THU DAU MOT UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

*************

GRADUATE PAPER
TITLE: DIFFICULTIES IN LEARNING ENGLISH SPEAKING
OF ENGLISH-MAJORED STUDENTS AT THU DAU MOT
UNIVERSITY

Student name: Student code:

Nguyễn Thị Thủy 1922202010264
Nguyễn Thị Thanh Tuyền 1922202010980
Nguyễn Thị Thanh Xuân 1922202010175

Class: HKI.TX.01
Course: Research mothodology
Major: English Language
Lecturer: Trần Ngọc Minh

Binh Duong, 10/ 2022

 TABLE OF CONTENTS
ABSTRACT.............................................................................................................3
CHAPTER 1: INTRODUCTION..........................................................................4
1.1. Background.................................................................................................4
1.2. The aim of study..........................................................................................5
1.3. Research question.......................................................................................6
1.4. Significance of study...................................................................................6
1.5. Structure of the paper................................................................................6
CHAPTER 2: LITERATURE REVIEW..............................................................8
2.1. Definition of Speaking...................................................................................8
2.2. Students's challenges in learning speaking.................................................8
2.2.1. Lack of vocabulary..................................................................................8
2.2.2. Slow reflexes............................................................................................9
2.2.3. Anxiety...................................................................................................10
2.3. Previous Studies...........................................................................................11
2.4. Chapter Summary.......................................................................................12
CHAPTER 3. METHODOLOGY.......................................................................13
3.1. Research Method.........................................................................................13
3.2. Population and Sampling............................................................................13
3.3. Research Instruments.................................................................................13
3.4. Data Collection Procedures........................................................................14
3.5. Data Analysis Methods...............................................................................14
3.6. Research Timelines.....................................................................................15
3.7. Chapter Summary....................................................................................16
 ABSTRACT

This research aims to investigate and figure out the importance of speaking English in
communication with the students of Thu Dau Mot University. Besides, this research is
also made to provide the student with the awareness and benefits of good speaking
English in communication. For this aim, 20 random students, who studying at Thu Dau
Mot University, were chosen. The research technique used in this survey is a
questionnaire with a five-point Likert-type scale to survey and collect data. The
questionnaire form was developed in three parts. The result showed that some of the
students have awareness of the benefits of good speaking English in communication, thus
they realized the importance and the effectiveness of using English in communication.
On the other hand, practicing regularly and don't be shy when communicating with
foreign people is the main factor of good speaking skills. This study also presented some
appropriate solutions to overcome the weakness in speaking skills, such as practicing
speaking English inside and outside the classroom effectively, using modern social media
to communicate in English, and expressing the student's feelings and needs.

Keyword: Speaking, learning, practice.

CHAPTER 1: INTRODUCTION

1.1. Background

English has become a popular language in the world. Today, English is used as an official
language in at least 60 countries and territories around the world, making it the most
common language on the planet Dao Thi Lan (2022). There are about 400 million people
in the world who speak English as a native speaker and about 1.1 billion people speak a
second language or a foreign language (Breene, 2016). In some countries, English is the
core subject in school.

One of the English language skills that must be mastered by any foreign language learner
is the ability to speak. One of the English language skills that must be mastered by any
foreign language learner is the ability to speak. Leong and Ahmadi (2017) opine that
speaking which helps learners to develop their vocabulary and grammar will eventually
make them better writers. Learners who can express their ideas, tell stories, talk, and
discuss verbally will be able to pen down their thoughts with less hassles. It is a way to
express your thoughts and feelings more effectively. ADorairaj, S., Noble, J., & Malik, P.
(2011).When you speak, you are communicating with others efficiently and effectively.
This is because you are expressing your ideas and emotions through words. Speaking can
be used as a tool for communication. When you speak, people will listen to what you
have to say. You can use your speech to communicate with them.

However, EFL stdudents face many problems when learning English speaking.
According to Hoang (2010), one of the difficulties students often face when learning to
speak English is that they do not have many opportunities to speak in class. This is
explained by the fact that foreign language classes at the university level are often
crowded, so to save time and easily manage the class, teachers tend to use traditional
teaching methods, spend a lot of time explaining process knowledge of vocabulary and
grammar instead of organizing speaking activities in pairs.
There are many other factors responsible for creating speaking problems in classes.
Students make every attempt to develop this useful skill in a variety of methods. Students
claim that speaking in English causes them a lot of anxiety, and speaking tests cause them
more anxiety than other skills. Speaking in front of the class and on-the-spot activities, in
the opinion of the pupils, "create very high level of anxiety," according to Young (1990).
According to Fitriani et al. (2015), vocabulary is described as "the understanding of
words' meanings." Lack of vocabulary when speaking is an issue since learners find it
difficult to put their thoughts into words and they do not know how to put words together
to make sentences. Students have limited time to learn English in class. They think
English is just a second language, so they do not have enough effort to practice usually.
This leads to students not speaking English do not well. They cannot talk fluently. They
talk slowly and are less confident. When talking, they always stop to think about suitable
or the correct words. So, they are less confident. Wallace, Stariba & Walberg (2010) state
that children, adolescents, and adults sometimes fear the challenge of sustained, formal
speaking before the 31 large groups. Moreover, the environment is also extremely
important. Friends around you avoid speaking English and even some places do not have
foreign people. It will influence your spirit and attitude toward English. So, when coming
to university, the majority of students can’t speak English confidently.

For the above reasons, we decided to conduct a study on: “Difficulties in Learning
English Speaking of English-Majored students at Thu Dau Mot University”. The reporter
wishes to point out the difficulties and the resolves to it.

1.2. The aim of study

This study aims to explore English-majored student difficulties in learning English

speaking skills. This research hopefully will help students develop their speaking skills.
Thereby, students will easily overcome their challenges. With the research of
"Difficulties in learning English Speaking of English-major students at Thu Dau Mot
University", the reporter would like to improve and develop students' skills, especially
speaking skills. The second thing is to illustrate the procedures of speaking so as to
improve and strengthen the students’ ability of speaking skills. The third objective is to
provide all pupils with appropriate speaking skills strategies that they may use in the right
way. Another goal is to give kids the opportunity to master a variety of speaking abilities,
such as how to talk clearly and effectively. Last but not least, the reporter hopes to
motivate and encourage students to reach a level of practical competence that will enable
them to be linguistically and analytically prepared to finish extended speaking skills and
boost their self-assurance in speaking skills practice. This study will highlight solutions
and problems common when learning English speaking skills.

1.3. Research question

The study will be guided by the following question:

What are the difficulties the English-majored students at TDMU encounter when
learning English speaking skills?

1.4. Significance of study

The findings of the study will provide teachers and curriculum planners at Thu Dau Mot
University with information to help them improve their English teaching methods, which
will help students improve their English speaking skills. It also helps future students
overcome the difficulties in learning English speaking, and find the appropriate method
to practice and improve speaking skills.

1.5. Structure of the paper

This paper includes three chapters:

Chapter 1: Presents the background of the study, the aims and purpose, research
questions, significance of the study as well as the organization of the report.
Chapter 2: Review of Literature, which should give theoretical background on the
elements influencing students' speaking abilities and evaluate earlier works on the
subject.

Chapter 3: Methodology, which provides readers with information about the participants,
the selected tools, and the data collecting and analysis techniques.
CHAPTER 2: LITERATURE REVIEW

This chapter presents the literature realeted to the concept of speaking skills. Section 2.1……

2.1. Definition of Speaking

There are many definitions of speaking that had suggested by some language learning
experts. Speaking is the product of creative construction of linguistic strings, the speaker
makes choices of lexicon, structure, and discourse (Brown, 2004). According to Gert and
Hans (2008), speaking is speech or utterances with the purpose of having intention to be
recognized by speaker and the receiver processes the statements in order to recognize
their intentions. Brown and Yule (1999) stated that speaking is depending on the
complexity of the information to be communicated; however, the speaker sometimes
finds it is difficult to clarify what they want to say. Rebecca (2006) quoted that speaking
is the first mode in which children acquire language, it is part of the daily involvement of
most people with language activities, and it is the prime motor of language change.
Wallace, Stariba & Walberg (2010) state that children, adolescents, and adults sometimes
fear the challenge of sustained, formal speaking before the 31 large group.

In conclusion, to the best of my knowledge and research, I see speaking is the key to be
sociable, connecting with your friends and family, transfer your means to others and try
to make a good impression so that they enjoy talking with you.
2.2. Students's challenges in learning speaking

2.2.1. Lack of vocabulary

According to Fitriani et al. (2015), vocabulary is described as "the understanding of
words' meanings." Lack of vocabulary when speaking is an issue since learners find it
difficult to put their thoughts into words and they do not know how to put words together
to make sentences. Fitriani and others (2015) contend the pupils are aware of what they
will say in a foreign language, but they had trouble translating it into the intended
language, like English, since They lack the necessary number of words. Consequently,
one of the reasons why their principal barriers to English speaking for students.

Vocabulary is a fundamental part of learning to speak English. A single word,

predetermined phrases, flexible phrases, phrasal verbs, and idioms are all included. If one
does not possess an adequate vocabulary, they cannot successfully communicate or
convey their ideas both orally and in writing.

Thornbury (2005) proposes three common phrases that speakers employ when speaking:
When people communicate, they frequently use words and body language to convey their
attitude (stance) toward what is being stated. A speech also typically uses deictic
language, or words and expressions that point to the place, time, and participants in an
intermediate or more distant context. Speakers typically use these expressions because a
lot of speech has an interpersonal function, and by identifying what people like and
dislike, they are able to express solidarity.

2.2.2. Slow reflexes

The English language fluency has been recognized as one of the most important factors to
pursue a successful career in Bangladesh, like many regions of the current world
(Ahmad, 2008; Hamid, 2012; Hamid, Jahan, & Islam, 2013; Leitner, Hashim, & Wolf,
2016; Rahman & Pandian, 2018). With a British colonial history of about two centuries,
English is the most widely used language for business, technology, education, and overall
communication afte Introduction the English language fluency has been recognized as
one of the most important factors to pursue a successful career in Bangladesh, like many
regions of the current world (Ahmad, 2008; Hamid, 2012; Hamid, Jahan, & Islam, 2013;
Leitner, Hashim, & Wolf, 2016; Rahman & Pandian, 2018). With a British colonial
history of about two centuries, English is the most widely used language for business,
technology, education, and overall communication after the only predominant language
of Bangla in Bangladesh (Rahman, 2015). Although there is a debate about whether
English is an ESL (English as a Secondary Language) or EFL (English as a Foreign
Language) here, it is taught as a compulsory subject from the primary level to the higher
secondary level of education. English is also used as the medium of instruction at the
tertiary level in Bangladesh's public and private universities. There is no doubt in the fact
that speaking skill is an important aspect of English communicative competence in the
era in which it is the most dominant language of the current world, and Bangladesh is one
of the largest countries in the world in respect of population in which the presence of the
English language is found widely.

2.2.3. Anxiety
Speaking anxiety is the most frequently cited concerns by the foreign language learners
which may negatively affect their performance and ability to speak in the target language,
especially in speaking English (Mak, 2011 & Liu, 2006). Besides, speaking anxiety is the
fear felt by the individual in the class when speaking (Zhanibek, 2001). So anxiety leads
to avoidance of English conversations and does not improve English speaking. It is
consistently a significant area of interest in the language learning process because it is an
important block for foreign language learning that students must overcome (Wu, 2010 &
Zheng, 2008). It prevents the productive performance of language learners while learning
the target language (Hashemi & Abbasi, 2013) and anxiety can make language learners
become discouraged, lose confidence in their abilities, escape from participating in class
activities, even abandon attempts to learn the language well (Na, 2007). Consequently, it
is important to know that speaking anxiety is a kind of fear that gives negative feelings to
the learner who tries to learn the language in the classroom. Additionally, several factors
make students feel anxious when speaking English. The causes of learning anxiety are
those induced by the learner, associated with the class, related to specific abilities, and
which are enforced according to different contexts. The main reason why anxiety occurs
in learning English is the lack of belief by students about learning and has a
misconception about the learning (Zhang & Zhong, 2012). Most of the students have
problems speaking English and have their reactions towards anxiety when speaking
English which influences their performance in front of the public.
2.3. Previous Studies

1. As pronunciation is one of the most influential factors in speaking and listening

comprehension practices (Gilbert, 1996), it is, necessary for students to master
pronunciation of a language in order to communicate effectively in that language. In
English, there are a number of phenomena that are exploited by the native speakers to
make their speech more fluent and speedy. Research shows that those who have more
knowledge or understanding about intonation can speak the language better and more
confidently. Extensive work on the aspects of tone discussed in this study will not only
contribute to “students’ ability to produce fluent and comprehensive speech”, but also “to
their ability to comprehend English interactions” (Avery & Ehrich, 1995, p. 89). As it is
not easy for most Vietnamese learners of English to successfully produce appropriate
tones in a tone unit, it is suggested that tones and their values should be introduced in
Vietnamese contexts to help language learners improve their listening and abilities. From
both the receptive and productive point of view, learners need extensive practice in
distinguishing the subtle shades of meaning that are conveyed through prosodic clues
(Murcia et al., 1996, p. 210). When presenting the interplay between intonation and
meaning to learners, like teaching other aspects of pronunciation, a top priority should be
given to providing them with adequate opportunities to listen for the shades of meaning
in authentic conversational exchanges and to check their interpretations against that of a
native speaker listening to the same conversational interchange (Murcia et al., 1996, p.
210). The teaching of tone and tone units as different aspects of intonation is of no
exception. Based on pronunciation teaching materials and the author’s teaching
experience, the following steps should be taken into consideration to raise students’
awareness and help them master these intonation aspects, gaining more confidence and
accuracy in speaking English.

2. Islam, W., Ahmad, S., & Islam, MD (2022) investigated the problems faced by
university EFL learners in speaking English Language. This study aimed to several issues
were raised regarding university students majoring in English, including EFL learners'
lack of practice, guidance, and self-motivation to improve their speaking ability. The
research also explores their lack of practice and incompetence in grammar and
vocabulary and the lack of scope for a friendly environment in which to practice
speaking. In this research, this mixed-method study used both qualitative and quantitative
data collection tools. It was found from the study that most of the English major
universities, more or less, faced problems speaking English due to both linguistic and
communicative competence. It shows that most students have anxiety as well as problems
when speaking English. From the figures and collect data from the whole study, it is clear
that most students find language anxiety a constant or frequent problem. In addition, the
study also pointed out other difficulties in speaking English that need to be overcome to
communicate more fluently such as lack of vocabulary, incorrect and difficult-to-use
pronunciation and accent, anxiety, and communication environment, etc.

3. Larson (2002) considers discussion to be the participation and practice of thinking and
communication activities. Discussion is described as a structured conversation between
participants presenting, examining, comparing and understanding ideas on an issue.
Discussion can also be seen as a useful teaching technique for developing higher order
thinking skills (skills that enable students to interpret, analyze, and manipulate
information).

2.4. Chapter Summary

CHAPTER 3. METHODOLOGY

3.1. Research Method

This study will use a quantitative research method, based on collect and analyzing
information, to quantify the views and attitudes of a group or community of people from
the collected data.

Quantitative research method is … (citation)

Reasons for choosing the method.

3.2. Population and Sampling

These students with levels English from high to low, who are good at speaking English to
people at a level lower. Thereby, we have an overview of the problems when speaking
and have to deal with them.

I gave 50 students a questionnaire about their experiences of speaking English. We used

to survey and questionnaire methods to survey and collect real data from 50 students at
Thu Dau Mot University aged 18 to 22. English major student at Thu Dau Mot
University, including a freshman, a sophomore, and a junior is a participant in this study.
Not only go to class to give my classmate this questionnaire, but I also create an online
survey to people I do not know can do it too. Participants in the survey were selected
randomly to be able to give the survey results that were closest to the students’ current
situation.

3.3. Research Instruments

This research method used quantitative data collection tools. The study used a survey
questionnaire of three parts and fifteen questions items to collect the quantitative data.
The speaking problem of the students was identified and measured by themselves. The
self-reported data about the speaking problem was the primary tool to measure and
analyze the phenomena.

The main instrument for the study was a questionnaire consist of …. parts: …..

Table 1. Distribution of questionnaire items

Content Number of items

Part 1: Demographic information 5
Part 2: Student challenges in ….. 10

As can be seen in Table 3.1, Part 1 include … questions… which …

This is performed by giving students questionnaires and survey samples at Thu Dau Mot
University.

3.4. Data Collection Procedures

I carefully study the reference material to learn how to make a question in my

questionnaire. I printed the survey and then gave it to my classmate to do it and then
depends on that survey to start analyzing the results.

3.5. Data Analysis Methods

We researched the causes to find and understand the current situation of English speaking
reflexes of English language major students at Thu Dau Mot University, thereby
analyzing the factors affecting the speaking reflex, and offering ways and solutions
corresponding to the problem, and situation to help students develop their English-
speaking reflexes.

3.6. Research Timelines

SPECIFIC TASKS TIME

1 day
Defining the research problem
(24/8/2022)

3 days
Unifying the group topic name
(25/8/2022-27/8/2022)

Consulting and researching the sample 1 week

studies and articles online (28/8/2022-3/9/2022)

Writing and editing 3 weeks

CHAPTER 1: INTRODUCTION (4/9/2022-24/9/2022)

Writing and Editing 12 days

Reviewing the literature (25/9/2022-5/10/2022)

2 weeks
Designing the questionnaire
(6/10/2022-19/10/2022)

Creating a questionnaire on Google Form 5 days

for students to survey (20/10/2022-24/10/2022)

4 days
Collecting data
(25/10/2022-28/10/2022)

Data synthesis 2 days

 (29/10/2022-30/10/2022)

6 days
Analyzing data
(31/10/2022-5/11/2022)

Create statistical charts

Assembling chapter drafts

Writting the final draft

3.7. Chapter Summary

This study aims to explore the difficulties in learning English speaking of the English
majored at Thu Dau Mot University. In this research paper, the writer used two research
questions:

Question 1: What are the difficulties faced by English major freshman at Thu Dau Mot
University in speaking English?

Question 2: What are some solutions to improve their English speaking skill? to illustrate
the main difficulties of speaking English.

Not as an exception, this chapter offers all the details interested readers require to gain a
thorough understanding of this research. It contains information about the participants, a
description of the equipment selected, as well as the methods for gathering and analyzing
data.