RESEARCH REPORT 

Topic: Difficulties in learning English of second-years English major students at

Banking University.

Chapter 1: Introduction (background, research questions, significance, literature

review)
Background : 

In the globalization process, international communication has become a trend

and speaking English proficiency is a key to access this process. English speaking
skill is considered as a means of effective communication in  a  variety  of  fields 
such  as  tourism,  education,  industry, business, trade, sport, game, entertainment
and so on many fields. Therefore, to catch up with the trend, in VietNam, the
attainment of English speaking proficiency has been more and more noticed by most
English-learners, particular English-majored students.Understanding the importance
of learning English, lots of Vietnamese universities organize teaching English
language majors.however, still challenging for several English language
undergraduates to entirely achieve speaking skills, especially for second-year
students in the tertiary context of Banking  University (BUH) in Vietnam.
According to the reason mentioned above , the writer want to research “ 
Difficulties in learning English of second-years English major students at Banking
University” 

 Based on the background  of the research the writer listed four question
relate to the research:
             1 What are the problems that occur when second-year English major
students when they speak in class?

2 What are the problems second-year English major students have when they
speak in daily life?

  3 Why do second- year English majors students have such problems ?

             4 What have second-year English major students done to deal with  the
problem ?

Research Objective

The purpose of this research is to determine the difficulties  second-year English

major students face while speaking in class and  daily life. Additionally, discover the
reasons that lead to these problems and give information about possible solutions  to
deal with these problems.

 Significance :

This research is created with the purpose of  identifying  what challenges and
difficulties can impact on communication skills. Consequently, students can compare
with themselves  and know whether they have the same problems or not.Then, they
can  find appropriate study techniques or plans for themselves so as to progress 
their level of speaking.Theoretically, the results of this study are expected to provide
knowledge,especially in speaking skills, and can be used as reference material for
further research.

They will face the courses related to speaking practice such as presentations,
microteaching, Teaching practicum, etc. so that students need to pay attention to this
problem.

Chapter 2 Literature review

]Chapter 2 presents the definitions and the importance in speaking. Besides, it also
figures
out some common errors in English speaking
class of Engl
ish majored freshmen at Tay
Do University. The related previous studies are also stated in this chapter

This chapter presents the review of the previous studies and review of related
theories. First point, the researcher explains some previous studies taken from some
journals and research. And the second point, the researcher explains about the
related theories

Chapter 2 includes four parts. The first part addresses the definitions of
translation, the
second  part  provides  distinction  between  in
terpretation  and  translation,  the  third  part
indicates  types  of  translation  and  the  final  part  shows  some  common 
challenges  in
Vietnamese
-
English translation.

2.1 Some common difficulties in speaking English

Obviously, making mistakes while learning a new language is inescapable and it is

more challenging to be a good learner in four basic skills, especially speaking skill.
There are a plenty of difficulties in learning speaking English that students may face
both in class and daily life

 As mentioned by Taiqin (1995), the  students  are  afraid  of  making mistakes  and 
losing  their self-respect. In addition, according to Nadzirotunnuha, A. (2017), the
problem with speaking is mother tongue, especially on the aspect of students feeling
that mother tongue is less difficult. The other speaking problems can be made such
as inhibitions, nothing to say, find hard to express thoughts, and lower or uneven
participation as a result of these problems. Hence, a lot of research as well as ideas
indicate that speaking English is challenging due to its problems occurring. 
2.2 Causes leading to such difficulties 

Rababa’h (2005) pointed out that there are many factors that cause difficulties in
speaking English among EFL learners. Some of these factors are related to the
learners themselves, the teaching strategies, the curriculum, and the environment.
According to Ur (1996), there are many factors that cause difficulty in speaking, and
they are as follows: 1.Inhibition. Students are worried about making mistakes, fear of
criticism, or simply shy. 2.Nothing to say. Students have no motive to express
themselves. 3.Low or uneven participation. Only one participant can talk at a time
because of large classes and the tendency of some learners to dominate, while
others speak very little or not at all.

l2.3 Feasible solution for such difficulties

 

Chapter 3: Research Methodology

3.1 Populations

The population of study is second-year English students who study English

Language at Banking University for the academic year 2020/2021.

3.2 Sample of Study

The researcher selected a random sample from a study population of (50)

students learning English. ( paraphrase ròiiii)  ( hòi nàooooo) con di dien

3.3 Research design

The  current  study  was  designed  to  collect quantitative  data  using  a
questionnaire to find out the challenges that second-year English major students
may have as well as provide the solutions for each.

3.3 Instrument of the Study

A  questionnaire that  was  used  in  this  study having  divided  into 3 sections:
the first section was designed to investigate the difficulties that second-year English
major students may have while speaking  English. The  second  section will identify
the main cause that prevented students from improving speaking English. The last
section will analyze these data in order to present appropriate solutions.

3.4 Procedure 

The questionnaires were handed to second-year English major students on google

form randomly. The survey was started from 29th March to 11th April, 2021. The 
students  were asked to choose what category they felt like they belonged in
regarding the difficulties when speaking English, the causes and the solutions that
they think it is appropriate.
Chapter 4 Finding and discussion

4.1 Answering the  first question : What are the problems that occur when second-
year English major students when they speak in class? To answer the question the
researcher has listed some common difficulties when speaking English in class 
shown  in the table.

Table 1 

Difficulties when speaking in class Percentages

Lack of vocabulary to express ideas 76,9%

Lack of English speaking strategies 34,6%

Having limited chances to involve speaking activities 40,1%

Lack of motivation in speaking English with classmates 30,8%

Feeling afraid of making mistakes and being criticised by 73,8%

classmates

Feeling shy 78,4%

The data collected in table 1 shows that the study sample participants have high
relative percent including lack of vocabulary to express ideas (76.9%), feeling afraid
of making mistakes and being criticised by classmates (53.8%) and feeling shy
(48.4%). Beside there are low relative percent options: Lack of English speaking
strategies (34,6%), having limited chances to involve speaking activities (40,1%),
lack of motivation in speaking English with classmates (30,8%). From these relations
the researcher comes to the following conclusion, on one side, there is the high
relative percent group as the difficulties come from themselves. These difficulties
have been grouped and called internal challenges by the researchers. On the other
side, there is the low relative percent group consisting of outside difficulties factors
called external challenges. From the deviation between two groups, It leads to the
result that in class the internal difficulties outweigh the external ones. 

4.2 Answering the second question: What are the problems that occur when second-
year English major students when they speak in daily life? To answer the questions
the researcher has listed some common difficulties when students speak English in
daily life shown in the table.
 Difficulties when speaking in daily life Percentages

Lack of vocabulary to express ideas 55,1%

Lack of English speaking strategies 78%

Having limited chances to involve speaking activities 80,8%

Lack of motivation in speaking English with classmates 70,8%

Feeling afraid of making mistakes and being criticised by 53,8%

people

Feeling shy 40,4%

The data collected in table 2 shows that external difficulties outweigh the internal
ones. The external difficulties consist of having limited chances to involve speaking
activities ( 80,8%), lacking of English speaking strategies( 78%),  lacking of
motivation in speaking English with classmates (70,8%). The internal difficulties
include lack of vocabulary to express ideas, feeling afraid of making mistakes and
being criticised by people( 53,8% ) and feeling shy (40,4%).It means that in daily life
the percent of students have external difficulties higher than the internal difficulties. 

According to the data from question 1 and question 2, the researchers notice that in
class students are affected by internal difficulties, but when they speak in daily life
they are more affected by the external difficulties.The reason for this circumstance is
in class they have less motivation to speak and be afraid to be criticised by teachers
and classmates, in daily life, however, they are willing to speak but having less
chances to practice their English.

4.3 Answering the third question: Why do they have such problems ?

On observing the interview the researcher noticed that there are some factors that
cause speaking difficulties, the students are still incompetent in communicating orally
in English. For the internal difficulty: Students are lazy to learn and use new
vocabulary (90%), so many learners lack the necessary vocabulary to get their
meaning across, and consequently, they cannot keep the interaction going. Students
are worried about making mistakes,fearful of criticism, or simply shy.(70%). For
external difficulties: there is a lack of the availability of the Internet access (70%)
Indeed some learners have financial problems not being able to pay for devices and
the internet. Learners do not find suitable strategies for themself (60%). Learning
strategies also contribute to this problem as they are inadequate, and they do not put
emphasis on speaking, which results in a meagre development of this skill. They
have limited chances to involve speaking activities (58%) because the lack of a
target language environment can be considered another problem, which of course
results in a lack of involvement in real-life situations. Lack of reliable learning
speaking English resources (52%) as there are a variety of invalidity resources that
are easy to be found and downloaded by students . 

Reason Percentages

Be lazy to learn and use new vocabulary 90%

Do not find out suitable strategies for yourself 60%

Having limited chances to involve speaking 58%

activities

Lack of reliable learning speaking English resources 52%

Feeling afraid or shy 70%

4.4 Answering the last question: What have they done to deal with the problem ?

 To answer the fourth question the researcher has listed some feasible solutions in
table 4. On observing the questionnaire the researcher noticed that using other
useful learning methods ( 70,7%)  and finding opportunities to practice speaking
(69,8%) are two options chosen by most students. Consequently, they would be
effective solutions to help second-year English major students deal with difficulties in
speaking English. The researchers also suggest some solutions by the synthesis of
many researches:1-Making the scholars more competent in communicating orally in
English by practicing English speaking . 2-Students should avoid anxiety by
encouraging them to talk fluently whether or not they create errors or mistakes in
their speaking and to not criticize them cruelly. Moreover, we must always let
students avoid the fear of criticism,or simply be shy by making them at home with the
person whom they're talking with. 3- Students must have a motive to precise
themselves. 4-Encouraging Learners to not use their natural language. 5-
Encouraging learners to read more and more to urge a high quantity of vocabulary .
6-Raising the motivation of English speaking. 7-Providing the environment which can
help the scholars in English speaking . 8-Allowing learners to participate in discourse
which can help the scholars English speaking . 9-Raising the element of self-worth
within the students. 

Feasible solution Percentages

Asking your teacher for helps 53,7%

 Using other useful learning methods 70,7%

Registering a speaking course from English central 50,9%

Finding opportunities to practice speaking 69,8%

5. Conclusion and suggestion 

5.1 Conclusion

The current study with second-year English-majored students of Banking University

shows that the difficulties for these students’ speaking skills arise from both internal
factors which are related to learners and external factors regarding English learning
environment.  From such inhibiting factors for second-year English-majored students'
speaking skills within current study, various suggestions are proposed as follows.
With reference to external factors, the subsequent concerns are recommended. The
university and the school administrators should reconsider improving the curriculum
and syllabus of textbook teaching, and provide students with regular speaking
opportunities. Meanwhile, there should be more consideration into supplying more
well-equipped facilities, and organising weekly or monthly English practice programs
to encourage students’ involvement. The researchers summary feasible solutions
basedata from other authors and some solutions is suggested by researchers

5.2 Suggestion

After knowing that students have difficulties learning English speaking skills, the
researcher suggests some points. Firstly, students need support from their
environment which has friends and teachers to practice their English Inside and out
of doors of the classroom with enjoyable facilities and appropriate learning
techniques. It'll be good if they need English clubs handled by teachers or students
who are good in English to facilitate students to boost their english. English routine
interaction inside and out of doors the classroom, hopefully students can use their
English and that they finally Speak English fluently. For future researchers, they will
conduct the identical research that examines the identical variable,too. The
difference may carry on the population and also the sample of the research. And it'll
be good if the longer term researcher conducts the research in numerous schools to
enlarge the difficulties of learning English speaking skills

The current study with second-year English-majored students of Banking University

shows that the difficulties for these students’ speaking skills arise from both internal
factors which are associated with learners and external factors regarding lacking of
English speaking strategies, having limited chances to involve speaking activities 
and in-class English learning environments. However, the results highlight several
factors,namely students’ lack of vocabulary and English speaking strategies, limited
number of native teachers, limited English speaking environment because the most
inhibiting factors for students’ speaking skills.From such inhibiting factors for EFL
freshmen's speaking skills within the current study, various suggestions are
proposed as follows.With reference to external factors, the subsequent concerns
are recommended. First of all, it's recommended that ought to flexibly apply
different teaching strategies which will reduce their use of tongue in their classes
like integrating various speaking activities for college kids of various levels
speaking performance, updating information associated with English programs,
cooperating with other lecturers of language skills to organise more English
programs and share teaching experiences. Secondly, the=university and also the
school administrators should reconsider the advance of curriculum and syllabus
regarding teaching textbooks to produce students with frequent opportunities of
speaking. Meanwhile, there should be more consideration into supplying more well-
equipped facilities, and organising weekly or monthly English practice programs to
encourage students’ involvement. Furthermore, more international cooperation
should be considered to extend the amount of English speaking teachers within
the current context as another effective strategy to encourage both lecturers to
upgrade new teaching methods ofEnglish Speaking and students to practice
speaking English with native speakers in realcontexts.Regarding internal factors, the
researchers recommend these following issues for English-majored freshmen. First
of all, they're recommended to boost =their awareness of independent learning
styles. Secondly, it's also required that EFL first-year students must find out how to
think and speak English in school or after class by joining English speaking clubs in
campus and off campus.Further research also must be conducted with English-
majored sophomores or juniors to possess deeper insights into challenges
associated with external factors. additionally, there should be studies to analyze
possible teaching English speaking strategies

To achieve the purpose of the research, there was a question that asked “ what are
the students’ difficulties in learning English speaking skills at SMAN 5 Jambi?” The
result showed that students have problems with their confidence, the students are
afraid of making mistakes while speaking English. They also felt nervous and worried
when speaking English. In terms of pronunciation and vocabulary, they have
difficulties in completing the sentence sentences. They confess that they want to
speak like native. Unfortunately, they do not have good pronunciation and they also
have problems in grammar. This research suggested that the students should solve
their own problem in learning English, they may read English books and articles to
overcome their vocabulary problems. They may also practice with their friend to
practice their pronunciation and speaking skills, the most important point is that the
students have to be confident to speak English. 

After knowing that students have difficulties learning English speaking skills, the
researcher suggests some points. Firstly, students need support from their
environment which includes friends and teachers to practice their English Inside and
outside the classroom with enjoyable facilities and appropriate learning technique. It
will be good if they have English clubs handled by teachers or students who are
good in English to facilitate students to improve their english. English routine
interaction inside and outside the classroom, hopefully students can use their
English and they finally Speak English fluently. For future researchers, they may
conduct the same research that examines the same variable,too. The difference may
keep on the population and the sample of the research. And it will be good if the
future researcher conducts the research in different schools to enlarge the difficulties
of learning English speaking skills.

câu hỏi cá nhân

What do you think is the most important in doing research?

What did you like best about working on your group research project?

What is one thing your group could have done better?

 Hence speaking in people's lives is still a significant factor.

Difficulties when speaking in class Percentages

Lack of vocabulary to express ideas 76,9%

Lack of English speaking strategies 34,6%

Having limited chances to involve speaking activities 48,1%

Lack of motivation in speaking English with classmates 30,8%

Feeling afraid of making mistakes and being criticised by 53,8%

 classmates

Feeling shy 40,4%

Difficulties when speaking in daily life Percentages

Be lazy to learn and use new vocabulary 90%

Do not find out suitable strategies for yourself 60%

Having limited chances to involve speaking 58%

activities

Lack of reliable learning speaking English resources 52%

Availability of the Internet access 70%

Feasible solution Percentages

Asking your teacher for helps 54,7%

Using other useful learning methods 54,7%

Registering a speaking course from English central 50,9%

Finding opportunities to practice speaking 69,8%

 Difficulties when speaking in class Percentages

Lecturers do not create interesting activities in class. 73%

Lecturers do not correct mistakes of speaking. 55%

Lecturers do not give English speaking communicative and 54,7%

interactive activities

Lecturers do not give activities which require students to practise 50%

or use new vocabulary

Lecturers use their mother tongue in class. 54,7%

Lecturers focus on teaching grammar and vocabulary. 67%

  

Difficulties when speaking in daily life Percentages

Lack of vocabulary to express ideas 76,9%

Lack of English speaking strategies 34,6%

Having limited chances to involve speaking activities 48,1%

Lack of motivation in speaking English with classmates 30,8%

Feeling afraid of making mistakes and being criticised by 53,8%

classmates
Feeling shy 40,4%