VIETNAM NATIONAL UNIVERSITY, HCM CITY

INTERNATIONAL UNIVERSITY

Subject: Research Methodology

Topic:
How effectively do junior Business Administration
students at International University
speak outside the classroom?

Supervisor: DAO NGUYEN ANH DUC

Members: Lê Tâm Anh – ENENIU22049
Hoàng Cầm Diễm Nhi – ENENIU22061
Đỗ Thị Trang – ENENIU23112
Lê Phương Thảo – ENENIU21145
Phạm Nguyên Phú Tiên – ENENIU21153
Table of content
1. An overview of the research area:................................................................................3
1.1. Description of the research area:......................................................................................3
1.2. Importance of the research area:......................................................................................4
1.3. Motivation of research:....................................................................................................... 4
2. The effectiveness of speaking English outside the classroom for students.........5
2.1. Real-life application:............................................................................................................5
2.2. Enhanced confidence level:...............................................................................................5
3. Description of the specific problem:............................................................................6
3.1. Description of the specific problem:..................................................................................6
3.2. Research aims:....................................................................................................................6
3.3. Research questions:........................................................................................................... 6
3.4. Research objectives:...........................................................................................................7
4. The significance of the proposed study:.....................................................................7
References............................................................................................................................7
 1. An overview of the research area:

1.1. Description of the research area:

The focus of this study aims at exploring the proficiency faced by junior Business
Administration students at International University (IU) when they speak outside the
classroom. First and foremost, the research seeks the definitive answers of the effective
speaking of junior BA students in non-academic situations including real-life application
and enhanced confidence level. Furthermore, the study takes a look at the difficulty they
face when using English outside the classroom. Finally, this study will find out the
research gaps which provide deep insights for this research.

1.2. Importance of the research area:

Firstly, by doing this research, we can identify the challenges students might
face when speaking English in a real-life setting so that lectures can regulate more
suitable language programs. Secondly, IU's recognition and reputation is increasing
because conducting this research gives out the result whether or not this university has
been sufficiently applying this global language. Finally, this research also allows
lecturers to recognize the advancement and shortcomings of this language program,
hence regulating, renovating, and supplementing development into this current program
in order to create the best version of the setting.

1.3. Motivation of research:

One may argue that English is a global language. All five continents—Asia,
Europe, Africa, Australia, and America—have a high concentration of English speakers
(Crystal 1987). Due to its popularity worldwide, many nations, including Vietnam,
reformed English as a compulsory subject taught from elementary to university levels.
Thus, it is essential for people to achieve fluency in using English. There are several
non-English majors nowadays required to use English, and worth mentioning is BA.
However, of the four English skills, speaking is accessed as the most challenging skill in
their learning process to communicate, particularly their application outside the
classroom. This study’s motivation is to appreciate objectively the effectiveness of
speaking English outside the class of the group of BA junior students who are learning
at IU. Moreover, it is also helpful to find out the new methods that literature can apply in
the curriculum.
Keywords: speaking English, outside the classroom, the effectiveness, junior.

2. The effectiveness of speaking English outside the classroom for students

2.1. Real-life application:

Previous researchers indicate that there is a strong correlation between

the English curriculum and the English competence for communication outside
the classroom. The findings posted on Arab World English Journal (AWEJ)
revealed that when the English curriculum fails to provide sufficient skills and
competence for learners, human resources will not likely move up to higher
development levels. Furthermore, the research conducted by Peter Sayer and
Ruth Ban (2014) indicated that students in EFL settings often use English more
than is commonly thought. The engagement of students in Mexico using English
outside the classroom is through music, movies, and video games. Finally, the
study by Wahyuningsih, Sri, Afandi, Muhamad (2020) gave out the result that the
students will have more chances to speak English inside and outside the class if
the lecturers facilitate the English-speaking curriculum with the English-speaking
community.

2.2. Enhanced confidence level:

Speaking skill is considered to be one of the most important skills.

According to Fachrurrazy (2012, p.79), “Speaking is an active and productive
skill. The target of speaking skill is an ability to express ideas freely and
spontaneously”. Moreover, self-confidence is one of the factors which plays the
important role in determining the learners’ willingness to communicate their
speaking skill (Utama et al, 2013 and Dornyei et al as cited in Park & Lee, n.d.)
so there is a strong correlation between self-confidence and public speaking.
High self-confidence can be positively correlated with oral performance (Heyde
as cited in Park, 2004:198). Therefore, students who have higher self-confidence
than other students can communicate well. So, their speaking ability in English is
better than the other students. That can be supported by the statement that
situational self-confidence in communication plays an important role in
determining the learners’ willingness to communicate. (Lee and park, 2004:206)
3. Description of the specific problem:

3.1. Description of the specific problem:

One of the most common culprits that lead to ineffective communication in

students is low performance. They do not know what motivates them to speak
outside the classroom. According to Atonius Ikar Asmarajati Laga Tukan,
“motivation is also related to self-efficacy in motivating an English learner.”
Another is deprived of a lack of knowledge, such as vocabulary, pronunciation
and grammar that directly influence how they express their ideas verbally.
According to Goh and Burn (2012), a lack of vocabulary is an objective
preventing the learners from expressing themselves. And Nhung Hong Thi Pham
and Huan Buu Nghia (2021) say “To speak fluently, learners should have
adequate knowledge of English through which they can enhance their
proficiency. The students should put a great deal of effort into enhancing their
phonological, lexical and grammatical knowledge of English.”

3.2. Research aims:

The research aims to assess the efficiency of speaking English among

Business Administrator junior students at International University outside the
classroom. Additionally, the purpose of the research is to find out the correlation
between the English curriculum and English competence for communication
outside the classroom. The influence of the English curriculum on English
competence for communication outside the classroom is investigated to examine
if Business Administration junior students at International University get high
scores in their curriculum is high enough to evaluate their speaking English skill
outside the classroom.

3.3. Research questions:

Many people may face some problems with speaking English although
they are learning the curriculum in English. Additionally, it is thought that
environment is one of the most determining factors to make progress in English
speaking skill. This study sets out to find out the answer to two questions. The
first question is: What challenges do junior Business Administration students at
International University face when speaking English outside the classroom? The
second one is: How do different environments affect the student’s attempt to
speak English outside the classroom?
 3.4. Research objectives:

This focus of the study is (1) to investigate the effectiveness of Business

Administration students at International University (IU) in speaking English
outside the classroom to appreciate and compare objectively how junior BA
students of IU use English in their daily conversation and test the effectiveness of
the all-English environment curriculum at International University. The given
findings also (2) compare and identify the challenges that junior Business
Administration students of International University face when speaking English
outside the classroom. Furthermore, by identifying areas of strength and
weakness, the study can (3) inform instructional strategies, support services, and
curriculum development to enhance IU students' English language skills. Finally,
this study will help to understand the research gaps which provides valuable
insight for this research.

4. The significance of the proposed study:

In summary, most of this study supports the effectiveness of speaking English outside
the classroom for students, specifically demonstrated in real-life application and
confidence level enhanced. However, the study is not without limitations, such as the
ineffective communication in students that lead to the low performance, or the absence
of understanding in areas like grammar, pronunciation, and vocabulary that directly
affects how they articulate their thoughts orally. Furthermore, research is limited in
diversity and only focuses on a certain target group which makes them inadequate for
data comparison. Therefore, this study aims to address these gaps with the hope of
contributing to the existing literature base and providing insights for future educators.

( Word count: 1181)

5. References:

(1) Pham Thi Thanh Xuan. (2014). What are challenges that Vietnamese students
encounter when representing themselves through speaking English? Hanoi
University of Agriculture, Vietnam (p.125-147) https://bom.so/HLx7kn
(2) Vo Phuong Quyen, Pham Thi My Nga and Ho Thao Nguyen. (2018). Challenges
to speaking skills encountered by English-majored students: A story of one
Vietnamese university in the Mekong Delta. School of Foreign Languages, Can
Tho University, Vietnam https://bom.so/T6aoIy
(3) Thi Truc Ly Bui, Thi My Duyen Huynh, Thi My Nhung Nguyen, Thi Ngoc Chan
Nguyen, Thi Yen Nhi Nguyen. (2022). The difficulties in oral presentation of
English-majored juniors at Tay Do University, Vietnam. https://bom.so/UOvHAd
(4) Roysmanto. (2018). A correlation between self-confidence and the students'
speaking skill. https://bom.so/JGezHQ
(5) Nhung Hong Thi Pham and Huan Buu Nghia. (2021). (p.12) Difficulties in
speaking English skills of non-English major freshmen at the university.
https://bom.so/GI374M
(6) Atonius I. A. L. T. (2017) (6-9) The English language education study program
students’ motivation to speak English outside the class https://bom.so/ceaIlC
(7) Nazifullah N. ,Hamza A. , Kanageswary C. , Siva L. T. S. ,Vijayaletchumy S.
(2019) Psychological factors that affect English-speaking performance among
Malaysian Primary schools pupils (56-58). https://bom.so/VvyIMV
(8) Arab World English Journal. ( 2018 ). The impact of English curriculum on the
English competence for communication outside the classroom.
https://bom.so/z72PpW
(9) Peter Sayer and Ruth Ban. (2014). The engagements which students prefer to
use English outside the classroom game. https://bom.so/7wr7Mi
(10) Wahyuningsih, Sri, Afandi, Muhamad ( 2020) The effect of English
curriculum on the environment of using English for communication.
https://bom.so/EKPrhf