohen (1996), emphasizes that effective speaking requires not only linguistic competence—knowledge of grammar, pronunciation, and vocabulary—but also sociolinguistic competence, which involves understanding the context and appropriateness of language use Furthermore, speaking possesses distinct skills, structures, and conventions that differentiate it from written language, as noted by Bygate (1987) and Hilferty.
Bygate (1987) emphasized the importance of distinguishing between knowledge and skill in speaking lessons, highlighting that effective communication requires not only an understanding of grammar, vocabulary, pronunciation, and intonation but also the ability to apply this knowledge practically Hilferty (2000) further elaborated that speaking is a productive skill in the oral mode, which is more complex than it initially appears and encompasses more than merely articulating words.
Speaking is a complex problem-solving skill that involves more than just producing oral sounds; it is fundamentally about conveying messages to listeners It encompasses the act of conversing and expressing thoughts and feelings through spoken language Whether it’s an informal remark, a scholarly presentation, or a formal address, speaking inherently involves the transmission of information.
Speaking skills are essential for a learner's success, as they significantly impact language proficiency and overall academic achievement According to Matin (2011), fluency in speaking is a key indicator of language mastery, and students who can effectively articulate their thoughts tend to excel in their studies The lack of strong speaking skills can lead to lifelong challenges (Wilson, 1997; in Smith, 2003) Furthermore, proficiency in spoken English enhances reading and writing abilities, as highlighted by Rivers (1968), who notes that our oral knowledge influences our written and reading skills Speaking is crucial in various contexts, from casual conversations to formal public speaking, and serves as a vital tool for connecting with others, understanding the world, and expressing oneself (Wilson, 1997).
In Bangladesh, fluency in English is essential for professional success, particularly in international business, diplomatic roles, and higher education (Matin, 2011: p.237) The younger generation is increasingly pursuing careers in English-speaking environments, where strong presentation skills and fluent communication are highly valued At the tertiary level, especially in universities, students are encouraged to engage in English communication, as most lectures are conducted in English Additionally, for those seeking higher education or job opportunities abroad, fluency in English is regarded as a crucial asset (Matin, 2011: p.238).
Achieving proficiency in a language necessitates both fluency and accuracy, which are essential objectives in communicative language teaching Although fluency often serves as a primary target in many language courses, accuracy can be enhanced by encouraging students to concentrate on phonology, grammar, and discourse in their spoken communication.
The primary objective of teachers in developing speaking skills is to foster oral fluency, a key aspect of effective communication According to Hughes (2002), fluency involves the ability to articulate thoughts clearly and accurately without excessive hesitation, as interruptions can lead to a breakdown in communication and loss of listener interest To promote this fluency, educators should encourage students to express their own ideas freely, rather than simply imitating a model.
Fluency, as defined by Nunan (2003: 589), refers to the speed and ease with which students can produce speech in a target language Achieving fluency primarily relies on contextual speaking practice rather than repetitive drills with isolated vocabulary.
Producing connected speech occasionally disrupted by hesitations as students search for correct form of expression
Elimination of translation and omission of filler words (reduction)
Speaking fluently and talking for an appropriate length of time
Responding and showing basic competencies which are needed for everyday life communication
Effective communication relies on structured speech; without it, speakers risk being misunderstood and losing their audience's interest due to frequent errors Thus, ensuring the accuracy and completeness of language is crucial for oral proficiency According to Luoma (2004: 22), this proficiency encompasses elements such as speed, intonation, stress, and rhythm.
Accuracy in language production, as defined by Skehan (1996) and cited in Ellis and Barkhuizen (2005), pertains to the adherence to the rule system of the target language To enhance spoken language skills, learners must concentrate on key elements such as grammatical structure, vocabulary, and pronunciation Consequently, when evaluating accuracy, it is essential to consider specific indicators that reflect these aspects of language use.
Using correct pronunciation for both familiar and some unfamiliar words
Making few grammatical errors which do not interfere with the message
Making good use of cohesive devices to connect ideas
2.1.4 The position of speaking among the four language skills
The four essential skills in English—listening, reading, speaking, and writing—are intricately connected and can be categorized into receptive skills (listening and reading) and productive skills (speaking and writing), as noted by Widdowson (1978) Mastering all four skills is crucial for effective foreign language learning, making second language acquisition a complex and time-consuming endeavor Speaking and writing are termed productive skills because they require active language production, allowing for oral and written communication According to Penny Ur in her book "A Course in Language Teaching," speaking is often perceived as the most vital skill, as individuals proficient in a language are commonly referred to as "speakers," highlighting the focus many learners place on developing their speaking abilities (Ur, 1996).
The author highlights the significance of speaking as a complex skill that necessitates extensive knowledge of various language elements It is often regarded as one of the most challenging abilities for students, primarily due to the need for substantial practice and exposure In today's context, fluency in speaking is frequently seen as the most sought-after proficiency in a target language, as the ability to converse effortlessly with a native speaker often reflects one's true linguistic competence.
O UT - OF - CLASS E NGLISH LANGUAGE LEARNING ACTIVITIES
Out-of-class language learning strategies (OCLLSs) encompass activities that language learners engage in to practice the target language outside the classroom Researchers have identified various terms to describe these strategies, highlighting their importance in enhancing language acquisition.
Benson (2001) defines out-of-class learning as any learning that occurs outside the traditional classroom setting, categorizing it into three types: self-instruction, where students seek resources to enhance their language skills; naturalistic language learning, which involves unintentional communication and interaction with a target language community; and self-directed naturalistic language learning, where students actively create or seek out opportunities for language acquisition.
According to Pickard (1996), students' learning activities are primarily driven by listening to the radio, reading newspapers, and novels outside of the classroom Despite this, there is a notable underutilization of out-of-class English learning resources, including English newspapers, satellite TV, and self-study materials available in libraries.
Researchers, such as Brooks (1992) and Suh, Wasanasomsithi, Short, and Majid
In 1999, it was noted that students primarily engage in out-of-class activities such as watching television, attending movies, listening to music, and interacting with native speakers Research by Spratt, Humphreys, and Chan (2002) highlighted that adult learners often participate in communication and entertainment activities, including watching English movies and television shows and using the internet Furthermore, Hyland (2004) identified a range of English-related activities that students partake in, ranked by frequency, which includes speaking with family, conversing in stores, phone calls, chatting with friends, listening to the radio, attending meetings, reading novels, interacting with colleagues, enjoying songs, reading newspapers and magazines, watching TV programs and videos, browsing the internet, studying academic texts, and writing emails (as cited in Shen, Tseng, Kuo, Su Chen, 2005, p 465).
Out-of-classroom learning provides valuable opportunities for both learners and teachers, enhancing engagement and relevance in education By extending learning beyond traditional settings, students can better grasp challenging concepts in real-world contexts, leading to increased motivation and understanding This approach fosters creativity and imagination, allowing students to explore freely and produce innovative outcomes across various subjects.
2.2.1 Definitions of language learning activities outside the classroom
While many researchers focus on in-class language learning, it's essential to recognize the significant impact of out-of-classroom activities on language proficiency (Chausanachoti, 2009) Various studies indicate that the terminology used to describe these external activities varies among authors, highlighting a diversity of perspectives in the field.
Chen (2005) use „out-of-class language activity‟ , Al-Otaibi (2004) prefers to use
In the context of language acquisition, various terms such as "out-of-class language practice" (Anderson, 2004) and "out-of-class language learning strategy" (Pickard, 1996) are used interchangeably to describe activities that enhance language skills outside the classroom To provide readers with a comprehensive understanding of these concepts, it is essential to define key terms and clarify the distinction between activities and strategies related to language learning outside the classroom.
Recent research has provided various definitions of out-of-classroom activities, with Benson (2001) defining out-of-class learning as any learning that occurs outside the classroom, emphasizing self-instruction and self-directed naturalistic learning This perspective suggests that teachers play a passive role in facilitating students' outside classroom activities Supporting this notion, Terenzini et al (1995) further explore the significance of these external learning experiences.
Out-of-class experiences are traditionally defined as activities that occur within an institutional context, contributing to students' academic endeavors and learning outcomes (Krause, 2007) Shen et al (2005) describe out-of-class English learning activities as those that enhance skills in listening, speaking, reading, writing, vocabulary, and grammar outside the classroom (p.465) Naiman et al (1978) provide examples of these activities, such as reading foreign language materials, listening to audio resources, and engaging in written correspondence In this context, out-of-class activities encompass any time learners dedicate to practicing English, whether intentionally or not, including leisure activities and part-time jobs, but excluding assigned coursework Such activities, which may include watching English films with subtitles, listening to English music, or keeping diaries in English, ultimately contribute to the improvement of language skills The distinctions between out-of-class and in-class learning activities are further clarified by MacLeod and Larsson (2011).
Learning English in the classroom involves instruction provided by a teacher in a structured environment This includes engaging with various materials, such as movies and books, to enhance language skills.
English classes represent the formal instruction of the language within a classroom setting, while learning English outside the classroom encompasses various real-world experiences Activities such as watching television or reading an English book before bedtime provide students with additional exposure to the language, enhancing their understanding and fluency in everyday contexts.
English picked up outside of the classroom
Learner autonomy is a crucial concept in out-of-class language learning, emphasizing that a certain level of independence is vital for successful language acquisition Scharle and Szabo (2000) highlight that while lessons are important, students must also engage in self-directed learning In contexts like Indonesia, Lamb (2002) suggests that autonomy is a necessary pre-condition for individual success in language learning Furthermore, Lamb (2010) describes autonomy as "independent learning" or "self-determination," associated with personal fulfillment and freedom Typically, learner autonomy involves the ability to take charge of one's own learning, which includes participating in out-of-class activities (Benson, 2001) This study aligns autonomy with learners' independence from teacher intervention.
Language learning activities and language learning strategies are distinct concepts that require clarification According to Ellis (1994), the term "learner strategies" does not have a single clear definition However, Oxford (1990) defines these strategies as the specific actions, behaviors, and techniques that students consciously employ to enhance their understanding, internalization, and use of a second language (L2).
Based on the definition provided, many activities in this study can be categorized as language learning strategies However, to allow for a broader and more flexible investigation, the term "activities" is used instead of "strategies." This encompasses all actions aimed at both entertainment and the enhancement of speaking skills for learners.
In my view, the definitions of out-of-classroom activities are incomplete as they focus solely on the four skills, vocabulary, and grammar, neglecting essential sociocultural aspects As Jiang (2000) asserts, culture and language are intertwined, and Genc and Bada (2005) emphasize that teaching a second language without cultural context is both inaccurate and incomplete Language acquisition extends beyond mere skills and vocabulary; it requires communicative competence that includes grammatical, discourse, and sociolinguistic competence (Cakir, 2006, p 158) Therefore, out-of-class activities should enhance not only the four skills, vocabulary, and grammar but also cultural knowledge.
2.2.2 Definition of out-of-class speaking English activities
METHODOLOGY
D ATA COLLECTION
Condelli & Wrigley (2004) assert that the most effective research design is a mixed-methods approach that combines qualitative and quantitative research Therefore, this study employs a hybrid methodology, integrating both qualitative and quantitative methods to enhance the research outcomes.
The research utilized both quantitative and qualitative methods to gather and analyze data on out-of-class activities and their impact on students' speaking skills Questionnaires were employed to collect quantitative insights into student participation and influencing factors, while interviews provided a qualitative perspective to deepen the understanding of these issues Conducted in both oral and written formats, the interviews allowed for a thorough analysis of participants' responses, enhancing the richness of the data All collected data was meticulously analyzed and presented in tables and charts to ensure clarity and coherence in the findings.
I NSTRUMENT FOR COLLECTING DATA
The research utilized two versions of questionnaires, one in Vietnamese and the other in English, featuring both open-ended and closed-ended questions The Vietnamese version was specifically designed to ensure participants could clearly understand the questions, particularly for those with limited English proficiency, thereby facilitating the collection of reliable information.
The questionnaire began with a brief explanation outlining the purpose of data collection, assuring participants that their responses would solely be used for research purposes Comprising 17 questions divided into three main clusters, the questionnaire is designed to address the three primary research questions Each question specifically targets key issues relevant to the research objectives.
1 Perceptions of the first-year students on out-of-class English learning activities
2 Some common out-of-class English learning activities are conducted by the first-year students at Dong Hoi Junior Law college
3 The benefits and difficulties students have when doing the activities and some suggestions for the improvement
The questionnaire was chosen as an instrument for collecting data because of the following reasons:
Collecting data from multiple participants simultaneously allows for efficient information gathering The use of primarily close-ended questions in the questionnaire minimizes the time required for participants to complete it Additionally, this format simplifies the categorization and analysis of the collected data for researchers.
In addition to the use of questionnaire, interview is also a very effective tool to collect data because:
The interview provided valuable insights into participants' opinions, particularly regarding any obstacles that might hinder their ability to provide reliable answers in questionnaires As an informal setting, it allowed participants to express their thoughts freely Additionally, the findings from the questionnaires were further validated through the interview process.
The participants in the study were labeled as Student 1 (S1) through Student 10 (S10), encompassing a diverse group of both genders and varying ages Their age, gender, and educational background may significantly impact their attitudes and practices regarding out-of-class English speaking activities.
P ARTICIPANTS
This research involved a selection of 100 first-year students, comprising both male and female participants, all of whom have undergone seven years of English learning The students were chosen based on their equal average achievement in previous English examinations, ensuring that their performance levels were consistent.
To analyze the collected data, quantitative approach was applied for questionnaires and qualitative approach was applied for analyzing data from interviews.
SUMMARY
The data collection for the study was conducted over a four-week period, with each student participating in 45 minutes of English practice each week To assess students' feelings, opinions, strengths, weaknesses, and suggestions regarding speaking activities outside the classroom, questionnaires and interviews were utilized by an English teacher Initially, the questionnaire was piloted with 100 first-year students across two classes Following the completion of the questionnaires, ten students were selected for interviews The researcher gathered and analyzed the questionnaire data, calculating frequency distributions and percentages for all responses.
This chapter outlines the research methodology, employing both quantitative and qualitative methods It details the participants, consisting of 100 first-year students from Dong Hoi Junior Law College The research utilized three primary data collection methods: questionnaires, interviews, and document analysis To enhance clarity, the analyzed data is presented in tables and charts The findings of this research project will be thoroughly discussed in the subsequent chapter on Findings and Discussion.
FINDINGS AND DISCUSSION
S TUDENTS ‟ PERCEPTIONS REGARDING OUT - OF - CLASS E NGLISH SPEAKING
4.1.1 Attitudes of the first-years students towards the speaking English skill
A study was conducted at Dong Hoi Junior Law College to assess students' attitudes toward speaking English outside the classroom Out of 100 distributed questionnaires, 97 students responded The findings revealed that while students acknowledged the importance of English speaking skills for their future careers, not all expressed a preference for engaging in English conversation, as indicated in Table 4.1.
Do you like speaking English?
Table 4.1: Students’ attitude towards speaking skill
4.1.2 Level of speaking English ability
Question Levels of speaking ability
What is your current level of speaking
My speaking English skill is weak and
My speaking English skill is fair,
My speaking English skill is good, but
My speaking English skill is near
I recognize the need for significant improvement in my skills, and while I have made progress, there is still much to learn As a native speaker, I feel confident in my abilities, yet I acknowledge that there is always room for growth and development.
Table 4.2: Level of speaking English ability
In a recent survey regarding English speaking proficiency, none of the respondents considered themselves to be native speakers Only 19% of students felt confident in their speaking abilities but recognized the need for improvement Meanwhile, 35% rated their skills as fair, while a significant 46% admitted to struggling with the language Notably, nearly half of the students, or 45%, acknowledged their weaknesses in English oral skills.
In the interviews, some students expressed discontent about their incompetence:
I lack confidence in my current English speaking skills, which are not at a satisfactory level I aim to improve my English proficiency to support my studies and future career, especially since a law major requires strong English skills.
(Interviewed with S1, S3, S4 on 2 nd May, 2019)
4.1.3 Attitudes of the first-years students towards the importance of ESAOC to develop their speaking skills
ESAOC is very important to develop my speaking skill
1= strongly agree; 2=agree; 3=neutral; 4=disagree; 5= strongly disagree Table 4.3: Students’ opinion on the importance of ESAOC to develop their speaking skills
The survey results in Table 4.3 indicate that all students recognize the significance of engaging in English speaking activities outside the classroom, with 20.5% strongly agreeing and 57% agreeing on their importance for enhancing speaking skills This demonstrates that first-year students understand the essential role of Extracurricular Speaking Activities Outside the Classroom (ESAOC) in developing their speaking abilities One student expressed this sentiment, highlighting the value of such activities.
“ESAOC contributes more than 50% to my success in developing my speaking skill”
(Interviewed with S1 on 2 nd May, 2019)
The majority of respondents emphasized the significance of speaking activities outside the classroom for developing their speaking skills, recognizing that limited class time restricts their practice opportunities Engaging in these external activities is crucial for enhancing their speaking competence However, this acknowledgment of the importance of outside activities does not diminish the value of in-class exercises; both play essential roles in improving students' speaking abilities.
4.1.4 Perceptions of the first-year students on the likelihood of out –of-class speaking activities to replace in-class activities
Table 4.4 reveals that a significant majority of first-year students, 67 percent, strongly disagree with the notion that speaking activities outside the classroom can replace in-class speaking instruction, while 20.5 percent express disagreement This finding aligns with earlier research, which asserts that out-of-class leisure activities are unlikely to fulfill the essential role of in-class second language instruction (Suh et al., 1999).
ESAOC can replace the role of speaking activities inside the classroom
1= strongly agree; 2=agree; 3=neutral; 4=disagree; 5= strongly disagree Table 4.4: Students’ opinions on the role of speaking activities inside class
4.1.5 Perceptions of the first- year students on development of speaking proficiency without taking part in out-of-class activities
Speaking outside class take an important role in developing speaking skill as reflected in the Table 4.5
Do you think that students can gain speaking proficiency without being involved in any activity outside the classroom?
Table 4.5: Students’ opinions on the role of speaking activities outside class
Many students believe that their speaking proficiency cannot improve without participating in activities outside the classroom When surveyed about the importance of out-of-class English learning activities, they expressed their concerns regarding the lack of opportunities for practice.
In the classroom, teachers present lessons using English slides, but I struggle to understand the key terms As a result, I often need to look up those terms at home for better comprehension.
(Interviewed with S2, S4 on 2 nd May, 2019)
“The time for each English class is quite short; it’s not enough for me to master my speaking skill.”
(Interviewed with S5 on 4 th May, 2019)
“I don’t have much time to do these activities, but I think it’s better to practice more The more we practice, the more we get.”
In an interview conducted with S7 on May 4, 2019, insights were shared that align with Krashen's concept of comprehensible input, known as i +1, which emphasizes the importance of providing learners with material that is challenging yet understandable Krashen argues that this type of input is essential for effective language acquisition While various forms of input are present in the language classroom, the abundance of input available to ESL learners outside the classroom can significantly enhance their learning experience (Knight, 2007, p 7).
Many students appear unaware of the significance of out-of-class English learning activities, with 33% believing that their speaking proficiency can improve without participating in speaking activities outside the classroom.
“I think the lessons in the class are enough for me I don’t have much time to do outside the class.”
(Interviewed with S9 on 5 th May, 2016)
Despite participating in various activities like an English-speaking club and conversing with friends in English, I feel my language skills have not improved, and I still struggle to communicate effectively with others This has led me to believe that I may have wasted my time on these endeavors.
(Interviewed with S8, S10 on 5 th May, 2019)
While some students do not benefit from extracurricular English learning activities, this chapter offers suggestions to improve the effectiveness of these programs.
4.1.6 Perception of the first-year students on some benefits that they can have from practising speaking outside classroom
A survey revealed that 23.8% of respondents believe that speaking activities outside the classroom enhance speaking skills in various ways, while 28.8% consider these activities the most effective method for improving grammar and pronunciation knowledge among students.
Question Benefits of out-of-class speaking activities
What is your perception of speaking outside classroom?
Activities help students improve speaking skill outside classroom by many diffirent ways
Activities help students more confident when communication
Activities help students to improve the knowledge of grammar and pronunciation
4.1.7 Perception of the first-year students on developing other kinds of language skill and knowledge when practising speaking out-of-class
Students generally believe that practicing speaking outside of class enhances various skills, including reading, writing, listening, grammar, pronunciation, and vocabulary, as illustrated in Chart 4.1.
Chart 4.1: Students’ perception on developing other skills
Other Kinds of Language Skills &
The interviews with the students revealed the reasons for their attitude towards the relationship between speaking skill to the other skills:
“I can improve my knowledge on vocabulay very much from practising speaking with my friends We can exchange each other on some new words that we can’t understand the meaning.”
(Interviewed with S2, S3 on 2 nd May, 2019)
“When taking part in English speaking club, I can learn a lot of things from my teachers as well as my friends such as grammar, vocabulary.”
(Interviewed with S5, S7 on 4 th May, 2019)
“I feel more confident a lot when speaking English with my teachers, my friends and the foreigners Because I can listen what they said and understand them”
“Yes, of course I can write letter by English for my penpals every day I don’t have mistake on grammar or vocabulary, I can express my ideas fluently.”
(Interviewed with S1, S2 on 2 nd May, 2019) That is to say, each skill has a close relationship, they can help each other, when you practise a skill, the other skills will be improved
4.1.8 Perceptions of the first-year students on improving their English proficiency
S OME COMMON OUT - OF - CLASS E NGLISH LEARNING ACTIVITIES OF THE FIRST -
4.2.1 The common topic that students often use in ESAOC
Table 4.7 reveals the diverse range of topics discussed by students in ESAOC, with 46.3% frequently engaging in conversations about their families and friends Additionally, nearly a third of the students (25.8%) often talk about food and drinks, while 4.2% occasionally explore other subjects such as future jobs and travel.
4 Other topics such as the future jobs or travelling
Table 4.7: Topics students often talk in ESAOC
When asked about the topics that students often refer to in ESAOC Some shared:
“I often talk about my members in my family, talk about their daily life”
(Interviewed with S1, S2, S3, S4 on 2 nd May, 2019)
“Food and drink is my topic we often say every time we take part in ESAOC”
(Interviewed with S7, S9, S10, on 5 th May, 2019)
4.2.2 The time that students spend on other out-of-class English learning activities
According to Table 4.8, students dedicate a significant amount of time to ESAOC, with 56.7% practicing English speaking for 1 to 3 hours daily, while 36% spend less than 1 hour on this activity.
Time spent Less than 1 hour
3~5 hours 1~3 hours More than 5 hours
Table 4.8: The time students spend for practising speaking outside class
4.2.3 Some common out-of-class English learning activities of the first- year students
Students take part in many ESAOC activities
Listen to the news on radio or TV 0% 15.% 37% 46.% 2%
Watch TV programs, videos or movies 0% 2.1% 17.5% 49.4% 31%
Talk with native speakers in English 12.3% 25.7% 51% 11% 0%
Pay attention when someone is speaking
Get a part-time job somewhere, for example, at bar/restaurant, for the foreigners
Take part in English- speaking club 0% 0% 20% 28% 52%
Participate in the discussions in English 0% 0% 16.5% 61.5% 22%
Record yourself reading aloud for pronunciation practice
Record your letter on cassette for your pen friend
You and your friends record a dialogue in 0% 0% 46.4% 53.6% 0%
You pretend you have an
English friend and have imaginary conversations with her
Organize a regular time to practice your speaking 0% 0% 0% 72.2% 27.8%
Use a dictionary to help you with pronunciation and stress
Find out where you can talk to other speakers of
Find materials like poetry and plays that you can read aloud to practice your pronunciation, stress and rhythm
Table 4.9: The frequency of the first- year students engaging in out-of-class
Table 4.0 reveals that students engage in a variety of activities, with a notable lack of face-to-face interaction The most prevalent activities include listening to music and utilizing dictionaries for pronunciation and stress assistance Additionally, the data indicates that the majority of participants have not participated in foreign organizations or traveled to English-speaking countries.
Table 4.9 highlights that a significant percentage of first-year students frequently engage in out-of-class English learning activities Over 50% of these students often listen to music, watch TV shows, or work part-time in bars or restaurants catering to foreigners, all of which contribute to improving their English speaking skills These activities not only enhance their speaking abilities but also enrich their understanding of foreign cultures, lifestyles, and body language Consequently, students become more confident in their English communication and expand their knowledge of diverse cultures.
Practicing English consistently leads to faster improvement, and I dedicate around two hours each day to learning with my best friend Our activities include watching TV programs, videos, and movies, as well as playing online games in English.
A significant percentage of students, 51%, reported that they sometimes engage in conversations with native speakers, while 53.6% indicated they occasionally speak English with friends Researchers Brooks (1992) and Suh et al (1999) highlight that interacting with native speakers is a key activity for students outside the classroom However, many students, living in a non-English speaking country, struggle to develop a habit of speaking English due to discomfort with their language skills and lack of opportunities for practice Additionally, students often find it challenging to converse in English with peers, as they frequently revert to their mother tongue Despite these barriers, it is essential to recognize that students may not be fully motivated to seek out English-speaking opportunities, as they can easily connect with native speakers or classmates who are willing to engage in English conversations.
In my view, the effectiveness of learning English outside the classroom is determined more by the quality of our activities rather than the amount of time spent I engage in these learning activities primarily when I require specific knowledge for my studies, as my schedule often limits the frequency of my practice.
“When I have time I sometimes go to the library or take part in English- speaking club ”
An interview conducted with students S6, S7, and S8 on May 5, 2019, highlights the positive impact of media on English language learners, as suggested by Livingstone (2002) The prevalence of English in various media genres encourages educators to blend entertainment with instruction, making lessons more engaging This research aligns with the trend, revealing that entertaining activities received the highest mean score compared to self-study and face-to-face activities.
A small percentage of first-year students reported that they have never participated in any out-of-class English learning activities During interviews, they expressed their reasons for this choice, highlighting various negative factors influencing their decision.
The lessons provided in class are sufficient for my needs, and I have not taken the initiative to record my letters on cassette for my pen friend or seek out additional English speakers for conversation practice.
(Interviewed with S10 on 5 th May, 2019)
Despite engaging in various activities like reading and online learning, I have not seen any improvement in my English skills, making it difficult for me to communicate effectively with my partners I feel that my time spent on these activities has been unproductive.
An investigation by Lamb (2002) on Indonesian students found similar results, highlighting a common issue: learners often lack a sense of security, which hinders their engagement in the learning process.
In Indonesia, speaking English in public places is often hindered by the fear of negative social judgment, particularly in English as a Foreign Language (EFL) contexts This phenomenon aligns with findings from studies conducted by Lamb (2002) and Hyland (2004), which highlight the challenges faced by individuals when engaging in English conversations in such environments.
Participation in foreign organizations and visits to English-speaking countries are notably low among students, with only 10.3% occasionally traveling to these countries and over 80% rarely or never doing so Engaging with foreign organizations provides students with direct contact with international individuals, allowing them to practice English and gain valuable insights into different working styles and cultures.
While many students do not benefit from extracurricular English learning activities, this chapter offers several suggestions to improve the effectiveness of such initiatives.
B ENEFITS AND DIFFICULTIES THE FIRST - YEAR STUDENTS MEET WHEN PROCEEDING
This research aims to explore the benefits and challenges faced by first-year students engaged in out-of-class English learning activities The findings prompt the question: "What actions can teachers take to assist students in overcoming these obstacles?"
4.3.1 Benefits the first-year students get when proceeding out-of-classroom English learning activities
Most students recognize the significance of engaging in English speaking activities beyond the classroom Additionally, they actively participate in a variety of these activities This raises an important question: how do these extracurricular experiences contribute to the improvement of speaking skills for English major students at DHJLC?
Chart 4.5 illustrates that engaging in English speaking activities outside the classroom enhances various skills, including pronunciation, vocabulary, accuracy, and the use of useful expressions and slang Additionally, these activities improve intonation, accent, fluency, and confidence in speaking English However, it's important to note that there are significant differences among these elements.
Chart 4.5: Benefits the first-year students get when proceeding out-of-class English learning activities
I can find a good job in the future
I have change travelling and studying abroad
I can apply what I have learnt into real situation s
I enjoy learning English more than before
I can read materials in English easier
I get high mark in English class
I understa nd more grammar points when using it
I learn more vocabula ry from many sources
I feel more confiden t when using English in real situation s strong agee 45 74.5 38.1 41.3 26 60.8 15.5 21.7 42.3 agree 55 25.5 61.9 58.7 74 39.2 84.5 78.3 57.7
Out-of-class English learning activities significantly enhance students' vocabulary acquisition, with 78.3% of students strongly agreeing that they can learn from various sources.
“Even when I play computer games, I learn the vocabulary by reading the instructions for many times”
(Interviewed with S10 on 5 th May, 2019)
A significant 61.9% of students are able to apply their English learning to real-life situations, while 74% find reading English materials easier This practical application boosts their confidence in using English, with 57.7% reporting increased self-assurance in real scenarios Consequently, 58.7% of first-year students express greater enjoyment in learning English compared to before Additionally, 55% believe that their chances of securing a good job in the future have improved.
Chart 4.9 clearly indicates that grammar was viewed as the most significantly improved aspect following students' engagement in speaking activities outside the classroom, with participation reaching 93% However, it is important to note that many students, along with some English teachers, continue to face challenges related to grammar.
Participation in speaking activities outside the classroom significantly boosts students' confidence in speaking English, ranking as the third most improved aspect While many students possess the ability to communicate in English, a lack of confidence often hinders their usage However, this study reveals that 80% of participants felt more confident in their English speaking abilities after engaging in these activities.
Only 39.2% of students achieve high marks in English subjects, yet learning English outside the classroom significantly contributes to their overall progress Many students express that the knowledge gained from extracurricular activities surpasses what is taught in class, proving beneficial for their current jobs and future careers Additionally, 33.4% of these students hail from Dong Hoi Junior.
Some law colleges do not require high marks in English subjects, as these courses primarily serve to enhance students' main areas of study This practical approach may explain their emphasis on facilitating out-of-class English learning activities.
Hence, the high percentage of what students get from out-of-class English learning activities prove that the more they engage in these activities, the more benefits they get
4.3.2 The difficulties first-year students meet when proceeding out-of-class English learning activities
Chart 4.6: Difficulties of the first-year students in proceeding out-of-class English learning activities
Some outside class English learning activities…
I don't understand native speakers accent…
I do not get help from my friends during project work
I can't find any suitable environment for practising English
Some activities related to the Internet need to be proceeded in the internet…
I have no confidence talking to people
No one practice English with me
I have no time agree neutral disagree
Chart 4.6 highlights that confidence is a significant barrier for students in speaking activities, with many high-achieving students still feeling embarrassed to participate Personal factors such as laziness, lack of interest, and fear of making mistakes contribute to their reluctance Additionally, low motivation for self-directed learning and a lack of a supportive English-speaking environment further hinder their speaking practice Many students report difficulties in finding conversation partners, as their peers are often disengaged, making it challenging to seek opportunities for improvement.
While students benefit from various out-of-class English learning activities, they also face significant challenges A notable difficulty is that 41.2% of students report needing teachers' assistance for certain activities, as they struggle to understand or complete them without guidance For instance, a student from Dong Hoi Junior Law College highlighted the challenge of encountering complex technical terms in academic books, stating, “When I borrow academic books from the library, there are so many difficult technical terms which I cannot get the clear meaning on the Internet.” Additionally, many students express frustration over the lack of practice opportunities, feeling isolated in their learning journey.
Without the guidance of experienced teachers, students often struggle with reading activities, and a significant 74.2% lack confidence in speaking to others This common challenge among English learners is compounded by shyness and the fear of making mistakes while practicing Additionally, 43.2% of students report difficulty finding suitable partners for speaking practice, which further hinders their progress.
Effective communication can be challenging, especially when there is a perceived skill gap between speakers Those who excel in speaking may hesitate to engage with individuals they view as less proficient, while those who struggle with speaking often feel shy and anxious during conversations, fearing mistakes The difficulty of simultaneously thinking and speaking in English adds to this challenge.
In an interview conducted with students S7 and S8 on May 5, 2019, it was highlighted that teachers play a crucial role in facilitating interactions among students and between teachers and students To encourage more out-of-class activities, it is essential for educators to create positive learning environments and boost students' confidence and cooperation Additionally, a notable challenge faced by students is the difficulty in finding suitable environments for practicing English, with 51% expressing this concern One student remarked, “Learning alone for a long time is quite boring But there are not many activities or places for us to join and learn, especially for our Law major.”
Many students face significant challenges in engaging in extracurricular activities, with 59.8% citing the need for internet access as a major obstacle Additionally, 57.7% of students reported a lack of time for activities outside the classroom, as their days are primarily devoted to studying and completing course projects and homework Consequently, they have limited opportunities to learn or practice English beyond the classroom environment.