Difficulities in Speaking 3

Submitted by Cao Đăng Hậu ID number: 19444201
MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
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GRADUATION THESIS
THE DIFFICULTIES IN THE SPEAKING 3 CLASSES OF ENGLISH-MAJORED
SOPHOMORES IN FACULTY OF FOREIGN LANGUAGES AT INDUSTRIAL
UNIVERSITY OF HO CHI MINH CITY
STUDENT: Cao Đăng Hậu
CODE: 19444201
CLASS: DHAV15B
COURSE: 2019 - 2023
SUPERVISOR: Đoàn Thị Minh Huệ, M.A

MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
------
GRADUATION THESIS
THE DIFFICULTIES IN THE SPEAKING 3 CLASSES OF ENGLISH-MAJORED
SOPHOMORES IN FACULTY OF FOREIGN LANGUAGES AT INDUSTRIAL
UNIVERSITY OF HO CHI MINH CITY
STUDENT: Cao Đăng Hậu
CODE: 19444201
CLASS: DHAV15B
COURSE: 2019 - 2023
SUPERVISOR: Đoàn Minh Huệ, M.A

Student’s name : Cao Đăng Hậu
Student’s ID : 19444201
Class : ĐHAV15B
Course : 2019-2023
Supervisor : Đoàn Minh Huệ , M.A.
Student’s declaration: I declare that this graduation report is entirely my own work
and does not involve in plagiarism or collusion. It also has not been accepted as part
of a submission to another purpose elsewhere. I accept heavy penalty for any
cheating or plagiarism.
Date submitted :
Signed : ………………………
Word length : words

Table of content
Chapter I: Introduction
1.1. Rationale
1.2. Research goals
1.2. Research of question
1.3. Scope of the study
Chapter II: Literature Review
2.1. Definition of key term/concept
2.2. The previous of result study
Chapter III: Reasearch Design
3.1. Research site/design
3.2. Participants/Objects
3.3. Research methodology and research methods
3.4. Procedures
3.5. Data Analysis
Chapter IV: FINDINGS AND DISCUSSIONS
4.1. Findings
4.1.1. Students' English learning time.
4.1.2. The importance of English speaking skill.
4.1.3. The level of difficulty in English-speaking.
4.1.4. The student's self-evaluation in English speaking.
4.1.5. The Frequency of Students' English Speaking Practice
4.1.6. The technique of students use to practice English speaking
4.1.7. The subjective difficulties when students speaking English
4.1.8. The Students' objective difficulties when speaking English
4.1.9. The Teacher-related objective difficulties when students speaking English
4.1.10. The causes of difficulties when using English to speak in the classroom.
4.1.11. The way to deal with problems when students cannot speak English
4.1.12. The method students use to improve their English speaking skill.
4.2. Discussion
Chapter V: Conclusion
5.1. Summary of the thesis
5.2. Recommendations
5.2.1. Suggestions for students
5.2.2. Suggestions for teachers
5.3. Limitations
5.4. Direction for future research
REFERENCES
References from books
References from Internet
APPENDIX
References (Placeholder1)
There are no sources in the current document.
FIGURE
Figure 1: Students' English learning time
Figure 2: The importance of English speaking skill
Figure 3: The level of difficulty in English-speaking
Figure 4: The student's self-evaluation in English speaking
Figure 5: The Frequency of Students' English Speaking Practice
Figure 6: The technique of students use to practice English speaking
Figure 7: The subjective difficulties when students speaking English
Figure 8: The Students' objective difficulties when speaking English
Figure 9: the Teacher-related objective difficulties when students speaking English
Figure 10: The causes of difficulties when using English to speak in the classroom
Figure 11: The way to deal with problems when students cannot speak English
Figure 12: The method students use to improve their English speaking skill
Abstract
English speaking abilities definitely play a crucial part in the foundational elements of English
learning to support students in developing their speaking and listening comprehension
abilities. It has never been simple to speak English clearly and precisely, regardless of
whether you are a student, a working person, or a teacher. For those majoring in English, the
issue is noticeably more challenging. A research named " THE DIFFICULTIES IN THE
SPEAKING 3 CLASSES OF ENGLISH-MAJORED SOPHOMORES IN FACULTY OF
FOREIGN LANGUAGES AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY "
was conducted to determine the mistakes made by students.
100 English majors in their second year from IUH's 17th graduation were included in the
study. To gather information and learn more about the participants, questionnaires were given
out.
Key word: speaking, speaking skills, difficulties of speaking

ACKNOWLEDGEMENT
First of all, I want to start by sincerely thanking the Faculty of Foreign Languages and the
School Board of the Industrial University of Ho Chi Minh City for helping me with my
research. Being able to attend the Modern College in Ho Chi Minh City is a luxury for me.
Secondly, I wish to express my gratitude to my teacher, Ms. Doan Minh Hue, for helping me
finish my graduation thesis. And making an attempt to reply to my emails and offer advice on
the study subject I've chosen.
I also want to express my gratitude to all the students who gave their time to help me finish
the survey. I wouldn't have been able to finish my thesis so perfectly without their help.
Last but not least, I'd want to express my gratitude to my group members, Duc Manh, Ngoc
Huyen, Tran Chau, and Lam Giang for their cooperation and inspiration throughout the
completion of my graduation thesis. In conclusion, I was able to complete my thesis on time
thanks to everyone's support and encouragement.
CHAPTER 1:
INTRODUCTION
1.1 Rationale
English is frequently referred to as the "world language of business," and as global trade
expands every year and brings new nations into contact, this claim is becoming more and
more accurate. Speaking English proficiently will help you receive the greatest training and
certifications since many of the best MBA programs are taught in it. Many international
corporations demand that potential employees have some level of English proficiency,
therefore more and more people are learning the language in order to secure jobs with top
organizations.
Also, learning English helps one succeed academically. Of course, speaking English will give
you the chance to study with the best academics if the best program in your subject is located
in a nation that speaks it. English is used as the primary working language by the increasing
number of international academics, students, and professors who attend Western universities.
Some of the essential measures to success in academia include studying, teaching,
participating at international conferences, and publishing in foreign journals. Excellent
English is required to present at these conferences and publish in these publications.
Because speakers of a language are typically referred to as such, speaking appears to be the
most crucial of the four skills (listening, speaking, reading, and writing) (Ur, 1996). Every
English language instruction should have as its main objective to give students the skills to
communicate in English clearly and properly (Davies & Pearse, 1998). Nonetheless, due to a
lack of basic knowledge, not all English language learners are able to communicate
effectively and eloquently despite years of study.
At Industrial University of Ho Chi Minh city, English language – majored sophomore usually
having trouble with speaking 3 subject. Also they can easily passing exams, but they have
trouble communicating in English.
In order to address problems and help pupils grow, teachers must also be aware of the factors
affecting their students' speaking ability. The purpose of this study is to help juniors majoring
in English at the Industrial University of Ho Chi Minh City (IUH) improve their speaking
skills by identifying answers to these problems because they will utilize them in many
situations and coming up with plans to deal with them. In conclusion, this research is
important and should be continued.
1.2. Research goal
This study had three primary objectives. The first step is to identify the difficulties that
English majors sophomore at Ho Chi Minh city’s Industrial University frequently face when
learning Speaking 3 and then finding the cause of these difficulties. Finally is looking for
some ways to encourage students to improve.
1.3. Research question
The questions are aim to investigate in the study:
1. What are the difficulties in the speaking 3 classes of English-majored sophomores in FFL at
IUH?
2. What are the cause of these difficulties?
3. What are the suggested solutions help improve the speaking 3 classes of English-majored
sophomore in FFL at IUH?
1.4. Scope of the study
The difficulties in speaking 3 subject is a study topic for sophomore at the English Faculty of
Industrial University of Ho Chi Minh city. It strongly focuses on identifying students'
difficulties in speaking, explaining the causes of these issues, and providing them with useful
advice on how to enhance their speaking skills. The study was conducted in 2 months,
however, only about 100 students because, due to the enormous number of students, not all
sophomore English majors at IUH had access to it.
All participants must complete a questionnaire that will be used to survey the students.
CHAPTER II:
LITERATURE REVIEW
2.1. Definition of keyterm/concepts
2.1.1. An overview of speaking
2.1.1.1. Definition of speaking
Speaking is the capacity to verbally communicate ideas, beliefs, information, and emotions to
other people, animals, and even oneself. Nunan (2003, p. 48) (quoted in Mart, 2012, p. 91)
claims that speaking is a useful oral ability that entails creating orderly verbal utterances to
express ideas. Brown (2004, p. 140) notes that "speech is an interactive process of generating
meaning that involves producing and receiving and processing information" in a somewhat
different way. In speaking, students learn how to structure thoughts, compose sentences, and
communicate language orally in an intelligible manner with good pronunciation. Students
must also learn how to convey the language's meaning in accordance with the situation in
which they are speaking.
2.1.1.2. Speaking skill
Oral production, often known as speaking ability, is unquestionably one of the skills that kids
need to learn in order to develop their language skills. This study concentrated on speaking
ability since many second or foreign language learners place a high value on mastering
speaking ability when learning any language, including English. This is consistent with
Richards' argument [19] that students frequently assess their language learning progress and
the quality of their English courses based on how much they believe their spoken language
fluency has improved. Speaking ability is one of the basic abilities of language development
that target language learners should be able to master, in other words.
Speaking is one of the macro skills of English teaching and learning. It can be challenging to
clarify what is intended by phrases like speaking competence because they have varying
meanings across professions. Its definition fluctuates since various academics define it from
different angles. One definition claims, for instance, that humans do not just open their lips
and utter the words and phrases in circumstances when language is used. According to
McKay [179], when people speak, they are doing so in a cultural context, speaking to one or
more people (possibly friends, teachers, or testers) who have a relative level of status and
power, and they are doing so to fulfill the purpose necessary for the interaction, which may be
a conversation or a task that needs to be accomplished.
This means that knowing a language and being able to speak it are two separate things since
we must also consider the language's use in context.
Luoma [ix] further argues that the capacity to talk in a foreign language is at the very core of
what it means to be able to utilize a foreign language to underline that speaking skill is a
cornerstone in the problem of second or foreign language teaching and learning process. Our
verbal performance in a foreign language reflects our personality, sense of self, knowledge of
the world, as well as our capacity for logic and cognition. As a result, English language
learners must develop their speaking abilities. Because mastering the English speaking skill is
a priority for many foreign language learners, the researcher has focused this research on
English speaking performance. It is important to note that most English learners typically
gauge their proficiency in the English language based on how well they can speak it.
2.1.2 Factors of speaking skills/the four speaking skills (pronunciation, vocabulary,

fluency, grammar)
Speaking not only just express our thought into words that prove we are successful, speaking
also have the four elements that every learners must have to become a good speaker. From
Binus University Faculty of humanities (https://english.binus.ac.id/2018/10/11/the-four-
speaking-skills/) and twinkl (https://www.twinkl.com.vn/teaching-wiki/speaking-skills)
a) Pronunciation
More than "listen and repeat" is involved in pronunciation. Language (vocabulary and
grammar) and skill aspects of pronunciation (speaking and listening). We learn to pronounce
words by seeing and comprehending the underlying principles and patterns that underlie
grammar and vocabulary.
What we refer to as "comfortable intelligibility" is the fundamental secret to having good

pronunciation. To put it another way, the person or persons listening to you should have little
difficulty understanding what you are saying. This is quite distinct from dropping your accent
completely.
The secret to understanding the English language is proper pronunciation. Your ability to
communicate will be reduced if you can't pronounce the words correctly. It is usually
preferable to know fewer words and pronounce them correctly than to know many words and
make poor pronunciations.
So we say thay pronunciation play an important role in speaking skill. By paying attention to
individuals around us, including our parents, friends, and instructors, we may learn how to
pronounce words. To make people around us understand clearly and to describe exactly what
we want to say, pronunciation is an crucial elements in speaking skills.
b) Vocabulary
The cornerstone of language is vocabulary.
Simply said, vocabulary is significant because it forms the foundation of all language. It's the
fundamental elements that we may utilize to communicate our thoughts and ideas, exchange
knowledge, comprehend others, and strengthen interpersonal bonds.
Vocabulary in speaking abilities refers to the words we use when speaking. A reader's
comprehension of what they are reading is substantially aided by their use of vocabulary.
Students can improve their knowledge and skills in a variety of language and literacy-related
fields by expanding their vocabulary. Supporting decoding (phonological and phonemic
awareness), comprehension, and fluency are all a part of this.
c) Fluency
In speaking skills, fluency is how well and smoothly you communicate yourself, especially
while speaking. The explanation may have a few occasional grammatical errors, but it should
be presented in a way that is clear and demonstrates your command of the language.
Speaking fluently enables a speaker to keep the communicative concepts more successfully
and to make continuous speech without the listener experiencing understanding issues, which
is another key aspect of communication competency.
d) Grammar
You could believe that grammar is only necessary for written language. Yet grammar also
covers a wide range of crucial aspects of spoken language, including the proper use of tenses
and sentence structure. Grammar enables us to communicate ideas in a style that the audience
will recognize and comprehend.
In communication, grammar can affect the meaning and clarity in sentences whether it is
written or verbal communication. No one would not know how to talk or write in English
without good grammar. It aids in the understanding of what we say. Moreover, it establishes
guidelines on when and how to utilize words. Without this knowledge, it would be difficult
for humans to communicate verbally or in any other way.
2.1.3 An overview of difficulties of speaking

That are the four elements of speaking skills, but that is just a few factors, here are some more
common can be affected speaking that come from performance conditions (time pressure,
planning, standard of performance and amount of support), affective factors (such as
motivation, confidence and anxiety), listening ability and feedback during speaking activities.
Performance conditions
Students complete a speaking assignment in a variety of settings. According to Nation &

Newton (2009), speaking performance may be impacted by the environment. Time
constraints, planning, performance standards, and the level of assistance are the four different
categories of performance circumstances suggested by Nation & Newton (2009).
Affective factors
Perhaps one of the most significant factors determining whether language acquisition is
successful or unsuccessful is the learner's emotional side (Oxford, 1990). According to
Krashen (1982), a number of emotional factors have been linked to success in second
language acquisition in studies over the past ten years, although the majority of those studies
focused on the three categories of motivation, self-confidence, and anxiety.
Listening ability
Listening abilities are a prerequisite for speaking skills development (Doff, 1998). To have a
productive discussion, students need to comprehend what is being said to them. By asserting
that when one person speaks, the other attends by using the listening process, Shumin (1997)
echoes Doff's (1998) beliefs. In actuality, every speaker simultaneously serves as a listener
and a speaker. Hence, one is surely unable to answer if he/ she cannot grasp what is spoken. It
implies that speaking and listening are intimately intertwined.
Topical knowledge
According to Bachman and Palmer (1996), topical knowledge refers to knowledge structures
stored in long-term memory. To put it another way, topical knowledge refers to a speaker's
familiarity with pertinent subject material. Learners can employ language in relation to their
daily lives thanks to the understanding that topical knowledge gives. According to Bachman
& Palmer (1996), some test problems may be simpler for test takers who have the necessary
topical knowledge and more challenging for those who do not.
Feedback during speaking activities

Most students want and expect their teachers to give them feedback on their performance.
However, all speaking production should not be dealt with in the same way. Harmer (1991)
asserts that the decisions that the teachers make about how to react to students’ performance
will depend upon the stages of the lesson, the activities, the types of mistakes made and the
particular student who is making that mistake. If the teachers correct whenever there is a
problem, the conversational flow as well as the purpose of the speaking activity will be
destroyed (Harmer, 1991). If the students are corrected all the time, they can find this very
demotivating and become afraid to speak. They suggest that teachers should always correct
the students’ mistakes positively and with encouragement (Baker & Westrup, 2003).
Speaking problem
To Ur (1996), there are some speaking problems that teachers can come across in getting
students to talk in the classroom. These are inhibition, lack of topical knowledge and mother-
tongue use.
Inhibition is the first issue that students frequently run against. In the classroom, students
frequently feel restricted while attempting to communicate in a foreign language. They worry
about making errors and are afraid of getting in trouble or seeming foolish. They feel
embarrassed by the attention their speech garners. According to Littlewood (2007), fear and
inhibitions may be easily produced in a foreign language classroom.
Second, students frequently lament their inability to come up with anything to say and their
lack of want to communicate. According to Rivers (1968), it's possible that the instructor
selected a subject that is inappropriate for him or about which he knows very little since the
students had nothing to say. Many students find it challenging to react when their professors
ask them to speak in a foreign language because they may not know what to say, what
vocabulary to use, or how to appropriately apply the grammar.
Last but not least, when a group or all of the students speak the same mother tongue, they tend
to employ it since it is more convenient for them. The reasons why pupils speak in their native
tongue in class are mentioned by Harmer (1991). First off, if the pupils are asked to explain a
subject they are unable to understand, they will use their own language to express themselves.
The usage of one's mother tongue is natural, which is another factor. Additionally, if the
professors don't promote it, explain anything to someone else in their original language. Also,
if teachers regularly speak in students' language, pupils will feel at ease doing so.
2.2. Previous studies
In this part of the study, some previous studies relating to this study will be reviewed. These
studies were carried out to identify the factors affecting students’ speaking performance and
students’ speaking problems
According to Park, H., & Lee, A.R. (2005). L2 Learners’ Anxiety, Self-confidence and Oral
Performance. Proceedings of the 10th Conference of Pan-Pacific Association of Applied
Linguistics (pp. 107-208). They looked at the connections between speaking performance,
self-confidence, and anxiety among second language learners. One hundred and thirty-two
Korean college students who were enrolled in the English conversation classes made up the
study's participants. Their study's findings suggested that learners' levels of anxiousness had a
negative relationship with how well they performed orally. Tanveer (2007) looks into the
issues that twenty language learners experience when acquiring speaking skills and how
anxiety affects communication in the target language. His findings are consistent with those
of Park & Lee (2005). According to the research, students' feelings of stress, worry, or
nervousness may hinder their capacity to learn and use a language. According to them, "the
more anxiety, the worse the performance."
Phan Thi Tuyet Nga (Challenges in speaking skills) Journal Of Science And Technology -
Volume 48 (06-2020) investigate the reasons for difficulties in English speaking skills and the
effects of these challenges on their speaking skills. The study encountered by a group of
students at B English center. Her study took the form of quantitative research with the use of a
questionnaire. The statistical analysis revealed that B English Center students struggled with a
variety of aspects of English speaking, including pronunciation, listening, grammar, and
vocabulary. According to the study's findings, students who are anxious and unmotivated
have significant speaking difficulty. The findings indicated that the reasons for English
speaking difficulties include pronunciation issues, listening issues, even vocabulary and
grammar issues. Students were unable to talk clearly and effectively as a result. Additionally,
many struggled to articulate difficult concepts or issues clearly and even asked their partners
for help. Second, the outcomes demonstrate that pupils had some opportunities to practice
communicating in English. Finally, the students hope that the instructor will deliver a lesson
that inspires them to study English.
According to Tran Thi Trang Loan (Factors Causing students’ Inhibition in English Speaking
Performance) International Journal on Studies in English Language and Literature (IJSELL)
Volume 8, Issue 4, April 2020, PP 1-10. In accordance with the study's conclusions, teachers
were just as much an influence on speaking performance inhibition among students as the
students themselves. The investigation of elements pertaining to students and teachers was the
study's main objective. The research found that inhibition is caused by more student-related
variables than teacher-related ones. Most of the students' suggestions for tactics were on how
teachers should instruct, how to provide constructive criticism, and how to view students'
knowledge and abilities. Teachers' suggestions, meanwhile, were centered on students'
behavior, attitudes, and learning techniques.
CHAPTER III:
RESEARCH DESIGN
3.1. Research site/ context

During the first semester of the academic year 2022-2023, the study was carried out at the
Faculty of Foreign Languages of the Industrial University of Ho Chi Minh City. The school is
situated in HCMC's Ward 4 in the Go Vap District. The establishment of the Faculty of
Foreign Languages in 2005 coincided with the expansion of the IUH. Thanks to the efforts of
both professors and other staff members, the Faculty of Foreign Languages has been
preparing students for 13 university courses, 11 college courses, and 7 vocational college
courses since its inception. All IUH faculty members, including majors and non-specialists,
take English classes via FFL. The Faculty of Foreign Languages has recently attracted more
than a thousand students annually due to the effectiveness of the faculty's training. Because
the investigator spent four years as a student at the Faculty of Foreign Languages, the author
has skills in a wide range of courses as well as in-depth knowledge of FFL. The author's
choice to conduct the research at the Faculty of Foreign Languages appears appropriate. (FFL,
2022).
3.2. Participants/Objects
The study subjects are Sophomore students from the Faculty of Foreign Languages at the
Industrial University of Ho Chi Minh City who major in English (IUH).
That being said for 100 students were selected at random to complete the survey. They are
second-year students at the Industrial University of Ho Chi Minh City's Faculty of Foreign
Languages. They were chosen by the author because they have real-life learning experiences
with speaking 3 subject and can provide the practical information that researchers want. They
took part outside a classroom survey. Participants were asked to complete a questionnaire
about their experiences when learning Speaking 3 subject.
3.3. Research methodology and research methods

3.3.1.Research methodology
The author began by examining the attitudes of second-year English major students toward
the English Speaking 3 subject, taking into consideration characteristics such as experience,
feelings, and emotions, in order to answer the three research questions in this study. Pupils'
viewpoints will be influenced by external and internal emotional and cognitive factors. As a
consequence, the author used two research methods to gather information in order to quantify
this variable: qualitative research and quantitative research. Both strategies are centered on the
complete research process since the author want to discover successful answers as well as
provide personal recommendations at the conclusion of the procedure. As a consequence, the
instruments used in this article are relevant and useful to the study, making them important to
the outcome of the research.
3.3.2. Research method

The author depends on three primary sources to create a thorough questionnaire: theoretical
texts, past studies, and research question keywords. The questionnaire is divided into four
sections: Part 1 is general information, Part 2 is the problem related to English speaking, Part
3 is the causes of the problem, and Part 4 is possible solutions.
In the questionnaire, part 1 "provides basic information and students' attitudes when learning
English speaking 3 subject", and part 2 talks about "The problems related to English
speaking", the difficulties in the speaking 3 classes of English-majored sophomore in FFL at
IUH , this is the first research question, part 3 focuses on answering the second research
question “the causes of these difficulties” and part 4 answers the third research question
"What are the suggested solutions help improve the speaking 3 classes of English – majored
sophomore in FFL at IUH?". The author provides basic English phrases so that participants
may understand and reply accordingly.
3.4. Procedures
The author worked with the group to create a questionnaire to collect data and examine the
attitudes of English major students toward learning Speaking 3 subject. Our team reviewed
the theoretical literature as well as any relevant studies. After that, we divided it into four
portions and devised the inquiry. We'll then construct a question in Word and offer it to the
instructor for his advice before concluding the questionnaire. The survey team will next
proceed to google form to take an answer online of the questionaire. Participants in the study
are second-year English majors at the Industrial University of Ho Chi Minh City. Due to time
constraints and unbiased concerns, the researchers only interviewed 100 students for the
study. All of their information was kept safe. It took one week to collect the data. The
collected data will be saved to a file, analyzed, and exactly converted into a percentage.
3.5.Data analysis
When the survey is finished, the data will be gathered and entered into Microsoft Excel by the
team members. Microsoft Excel is a handy and practical data analysis tool. The information is
transformed into percentages and statistics. The author utilized Excel to generate the
necessary charts, such as pie charts and bar charts. Finally, using the graphs provided, the
author reviewed the data.
CHAPTER IV:
FINDINGS AND DISCUSSIONS
This study aims to identify the frequent mistakes sophomore English majors do when
studying Speaking 3. The findings of 100 second-year foreign language faculty students were
examined and reported using the direct survey method in order to accomplish this aim. The
objectives of the questions are to get the most precise and impartial quantitative data. There
are certain charts to evaluate and comprehend it from there.
4.1.1. Students’ English learning time
Figure 1: Student’ English learning time
Figure 1 showed the length of time English majors have spent learning the language. In
general, there were regional differences in educational quality. They were the same age, yet
their years of English study varies.
To began, students who have studied English for more than 10 years have the highest
percentage (77%) followed by students who have studied for less than years (33%). This
mean 33% of students have just lately began to focus on their English studies in order to
upgrade the knowledge of their major.
4.1.2 The importance of English speaking skill.
Figure 2: In your opinion, English speaking skill is....
The column diagram showed the students' attitude towards the difficulty of speaking English.
Overview, almost all students felt that speaking play an important role. That was clearly
shown in the number of students chose level 5 for speaking skills. the number is 70.5% on the
highest difficulty level, the number 2nd place is level 4 is 12.8% and number 3 is 10.3%
respectively. And the numbers at 1 and 2 are only 2.6%. From the chart, we can observe that
speaking skills difficulty closely related to how difficult students found speaking skills to be.
That issue is what this study looks into.
4.1.3 The level of difficulty in English-speaking
Figure 3: The difficult English speaking skill is
The 3D pie chart showed the difficulty of speaking skills as self-reviewed by the students. In
general, students commented that speaking skills were not diffcult as they felt.
Difficulty level 3 and 4 are voted the most by students at 36% and 35% respectively, and
difficulty level 5 is very difficult at 19%. However, it can be said that speaking is not an easy
subject for students. This is also a common problem of all English learners.
4.1.4 The student's self-evaluation in English speaking.
Figure 4: The student’s self-evaluation in English speaking
The pie chart showed the student's level of speaking skills, as the students themselves marked
their own level.
In general, the level of difference in qualifications were not surprising, the figures form a
pyramid. The number of students who rated themselves at the average level was the highest,
at 65%. Second, 25% of students felt that they were good at speaking skills. Finally, the
number of students below average is 9%, unfortunately the number of students below average
is still high. It showed that students had problems in speaking a lot, to change from average to
good or excellent in speaking is a challenge.
4.1.5 The Frequency of Students' English Speaking Practice
Figure 5: The frequency of studens’ English Speaking Practice
The double column chart showed the level of English speaking practice of second-year
English majors students. In common, students have not practiced regularly and long enough
for speaking skills. The maximum group is from 2 to 3 hours and from 2 to 3 times a week.
The second group was less than once a week, but the training time was longer than the first
group. Then, the group trained most fully with high intensity, indicating that this group
remained regular and persistent. From that, we see that the students' level of practicing
speaking skills is still low.
4.1.6 The technique of students use to practice English speaking

Figure 6: The technique of students use to practice English speaking
The bar chart showed how students practice English speaking every day. In general, students
used technology to practice. Most of students watched videos to learn speaking skills. This is
not surprising when social media like tiktok, youtube, instagram, facebook are regularly with
teenager, up to 79% of students used this method. The second place is 53% using speaking
apps, which is the most popular way to learn languages today. Ranked in third place is
communication with 32% of students using this method cause this is not usually to use expect
you have a friend from another country. Those methods are very effective and were applied
by many people. Showed how easy access to learning is.
4.1.7 The subjective difficulties when students speaking English
Figure 7: The subjective difficulties when students speaking English
The double-column chart number 7 showed the subjective difficulties from the students when
they speaking English. In general, each person has different factors. Most of students do not
know what to say take the highest percentage, accounting for 36% of the students. The
answer”afraid of making mistakes and keeps them away from talking” kind of equal to “My
pronunciation is not very good in comparison with my classmates” and “I can only answer
questions rather being able to talk freely” at 31% and 30%. Problems students rarely
embarrassed about their pronunciation and accent at 25%.
4.1.8. The objective difficulties when students speaking English
Figure 8: The objective difficulties when students speaking English
Chart 8 with two columns displays the demonstrable reasons that came from the pupils
themselves. 7% of students reported feeling insufficiently secure when speaking. They
frequently rely too heavily on themselves, which causes them to lose confidence and torture
themselves while speaking. In addition to distraction, which accounts for 18% of speaking
skill development challenges, distraction can also contribute for up to 33% of these
challenges. From there, we can observe that pupils have a psychological fear of speaking up
or participating in speaking activities. The majority of pupils experience anxiety and a loss of
confidence while speaking English.
4.1.9 The Teacher-related objective difficulties when students speaking English
Figure 9: The Teacher-related objective difficulties when students speaking English

Chart 9 showed the strongly disagree to “the ways the teacher organizes the class activities
when students have a speaking English tasks” and “the teacher’s teaching methods
demotivates them” are equal at 4%. Student also strongly agree with the opinion “the
teacher’s knowledge and proficiency demotivated them in learning speaking” at 26%.
4.1.10 The causes of difficulties when using English to speak in the classroom.
Figure 10: The causes of difficulties when using English to speak in the classroom
Figure 10 described the causes of difficulties when students try to using English to speaking
in the classroom. As we can see, 81% of students “lack of vocabulary” and 64.6% “lack of
ideas” take the highest percentage of the chart. This mean there two reasons are the biggest
problem that students usually facing with. Another reason are “lack of motivation” and “the
target is unclear” take the lowest percentage in the chart 21.5% but still need to take care of
those.
4.1.11 The way to deal with problems when students cannot speak English
Figure 11: The way to deal with problems when students cannot speak English
When students are unable to communicate, as seen in column chart 11's description, they all
appear to know how to manage the situation. The method that students used the most was
64.6% more practice, followed by 57% more body language corrections and 50.6% more
practice. Finally, the technique to express what you can is also often used (40.5%), as is the
approach to ask others. Here, we can observe the techniques that pupils employ when they are
unable to talk with particular numbers.
4.1.12 The method students use to improve their English speaking skill.
Figure 12: The method students use to improve their English speaking skill
The methods used by students to hone their speaking abilities were stated in section 4.1.6. The
graphic in this section illustrates how well various speaking practice methods work. In
general, practice is used by students in efficient ways. The method of communication is
particularly where pupils feel most successful. Students in this case, however, only achieved a
third-place finish after utilizing the program and repeating simply the audio. is highly efficient
at 32% when used in these two methods. Surprisingly, 1% of individuals regard viewing
movies to be the least effective method. Making a video of oneself speaking is another
successful technique, according to 38% of students.
4.2. Discussion
The results of Park & Lee (2005) study indicated that learners’ anxiety level was negatively
related to their oral performance. Our research finding that affective factors as the difficulties
of speaking and it is similar to what Park & Lee (2005) figure out but we not just focus on
anxiety also the performance conditions such as time pressure, planing, standard of
performance and amount of support. Compare with Park & Lee, the anxiety is just a part of
affective factors include motivation and confidence.
Compared with Phan Thi Tuyet Nga research, the challenges facing students at B English
center in English speaking skills are an obstacle to pronounce correctly the words. Especially,
students at B English center mostly found word-final and vowels challenging in English
speaking. These obtained results also demonstrated that just a few students could express a
complex idea or problem. In addition, many students did not have enough vocabulary and
information to communicate this idea or problem. Similarly to our research as a factors of
speaking skills. Vocabulary and pronunciation was difficult for English learners when their
teachers asked them to tell things in a language since they had not enough opinions about
what to say, which vocabulary to apply or how to use grammar accurately.
Towards to Tran Thi Trang Loan‘s study, she found out that students‟ lack of vocabulary,
grammatical structures, and confidence related to both language knowledge and psychology
caused inhibition in speaking performance among EFL students. Likewise our study, those are
factors of speaking skills play an crucial rule in speaking. Students should be aware of those
elements if they want to speaking English well and better.
Consequence, the findings point out that most of students felt worried about lacking of
vocabulary and grammatical and pronouncing mistakes. However, most of those studies
examined the three categories: anxiety, inhibition and communication challenge
(pronunciation, listening, grammar, vocabulary, giving a question). To compare with our
study, those result of their studies are the factor of speaking skills and we have plus a topical
knowledge, feedback during speaking activities and speaking problem as an overview of
difficulties of speaking.
CHAPTER V:
CONCLUSION
5.1. Summary
The primary goal of this research paper is to assist English major in discovering effective
methods for addressing difficulties while learning Speaking 3 subject of sophomore at IUH.
In order to achieve this aim, researchers identified the following issues.
What are the difficulties in the speaking 3 classes of English majored sophomore in FFL at
IUH? In order to collect data for this question, 3 closed-ended questions were employed to
find out overall students difficulties in speaking 3. In general, the results collected from the
students’ questionnaires showed that many second year students faced the difficulties in
English speaking 3 subject.
As it was shown from the analysis, the biggest subjective difficulties when students speaking
English is they don’t know what to talk about, the others said they feel shy about thier
pronunciation not good if they compare with thier classmate, they also afraid of making
mistakes and this keeps them away from talking. On the other hand, the biggest objective
difficulties when students speaking is losing concentration when they start talking because of
too many things needed to be focus on, others feel anxious and do not have confidence when
they start a talk or ask questions.
What are the cause of these difficulties? In order to have data for this section, 1 closed-ended
questions were employed to know the reason of these difficulties. The results shown that the
lack of vocabulary and ideas are the most significant related to English speaking ability. The
statistics showed that others students said they having difficulties in grammar, is easy to
understand cause grammar still hard for students to master all of it, specialy when they
speaking or having a conversation.
5.2. Recommendations
5.2.1. Suggestions for students
Students should practice their self-study strategies by utilizing the app, listening to real
example talks, and concentrating on linguistic phrases. To help learners use this strategy
effectively, certain learning phases are listed below. To get them motivated to learn, start by
selecting an English-speaking learning strategy that fits their interests and proficiency.
Furthermore, while understanding what they are saying, students should concentrate on
correctness and fluency. The pupils are ultimately responsible for actively putting it into
practice. Students are able to properly communicate in the language like native speakers as a
consequence.
5.2.2. Suggestions for teachers
Language teachers constantly prioritize explaining and clarifying things to their students
because speaking skills are extremely important for any member to acquire as they learn
language, speaking skills. as a diploma showing the achievement of learners in the process of
learning a language. Teachers should also encourage students to practice speaking as well as
provide appropriate methods for each student. For example, teachers can give a specific topic
to students in particular for students to brainstorm. However, for best results, teachers should
use these strategies with caution. In particular, teachers should constantly analyze and point
out the mistakes that students often encounter in order to suggest strategies for them in the
next presentations. Furthermore, resources for English majors should be at a moderate to
difficult level to ensure that students improve their speaking skills without the pressure of
analytical difficulty and difficulty. explain the topic.
5.3. Limitations
Although the authors did their best to conduct their research carefully and examine several
prior research articles, there are still certain limitations. Unfortunately, there were just a few
participants in this study. As a result, the study's dependability is diminished. Additionally,
the writers encountered a number of challenges in conducting in-person interviews on this
subject. This is also a result of the author's incapacity.
5.4. Direction for future research
According to the study's results, utilizing apps like Elsa Speak, Duolingo, mochi, etc., can
assist improve speaking and pronunciation skills. The best way to improve pupils' speaking
abilities is to have them listen to real speech samples. The lack of realism can also be
improved by conversing with English speakers and listening to English podcasts that interest
them.
In addition, the authors offer a qualitative method for conducting experiments. The authors
also increase the total number of research participants in this study. The author's website
encourages opinions from English-language learners rather than concentrating just on kids
who speak English. This makes it possible for writers to evaluate how well this approach
works with varied pupils. Results from greater study are more trustworthy. Finally, authors
should pay great attention to the directives from their managers as well as their peers'
suggestions. This aids authors in staying on task and successfully completing their
questionnaires.
REFERENCE
Reference from books

Littlewood, W. (1984). Foreign and second language learning: Language acquisition
research and its implications for the classroom. Cambridge university press.
- Firiady, M. (2018). Communicative language teaching through speaking activities designed

in a textbook. LLT Journal: A Journal on Language and Language Teaching, 21(1), 104-113.
- Fulcher, G. (2003). Testing second language speaking. Pearson Education.
- Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and
developing useful language tests (Vol. 1). Oxford University Press.
- Baker, J. (2003). Essential Speaking Skills/Joanna Baker. Westrup Heather: Continuum

International Publishing Group.
- Doff, A. (1998). Teach English: a training course for teachers, the press syndicate the
University of Cambridge.
- Harmer, J., & KHAN, S. (1991). The Practice of English Language Teaching with DVD. A
TESOL Publication of English Australia Pty Ltd, 24(1), 85.
- Krashen, S. (1982). Principles and practice in second language acquisition..
- Hanunah, H. (2009). STUDENT'S STRATEGIES IN OVERCOMING SPEAKING

PROBLEMS IN SPEAKING CLASS OF SECOND SEMESTER AT ENGLISH
DEPARTMENT OF TARBIYAH FACULTY IAIN SUNAN AMPEL SURABAYA.
- Park, H., & Lee, A. R. (2005, August). L2 learners’ anxiety, self-confidence and oral
performance. In Proceedings of the 10th Conference of Pan-Pacific Association of Applied
Linguistics (pp. 107-208).
- Sun-Alperin, M.K. (2007). Cross -language transfer of phonological and orthographic

processing skills in Spanish -speaking children learning to read and spell in English.
- Yarmi, G. (2019). Whole-Language Approach: Improve the Speaking Ability at Early years
School Level. JPUD - Jurnal Pendidikan Usia Dini..
- 広行 , 井 ., Hiroyuki, I., & 桃山学院大学文学部 (1990). LANGUAGE LEARNING

STRATEGIES, WHAT EVERY TEACHER SHOULD KNOW. Rebecca L. Oxford. New
York, Newbury House Publishers, 1990. 342 pp.
- DeMarco, C. (1982). Teaching Foreign Language Skills . 2nd Ed. Wilga Rivers. Chicago:
University of Chicago Press, 1981. Pp. 562. Studies in Second Language Acquisition, 5, 138 -
141.
Reference from the Internet

Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking
anxiety in the English classroom: theoretical issues and practical
recommendations. International Education Studies, 2, 39-44.
Shahini, G., & Shahamirian, F. (2017). Improving English Speaking Fluency: The Role of Six
Factors. Advances in Language and Literary Studies, 8, 100-104.
Edinburgh University. Retrieved January, 4th, 2017 from
http://www.paaljapan.org/resources/proceedings/PAAL10/pdfs/hyesook.pdf.
QUESTIONAIRE
QUESTIONAIRE FOR SURVEY
A study on speaking difficulties made by English- majored sophomores at IUH Please

rest assured when providing information to our team, all information will be
COMPLETED when our team completes this graduation report!
Part I: General information
1. How long have you been learning English?
 More than 10 years
 Less than 10 years
2. In your opinion, English speaking skill is …
 Very Unimportant
 Unimportant
 Neutral
 Important
 Very important
3. How difficult do you think English speaking skill is ?
 Not Difficult
 Difficult
 Neutral
 Very Difficult
4. How do you rate your English speaking skill?
 Excellent
 Good
 Average
 Below average
5. How often do you practice English speaking?

Times:… / Week ( Lần trong 1 tuần)
Hour:… / Times ( Giờ trong 1 lần )
6. How do you practice English speaking?
 Using apps (Duolingo; Elsa speak; Mochi; Memrise; Tflat; Mondly…)
Write the names of your Apps :...........................................................................................
 Watching English videos, movies.
 Having conversation with English speakers
 Recording videos of yourself
 Repeating English audio
Other: ……………………………………………………………….
Part II: The problems related to English speaking
There are 2 types of problem in speaking
1. Subjective problem
2. Objective problem
Subjective problem
1. What difficulties do you have when speaking English?
1:Never/2:Sometimes/3: Often /4:Usually/5:Always
N Factors related to language knowledge 1 2 3 4 5
1 I don’t know what to talk about.
2 I am not knowledgeable enough to talk

freely.
3 I am afraid of making mistakes and this

keeps me away from speakin
4 I don’t have enough vocabulary knowledge

to express myself.
5 English grammar rules make me

overwhelmed.
6 I can only answer questions rather being able
to talk freely
7 I feel embarrassed about my pronunciation

and accent.
8 My pronunciation is not very good in

comparison with my classmates.
9 I don’t think I have the aptitude or gift to

learn a new language.
N Affective factors 1 2 3 4 5
1 I don't have enough confidence to

start a talk or ask a question
2 I am a shy person and I usually talk

little either in Vietnamese or
English.
3 I lose concentration when I start

talking because of too many things
needed to be focused on.
4 I am always anxious while I am in

the classroom.
5 I expect too much of myself, which

keeps me away from speaking.
Objective problem
Agree/ strongly agree/ neutral/disagree/strongly disagree
N Teacher-related factors 1 2 3 4 5
1 The way the teacher corrects my
mistakes.
2 The negative feedback from the

teacher.
3 The teacher’s knowledge and

proficiency demotivate me in
learning speaking.
4 Feel pressured by the teacher.
5 The teacher’s teaching method. It

demotivates me.
6 Teacher’s attitudes toward the

ability.
7 The way that teacher organizes the

class when we have a speaking
English tasks.
Part 3: The causes of the problem
1.What are the causes of your difficulties when using English to speak in classroom?
(you can choose more than one answer)
□ Lack of vocabulary
□ Lack of ideas
□ Unconfident
□ Difficulties in pronouncing English words
□ Difficulties in grammar-use
□ Accent and mother tongue
□ Fear of making mistakes
□ Don't use the language very often.
□ The target is unclear.
□ Mental timidity, anxiety

□ Lack of motivation
Part 4: The possible solutions
1.How do you deal with a problem that you cannot speak in English?
□ Skip it
□ Practice more
□ Correct the mistake
□ Don’t fear of speaking
□ Using body language - Nonverbal
□ Answer what you can
□ Ask others for help
□ Use mother tongue
□ Other:……………………………………..
2.What are the methods you use to improve your speaking skill?
1:Never/2:Sometimes/3: neutral /4:Affective/5: very effecient
Statements 1 2 3 4 5
Using apps (Duolingo; Elsa

speak; Mochi; Memrise;
Tflat; Mondly…)
Watching English videos,

movies.
Having conversation with

English speakers
Recording videos of
yourself
Repeating English audio


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Submitted by Cao Đăng Hậu ID number: 19444201

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

STUDENT: Cao Đăng Hậu

COURSE: 2019 - 2023

SUPERVISOR: Đoàn Thị Minh Huệ, M.A

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

STUDENT: Cao Đăng Hậu

COURSE: 2019 - 2023

SUPERVISOR: Đoàn Minh Huệ, M.A

Student’s name : Cao Đăng Hậu

Word length : words

Chapter II: Literature Review

2.1. Definition of key term/concept

2.2. The previous of result study

Chapter III: Reasearch Design

3.1. Research site/design

3.3. Research methodology and research methods

3.5. Data Analysis

Chapter IV: FINDINGS AND DISCUSSIONS

4.1.1. Students' English learning time.

4.1.2. The importance of English speaking skill.

4.1.3. The level of difficulty in English-speaking.

4.1.4. The student's self-evaluation in English speaking.

4.1.5. The Frequency of Students' English Speaking Practice

4.1.6. The technique of students use to practice English speaking

4.1.7. The subjective difficulties when students speaking English

4.1.8. The Students' objective difficulties when speaking English

4.1.9. The Teacher-related objective difficulties when students speaking English

5.1. Summary of the thesis

5.2.1. Suggestions for students

5.2.2. Suggestions for teachers

5.4. Direction for future research

References from books

References from Internet

Key word: speaking, speaking skills, difficulties of speaking

1.2. Research goal

1.3. Research question

The questions are aim to investigate in the study:

1.4. Scope of the study

2.1. Definition of keyterm/concepts

2.1.1. An overview of speaking

2.1.1.1. Definition of speaking

2.1.1.2. Speaking skill

2.1.2 Factors of speaking skills/the four speaking skills (pronunciation, vocabulary,

What we refer to as "comfortable intelligibility" is the fundamental secret to having good

The cornerstone of language is vocabulary.

2.1.3 An overview of difficulties of speaking

Students complete a speaking assignment in a variety of settings. According to Nation &

Feedback during speaking activities

3.1. Research site/ context

3.3. Research methodology and research methods

3.3.2. Research method

4.1.1. Students’ English learning time

Figure 1: Student’ English learning time

Figure 2: In your opinion, English speaking skill is....

Figure 3: The difficult English speaking skill is

Figure 4: The student’s self-evaluation in English speaking

Figure 5: The frequency of studens’ English Speaking Practice

4.1.6 The technique of students use to practice English speaking

4.1.7 The subjective difficulties when students speaking English

- 広行 , 井 ., Hiroyuki, I., & 桃山学院大学文学部 (1990). LANGUAGE LEARNING