Speaking is the foundation of human communication. English learners, no matter how much they know about the English languguage there are still many difficulties in speaking. Many studies have shown that oral language development has been largely ignored in the classroom. Nunan (1991) wrote success is measured by the ability to carry out a conversation in the language. Sample papers for this topic are taken from 2nd year students of Automobile Mechanics Department, Hung Yen University of Technology and Education. The sample includes a total of more than 300 respondents. A questionnaire was prepare for the test of difficulties and improve speaking skills. The researcher is supported by the monitor of the classes. During this time they cannot attend class so they will take an online survey for the students to complete answering the questionnaires with the researchers guidance in case they do not understand the question thoroughly. After collecting and analyzing data from three instruments, the researcher showed some solutions to cope with the difficulties of learning speaking skill and suggest some techniques to improve English speaking skill of the secondyear students
INTRODUCTION
Aims of the study
The study is carried out to find out learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY with the following aims:
- To survey the opinions of learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY.
- To find the common difficulties of the second-year Automobile Engineering major student’s learning English speaking skill at UTEHY.
- To suggest some possible solutions to overcome difficulties in learning English speaking skill of the second-year students in the Faculty of Automobile Engineering at UTEHY.
Research questions
The study have three research questions:
Research question 1: What are the student’s opinions of learning English speaking skill for the second- year students in the Faculty of Automobile Engineering at UTEHY?
Research question 2: What are the difficulties of learning English speaking skill for the second-year students in Faculty of Automobile Engineering at UTEHY?
Research question 3: What are some suggested solutions to improve their English listening skill for the second-year students in Faculty of Automobile Engineering at UTEHY ?
Scope of the study
This study examines the prevalent challenges faced by second-year students in the Faculty of Automobile Engineering at UTEHY when learning English speaking skills, due to time constraints and a limited scope Additionally, it proposes effective solutions and techniques to enhance their speaking abilities in English.
Significance of the study
This study aims to identify the challenges faced by second-year students in the Faculty of Automobile Engineering when learning English speaking skills, and to propose effective solutions The findings are intended to serve as a valuable reference for enhancing students' speaking abilities in future semesters.
This study aims to enhance the understanding of the challenges faced by second-year students in the Faculty of Automobile Engineering at UTEHY when learning speaking skills.
Methodology
This study aims to explore the challenges faced by second-year Automobile Engineering students at UTEHY in developing their speaking skills Utilizing both quantitative and qualitative research methods, the investigation will involve administering survey questionnaires and conducting interviews with students from the Faculty of Automobile Engineering.
After getting the results, the researcher will use the tables and charts for presenting the collect data.
Design of the study
The study includes four main chapters, organize as follows:
Chapter 1: INTRODUCTION - presents the rationale, the aims, the research questions, the scope, the methodology, the limitations and the design of the study.
Chapter 2: LITERATURE REVIEW - presents the concepts relevant to the study.
Chapter 3: THE STUDY - presents an overview of the context of investigation, summarizes most common difficulties and gives some suggested solutions for them to overcome those difficulties.
Chapter 4: CONCLUSION - addresses the key issues, limitations of the study and suggestions for further researches
LITERATURE REVIEW
Speaking skill
Speaking skills are crucial in the language learning process, serving as a key indicator of learners' success Students often assess their language proficiency based on their speaking abilities Without opportunities to practice speaking in the classroom, learners may feel demotivated and disengaged Conversely, when teachers incorporate engaging activities, speaking lessons can become enjoyable and stimulating, enhancing the overall learning experience.
There are many different concepts of speaking by many different linguistics, however, most of them agree that speaking is very important to human communication Bygate
Speaking is a crucial skill that demands as much attention as other language skills, whether in a first or second language, as highlighted by Bygate (1997) Effective speaking enables learners to engage in essential interactions and express their ideas clearly Bygate emphasizes that interaction involves using language to maintain communication and requires skills in determining what to say, when to say it, and how to articulate thoughts clearly Thus, mastering speaking involves understanding not only linguistic competence, such as grammar and vocabulary, but also sociolinguistic competence, which encompasses the context and appropriateness of language use Brown, Burns, and Joyce further describe speaking as an interactive process that involves producing, receiving, and processing information, underscoring the complexity of this essential communication skill.
Chaney and Burk (1998, p.13) states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in many different contexts.
Interaction is essential to communication, as highlighted by Brown (1994), encompassing the processes of sending, receiving, and interpreting messages within specific contexts It involves negotiating meanings and collaborating to achieve shared goals Ultimately, interaction represents a collaborative exchange of thoughts, feelings, or ideas between individuals, leading to a mutual influence on one another.
Speaking is a vital component of oral communication, representing the productive skill in which the speaker encodes messages using appropriate language while the listener decodes and interprets them As Florez (1999) highlights, speaking is an interactive process that involves the construction of meaning through the production, reception, and processing of information, often characterized by its spontaneous, open-ended, and evolving nature.
Speaking encompasses various definitions, each with its unique strengths For this study, the researcher adopts Bygate's (1997) definition, which emphasizes that speaking involves not only grammatical competence but also sociolinguistic competence.
According to Bygate (1997), speaking encompasses two primary types of routines in communication: information routines and interactional routines Information routines can be divided into two sub-routines: expository, which includes description, narration, comparison, and instruction, and evaluation, which involves explanation, prediction, justification, preference, and decision-making On the other hand, interaction routines are characterized by typical sequences found in various conversational contexts, such as telephone calls, interviews, casual encounters, social gatherings, lessons, and media interviews, each organized in distinctive ways.
According to Brown (1983), speaking possesses three key characteristics: it is context-dependent, requiring an understanding of the participants, their experiences, the environment, and the purpose of communication While often spontaneous and evolving, speech can also be predictable Additionally, effective speaking necessitates both linguistic competence—knowing grammar, pronunciation, and vocabulary—and sociolinguistic competence, which involves understanding the appropriate context for language use Finally, speaking has unique skills, structures, and conventions that distinguish it from written language.
Bygate (1987) emphasizes that speaking is often an undervalued skill, as many people take it for granted due to its commonality He argues that speaking deserves the same level of attention as literacy skills, as learners must communicate confidently for essential interactions and transactions Furthermore, Bygate highlights that speaking serves as a crucial medium for language acquisition.
In conclusion, effective speaking is essential for successful communication By analyzing the techniques of proficient speakers, incorporating relevant speaking tasks in the classroom, and addressing the specific needs of learners, educators can significantly enhance their students' speaking skills.
Difficulties in learning speaking skill
Scholars have varying perspectives on the challenges associated with learning speaking skills Hymes (1974) emphasized that speaking encompasses linguistic, socio-linguistic, and discourse competence, suggesting that factors such as students' psychology, culture, learning materials, teacher characteristics, class size, and the learning environment significantly influence the acquisition of communicative competence Larsen (1986) identified that difficulties in language teaching, particularly in speaking, may arise from both teachers and students, as well as objective factors impacting the teaching process The researcher has chosen to align her study with Larsen's insights.
Nunan (1991) emphasized the significance of teacher talk in the classroom, stating that it plays a vital role in both classroom organization and language acquisition He argued that effective communication by teachers is essential for successfully executing teaching plans, while also serving as a primary source of comprehensible input for learners.
Research indicates that teachers account for more than 70% of classroom talk (Legarretta, 1977; Chaudron, 1988; Zhao, 1998; Cook, 2000) This dominance of teacher talk limits students' opportunities for language practice, hindering their ability to develop language proficiency effectively.
According to Brown (2002), students' errors are crucial indicators of their language acquisition strategies, highlighting the importance of teachers correcting these errors to enhance understanding and language mastery The approach to correction varies, with some educators advocating for gentle and tactful methods, while others support more assertive and frank corrections Ur (2000) emphasizes the latter approach, noting that insensitivity in correction can lead to diminished student confidence and disappointment.
Teachers must approach corrections with sensitivity and tact, ensuring that students can identify and acknowledge their mistakes This supportive environment allows students to correct errors comfortably, minimizing feelings of shyness and embarrassment.
According to Byrner (1986), teachers assume different roles throughout the three stages of teaching speaking: presentation, practice, and production In the presentation stage, teachers act as informants, carefully managing time to ensure students receive adequate exposure to the language During the practice stage, they take on the role of conductors, maximizing student practice opportunities Finally, in the production stage, teachers become managers and guides, encouraging students to use the language freely, even if mistakes occur, and providing feedback on their speaking performance at the end of presentations.
Teachers play a crucial role as motivators, igniting students' interest in learning Without this motivation, even the most engaging speaking activities are unlikely to succeed.
Learning a foreign language presents various challenges for students, particularly in developing speaking skills According to Nunan (1999), a significant factor contributing to these difficulties is students' lack of motivation, which can stem from feelings of stagnation, uninspiring teaching methods, boredom, insufficient resources, unclear instructional goals, and inadequate feedback Additionally, Tsui (1996) identifies five key factors that influence learners' struggles with speaking in the classroom, highlighting the complexity of fostering communicative competence among students.
Students often experience anxiety about making mistakes and fear losing face among peers, which is compounded by their low self-assessment of language proficiency Additionally, teachers' intolerance of silence can create an environment where uneven participation thrives, leading to incomprehensible input for some students.
Dwyer and Murphy (1996) identified several key factors that hinder effective communication in English, including fear of public failure, fear of making mistakes, lack of confidence, low English proficiency, and difficulty keeping pace with native speakers Additionally, challenges such as unfamiliarity with conversational rules and norms, along with feelings of disorientation, contribute to these barriers This conclusion has been corroborated by various scholars, including Jones.
(1999), Cortazzi & Jin (1996); Jackson (1999, 2001, 2002); Li (1998); Zou (2004).
According to Burns and Joyce (1997), cultural, linguistic and affective factors are the three main causes of students' difficulties in learning a foreign language.
Cultural factors play a significant role in shaping students' learning experiences and expectations According to American linguist Sapir, language and culture are interconnected, with culture reflecting societal beliefs and language conveying these ideas For learners to effectively master a language, they must understand its social context These cultural influences can shape individual learning styles, which Keefe defines as stable traits that indicate how learners engage with their environment Willing categorizes learners into four types: concrete learners, who focus on social aspects; analytical learners, who prefer individual study of reading and grammar; communicative learners, who enjoy interaction; and authority-oriented learners, who favor independence in non-communicative settings.
According to Ellis (1985), learners' styles can be categorized into extroverts and introverts, with extroverts typically more successful in oral communication due to their willingness to engage with others Lightbown and Spada (1995) identify several personality traits that significantly influence second language acquisition, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness.
It is important for teachers to take into consideration students’ different learning styles to improve their students’ performance in learning speaking.
The linguistic factor, as defined by Scarcella and Oxford (1992), encompasses grammar competence, which includes grammar structures such as morphology and syntax, along with vocabulary and mechanics like pronunciation, intonation, and stress Additionally, it is important to consider how learners' first languages influence their acquisition of the target language, particularly regarding sounds, rhythms, and stress patterns.
Affective factors: Affective factors that cause difficulties for students in learning a foreign language may be low motivation, anxiety in class, negative social experiences and culture shock.
Motivation plays a crucial role in determining the success or failure of learning experiences, as highlighted by Melton (1990) According to Dornyei (2001), motivation encompasses three key components: course-specific, lecturer-specific, and group-specific factors For teachers to effectively motivate students, they must address all three components, which can be quite challenging Nunan (1999) identifies several reasons for student demotivation, including a lack of perceived progress, uninspired teaching methods, boredom, the irrelevance of materials, unclear instructional goals, and inadequate feedback.
Anxiety is defined as a subjective experience characterized by feelings of tension, apprehension, and nervousness, often linked to the activation of the autonomic nervous system (Shank & Terril, 1995) Zhang (2006) identified six primary factors contributing to language anxiety: limited English proficiency, fear of making mistakes and being ridiculed, large class sizes, reluctance to take risks, low tolerance for ambiguity, and competitiveness among peers.
THE STUDY
The context
Description of the students at the second-year students in Faculty of Automobile Engineering at UTEHY.
Second-year students at UTEHY's Faculty of Automotive Engineering hail from various provinces, including Hanoi, Ha Nam, and Nam Dinh While most have prior exposure to English, their proficiency levels are generally low, as English is not emphasized in their college entrance exams Consequently, many students view English as a secondary subject, leading to a lack of thorough study Although some may possess a decent grasp of the language, their speaking abilities often lag behind those of their peers Furthermore, the motivations for learning English among these students vary significantly.
The study
A study involving 300 second-year students from the Faculty of Automobile Engineering at UTEHY, aged 20 to 21, revealed that their prior high school English curriculum provided limited opportunities for practicing language skills As a result, these students entered university with constrained English proficiency, facing significant challenges in their academic studies during the second semester of the 2020-2021 academic year.
This study aims to investigate the common difficulties faced by second-year students at the Faculty of Automobile Engineering at UTEHY in learning English speaking skills To achieve this, the researcher has chosen a survey research methodology, which aligns with the descriptive nature of the study The focus is on gathering information directly from students about their current experiences, allowing for an understanding of the prevalent challenges they encounter in developing their English speaking abilities.
This study will utilize questionnaires from second-year students at the Faculty of Automobile Engineering at UTEHY to gather data, ensuring the accuracy and reliability of the findings.
The study utilized questionnaires to identify common challenges faced by students in learning English speaking skills A total of 300 fully completed questionnaires were analyzed, which included questions about personal information such as age, gender, and major, as well as students' attitudes toward learning English and the difficulties they encounter To enhance reliability and validity, the surveys were administered directly to K17 learners during breaks between online lessons, ensuring focused responses The researcher clearly explained the study's purpose and provided instructions in both English and Vietnamese to minimize misunderstandings The collected data was then summarized and presented in statistical tables for analysis, aiming to address the research questions and draw relevant implications.
An interview was conducted with five students from five different classes of K17 at the Faculty of Automobile Engineering at UTEHY, all of whom willingly participated to share their insights The primary objective was to gather their perspectives on the factors influencing English speaking skills and to obtain suggestions for improvement Following the interviews, the researcher meticulously analyzed the data based on the responses, ensuring that all results were accurately recorded.
Data analysis
Results from survey questionnaires for students
Question 1: General information about participants
The information about the students participating in the survey is presented in the following table:
Table 1: Information about students participating in the survey
From the table above, it can be seen that 300 students participated in the survey The second-year students in the Faculty of Automobile Engineering are 100% male.
Part 2: Students’ opinions about learning speaking skills
Question 2: Students’ opinion about the important of English speaking skill
Very important Quite important Important Not very important
More important thanAs important as othersLess important than othersothers Series 1Column1
Chart 1: Students’ opinion about the importance of speaking skill
A recent survey revealed that 78% of students believe that English speaking skills are essential, while only a small minority view them as unimportant.
Question 3: Students’ opinion about the importance of English speaking skill in comparison with other skills
Chart 2: Students’ opinion about the importance speaking skill in comparison with other skills
This question was used to investigate students' opinions about the importance of speakingEnglish compared to other skills (reading, listening and writing) In student group, only 4%
Very muchQuite much Normal Not really Not at all
0% Very good Good Bad Very bad
A significant majority of students prioritize English speaking skills, with 92% viewing it as equally important as other skills Only a small fraction, just 3% or 19 out of 300 students, believe that English speaking is less important than other skills, highlighting the overall emphasis placed on this ability in their education.
Question 4: Students’ opinions about favor of learning English
Chart 3: Students’ opinions about favor of learning English speaking skill
From the chart above, it can be seen that students who do not like learning to speak English account for 54% (160 students) And students prefer to speak English only 12%.
Question 5: What is students’ judgment about speaking competence?
Chart 4: Students’ judgment about speaking competence
The data indicates that only 30% of students perceive their English speaking skills as good, while a significant majority, totaling 150 students, rate their speaking competence as poor.
300 students which takes up for 50%) This information should only be used as reference because some students do not tell the truth about their English competence.
Question 6: What is the reason students learn English speaking skills?
Students’ reasons for learning English speaking skill Number
A because it is a compulsory subject 0 0
C Because it is necessary for your future job 94 31,3
D Because it is helpful for you to communicate with foregners.
E Because it is helpful for you to improve your
Table 2: Students’ reasons for learning English speaking skill
When asked about the reason for learning English, only 20 students out of 300 students (6.6%) learned English speaking skills because they find it interesting There are 94 out of
A significant portion of students, accounting for 31.3%, focus on developing their English speaking skills primarily to enhance their future job prospects However, only a small number of students express a desire to learn English for the purpose of communicating with foreigners or expanding their knowledge Notably, there are no other reasons identified by students for their interest in improving their English speaking abilities.
Part 4: Students’ common difficulties in learning speaking skill
Question 7: Students’ common difficulties in learning speaking skill
Factors causing difficulties in learning speaking
- In appropriate teachers’ role in the class 0 0 b Teachers’ characeristics:
From students a Students learning style (passive, intrinsic)
293 97,6 b Students’ low motivation 218 72,6 c Students’ anxiety 292 97,3 d Students’ lack of background knowledge, ideas
224 74,6 e Lack of vocabulary 237 79 f Lack of grammar structure 252 84 g Poor pronunciation, stress and intonation
From factors a Large classes 262 87,3 b Multilevel 263 87,6 c Uninteresting textbooks 113 37,6
Table 3: Students’ common difficulties in learning speaking skill
Students face challenges in developing their English speaking skills, largely due to the teaching methods employed by their instructors A significant number of students believe that these methods contribute to their difficulties, with only 6% attributing their struggles to excessive teacher talk and insufficient practice opportunities Furthermore, none of the students acknowledged the teacher's role in the classroom, which leads to feelings of shyness and a lack of confidence during class activities, ultimately hindering their ability to learn effectively.
According to the data, students express a high level of satisfaction with their teachers' characteristics, with only 4% perceiving their teachers as unfriendly and another 4% feeling that their teachers lack motivation However, 22.6% of students report challenges in developing their speaking skills, attributing this difficulty to a perceived lack of enthusiasm from their teachers.
The data reveals that a significant number of students face challenges in learning English speaking skills, primarily due to their passive learning style, with 97.6% of the 300 students surveyed identifying as passive learners Additionally, 72.6% of students express that a lack of motivation contributes to their difficulties, while 97.3% report feeling nervous when speaking English A considerable portion of students (74.6%) also indicates a deficiency in background knowledge and ideas necessary for effective communication Furthermore, 83.08% struggle with vocabulary, 85.93% lack proper grammar structures, and 79% have issues with pronunciation, stress, and intonation Ultimately, 97% of the students attribute their challenges to laziness.
The data indicates that second-year students in the Department of Automation Engineering at UTEHY lack confidence and experience anxiety when speaking in class They often feel unprepared due to insufficient background knowledge and ideas on the subject matter, leading to a tendency to disengage from class activities and remain silent.
Question 8: What is your favorite ways to improve speaking skills?
Table 4: The best way to improve speaking skills of students
It can be clearly realized that most of students agree that "Practice pronunciation" (74%), “Improve grammar and structures" (85%), “Enhance vocabulary" (95%) and
This chapter discusses the findings of the study in order to answer research question proposed in the introduciton.
Research question 1: What are the student’s opinions of learning English speaking skill for the second- year students in the Faculty of Automobile Engineering at UTEHY?
Most of the students (78%) think that English speaking skill is quite important. However, most students find their speaking skills very difficult In addition, they want more direct communication
Research question 2: What are the difficulties of learning English speaking skill for the second-year students in Faculty of Automobile Engineering at UTEHY?
Many students struggle to improve their speaking skills due to large class sizes, which hinder personalized attention Additionally, varying levels of English proficiency among students contribute to these challenges, with some feeling adequately prepared to learn while others do not Students candidly express that laziness is a factor in their difficulties, while others point out that teachers often lack awareness of individual English levels, preventing the use of effective teaching methods.
Research question 3: What are some suggested solutions to improve their English listening skill for the second-year students in Faculty of Automobile Engineering at UTEHY?
Suggested some methods for students to help them enhance communication such as practice pronunciation, improve grammar and structures, enrich background knowledge.
The author conducted a study to assess the current state of English-speaking skills among second-year students at the Faculty of Automobile Engineering at UTEHY, highlighting the challenges they face in communication Based on the findings, the researcher aims to identify effective strategies to improve students' speaking abilities.
Summary of findings
This study investigates the challenges faced by second-year students in the Faculty of Automobile Engineering at UTEHY in developing their speaking skills Findings from questionnaires administered to both students and teachers reveal that key factors contributing to these difficulties include a passive learning style, lack of motivation, low English proficiency—characterized by insufficient vocabulary, grammatical structures, and poor pronunciation, stress, and intonation—as well as the challenges of learning in large, multilevel classes The study also proposes solutions to help students overcome these obstacles.
Many second-year students in the Faculty of Automotive Engineering at UTEHY exhibit passive learning styles, lacking autonomy in their educational journey Typically, these students do not prioritize English as a core subject, approaching it with reluctance and merely aiming to pass exams They often lack effective learning methods and show little initiative, even when provided with guidance from their teachers This passivity may stem from a desire for motivation and encouragement, highlighting the need for English teachers to adopt a more supportive role to foster better engagement and learning outcomes.
Students often exhibit low motivation in learning English speaking skills, primarily viewing it as a compulsory university subject rather than recognizing its future importance This lack of motivation leads them to focus solely on passing exams rather than genuinely engaging with the language Additionally, many students struggle with a limited vocabulary and insufficient sentence structures, hindering their ability to express ideas clearly Poor pronunciation, stress, and intonation further contribute to their shyness and discomfort in speaking, resulting in misunderstandings and reluctance to communicate effectively.
Learning in large, multi-level classrooms presents significant challenges for both students and teachers This environment not only hinders students' ability to grasp concepts effectively but also complicates teachers' efforts to design engaging activities that cater to the diverse needs of all students.
Some suggestions to overcome students’ difficulties in learning speaking skill
Teachers should enhance their teaching methods, as student feedback indicates lingering misconceptions Incorporating diverse activities such as role-playing, discussions, and opinion-sharing can make lessons more engaging A friendly and supportive classroom environment fosters student confidence while maintaining discipline Establishing positive relationships and providing constructive feedback encourages active participation Following Harmer's (2005) suggestions, teachers can implement activities like role play and reasoning exercises Additionally, Littlewood (1981) recommends various interactive tasks, including shape identification, similarity detection, and story reconstruction, to enrich classroom experiences and promote problem-solving skills.
Roleplay is controlled through signals and information, the form of debate or discussion, large-scale simulation and improvisation activities.
Students should explore personalized methods for learning English, as each individual has a unique learning style It is essential for them to discover their own motivation to enhance their language skills effectively.
To achieve fluency in English, students must dedicate themselves to rigorous practice This involves expanding their vocabulary, mastering correct pronunciation, understanding new grammatical structures, and actively incorporating these elements into their conversations.
Limitations of the study
This study acknowledges several limitations due to time and capacity constraints Firstly, it relied solely on student questionnaires, supplemented by interviews for clarification on difficulties faced Classroom observation was not conducted, preventing an assessment of the effectiveness of proposed solutions Additionally, the findings may not be generalizable beyond the Faculty of Automobile Engineering at UTEHY, serving primarily as a reference for its students Lastly, as a survey research method was employed, the results are preliminary and offer only a basic understanding of the challenges faced by second-year students in developing speaking skills Future research should focus on a more extensive study in this area.
Suggestions for further studies
It is anticipated that individuals interested in this subject will expand the study by including a larger number of participants from various schools, colleges, and universities In addition to speaking skills, further research can also explore listening, reading, and writing competencies.
Action research is essential to evaluate the effectiveness of teachers' proposed solutions in enhancing students' English speaking skills Additionally, other researchers can conduct similar studies to identify teaching methods that improve speaking proficiency Despite certain limitations, this thesis serves as a foundational resource and reference for future research in this area.
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APPENDIX 1 SURVEY QUESTIONNAIRE FOR STUDENTS
This survey aims to investigate the challenges faced by second-year students in the Faculty of Automobile Engineering at UTEHY when learning to speak Your participation in answering the questions is greatly valued, and rest assured that your responses will remain confidential and anonymous in any data discussions.
In completing these following questions, please choose the answer by circling the letter next to your choice, scaling items or expressing your ideas in the blanks.
Thank you very much for your cooperation!
2 How long have you studied English?
A Less than 1 year C More than 3 - 7 years
3 You think English speaking skill is …….
4 In comparison with other skills (listening, reading and writing), speaking is………….
A More important than other skills
B As important as other skills
C Less important than other skills
5 How much do you like speaking English?
A Very much C Quite a lot E Not at all
6 What do you think about your speaking skill?
A Very good C Good E Quite bad
B Quite good D Bad F Very bad
7 Why do you learn English speaking skill? (Please tick all items that apply you)
C Because it is necessary for your future job.
D Because it is helpful for you to communicate with foreigners.
E Because it is helpful for you to improve your knowledge.
Part II: Specific information about difficulties and ways to improve in learning English speaking skills
8 What are your difficulties in learning speaking skill (Please tick all the items that apply you)
Factors causing difficulties in learning speaking English Tick (√)
Students often face challenges in their learning process, including varying learning styles such as passive and intrinsic approaches Low motivation can hinder their progress, while anxiety may further complicate their ability to engage with the material A lack of background knowledge and ideas, combined with insufficient vocabulary and grammar structure, can impede their understanding Additionally, poor pronunciation, stress, and intonation can affect their communication skills, making it essential to address these issues for effective learning.
Objective factors a Large classes b Multilevel classes c Uninteresting textbooks
9 What techniques are necessary to improve your speaking skills? (tick (√) )
Not important Normal Important Very important Practice pronunciation
Thank you very much for your cooperation!
APPENDIX 2 PHIẾU ĐIỀU TRA DÀNH CHO SINH VIÊN (bản Tiếng Việt)
Phiếu điều tra này nhằm nghiên cứu những khó khăn trong việc học kĩ năng nói của sinh viên không chuyên tiếng Anh tại Đại học Công nghiệp Hà Nội Kết quả sẽ chỉ phục vụ cho mục đích phân tích dữ liệu nghiên cứu Sự hợp tác của bạn trong việc trả lời các câu hỏi dưới đây là rất quý giá Thông tin của bạn sẽ được bảo mật hoàn toàn và không ai có thể nhận ra bạn trong các thảo luận về dữ liệu Vui lòng chọn câu trả lời bằng cách khoanh tròn hoặc ghi ý kiến của bạn vào chỗ trống.
Xin chân thành cảm ơn sự hợp tác của các bạn!
2 Bạn đã học Tiếng Anh trong bao lâu?
A Dưới 1 năm C Hơn 3 năm đến 7 năm
B Từ 1 đến 3 năm D Hơn 7 năm
3 Bạn nghĩ kỹ năng nói Tiếng Anh
A Rất quan trọng C Quan trọng E Không quan trọng chút
B khá quan trọng D Không quan trọng lắm
4: So với các kĩ năng khác (nghe, đọc, viết) kĩ năng nói
A Quan trọng hơn các kỹ năng khác
B Quan trọng như kĩ năng khác
C Không quan trọng bằng các kỹ năng khác
5 Bạn thích nói Tiếng Anh nhiều như thế nào?
6 Bạn nghĩ gì về kỹ năng nói của bạn?
A Rất tốt C Tốt E Khá dở
B Khá tốt D Dở F Rất dở
7 Tại sao bạn học kỹ năng nói? ( Đánh dấu tất cả các phương án phù hợp với bạn)
A Bởi vì nói rất thú vị
B bởi vì nó cần thiết cho công việc sau này của bạn
C Bởi vì nói giúp bạn có thể giao tiếp được với người nước ngoài
D Bởi vì nói giúp bạn có thể nâng cao kiến thức.
E Ý kiến khác ( vui lòng nói rõ)
Phần II: Thông tin cụ thể về những khó khăn và cách cải thiện trong việc học kỹ năng nói
8 Khó khăn của bạn trong việc học kỹ năng nói là gì? ( Đánh dấu tất cả các phương án phù hợp với bạn)
Các yếu tố gây khó khăn cho bạn trong việc học kỹ năng nói Đánh dấu
(√) Khó khăn từ phía a Phương pháp giảng dạy của giáo viên: giáo viên - Thời gian nói của giáo viên quá nhiều
- Phương pháp chữa lỗi của giáo viên không phù hợp
- Vai trò của giáo viên trong lớp chưa phù hợp b Tính cách của giáo viên
- Giáo viên không thân thiện
- Giáo viên chưa khích lệ sinh viên đầy đủ
Giáo viên không nhiệt tình với sinh viên có thể dẫn đến nhiều khó khăn trong quá trình học tập Sinh viên thường gặp phải phong cách học thụ động, động lực học tập thấp, và cảm giác lo lắng, căng thẳng trong giờ học Họ cũng có thể thiếu hiểu biết và ý tưởng, cùng với việc không đủ từ vựng và cấu trúc ngữ pháp Thêm vào đó, phát âm, trọng âm và ngữ điệu kém làm tăng thêm những trở ngại này Một yếu tố khác là lớp học quá đông, khiến giáo viên khó có thể chú ý đến từng sinh viên.
Từ các b Trình độ của sinh viên trong lớp không đồng đều
Yếu tố khác c Giáo trình không thú vị Ý kiến khác (Xin hãy làm rõ)
9 Những kỹ thuật nào là cần thiết để cải thiện kỹ năng nói của bạn? ( đánh dấu (√))
Bình thường Quan trọng Rất quan trọng
Cải thiện ngữ pháp và cấu trúc
Nâng cao vốn từ vựng
Trau dồi kiến thức nền tảng Ý kiến khác (Xin hãy làm rõ)
Thank you very much for your cooperation!
1 What do you think of the importance of English speaking skill?
2 What are your difficulties in learning English speaking skill?
3 Do you have any solutions to practice speaking skills?