CHAPTER 1

LITERATURE REVIEW
 Main body:
1. Topic: Challenges in speaking skills of second-year students.
2. Reasons why students have many challenges in speaking skills.
3. Ways to enhance speaking skills.
 1. Challenges in speaking skills of second-
year students.
• What is challenge?
- According to Oxford’s learner’ dictionary, challenge is “anything, as a
demanding task, that calls for special effort or dedication to complete
it”. Challenges are obstacles, sometimes barriers in the process of doing
a thing or an action. It also allows young people in general to find their
own inherent strengths and weaknesses. Thus, challenges help them to
find solutions as well as decisions, the right choice when facing
difficulties and challenges.
- Most of those who overcome challenges perfectly and consistently:
+ Become opinionated people, have strong attitude in work as well as
in life
+ At least in their sphere of employment or study, attain enormous
success.
+ Have better opportunities in the future, especially chances in work
and study.
+ Gain valuable experiences and lessons from which to set oyur own
directions
• What is Speaking skills?
- "Speaking is a productive skill that can be directly and empirically observed,"
writes Brown (2004: 140), "but those observations are invariably colored by
the accuracy and effectiveness of the test-takers' listening skill, which
necessarily compromises the reliability and validity of an oral production
test." Brown (2007: 4) describes speaking as an interactive process of building
meaning in which the principal instrument is speech. Speaking, according to
Thornbury (2005), is an interactive process that necessitates the ability to
cooperate in the management of speaking turns. Bygate adopts a concept of
speaking based on interactional abilities that include making communication
decisions in Torky (2006: 33). This is considered a top-down view of speaking".
 Thornbury (2004: 1) goes on to say that "speaking is so much part of
daily lifethat we take it for granted". Based on the preceding definitions
of speaking skill, it can be stated that speaking skill is a useful skill that
is a part of our daily lives and is difficult to judge accurately.
As a result, second-year students' speaking skills are even more
crucial. Because sophomores will have an internship next year, they will
need to prepare extensively in advance for this crucial skill.
Like I previously stated, all they need to do is gather all of the
obstacles sophomores have while learning English in order to assist
them discover a better answer, and then work through the challenges
this time. improve their English communication skills
• Speaking is a tool for communication in the workplace, and people will
notice pupils' English proficiency. Students, particularly HUFL students,
are unable to learn it quickly. It should be done in stages and should
be developed. Students experience a variety of challenges, including:
- Lack of vocabulary
- Fear of making a mistake
  - Lack of confidence 
- Lack of motivation
- Shyness, anxiety,…
 2. Reasons why students have many
challenges in speaking skills
• Lack of vocabulary:
This is the first problem that sophomores encounter when learning to
talk. Huy and Nhi (two sophomores,2022) stated that lack of vocabulary
is the condition when the students cannot build the sentence because
of limitation words. Similarly, learning English requires a large amount
of vocabulary. Huy and Nhi (2022) backed up this claim by claiming that
the vocabulary range score was 48 and the speaking range score was
23. Furthermore, according to Huy and Nhi (2022), students who lack
vocabulary will have an impact on themselves when they want to
interact and would have less confidence.
• Fear of mistake and shyness:
These psychological factors are the students' emotional feelings when
they desire to communicate in English (My, 2022). My (2022) stated that
the students would forget what they want to say because of shyness,
students' fear of whether they make a mistake or not when speaking in
English, and also they are worried about being laughed by their friends.
According to My (2022), 37 percent of students answered fear of making
a mistake, whereas 26 percent chose shyness. Furthermore, these
psychological factors have had an impact on the students' speaking
abilities. Teachers can also take a more personal approach and improve
the learning environment in the classroom.
• Lack of confidence:
When students recognize that their speaking companions do not
understand their points when speaking in English, they experience this
psychological problem. Similarly, students lack confidence because they
believe their English is weak, so they remain silent. Furthermore, 13%
of students cited a lack of confidence as one of the difficulties in
speaking English (2022). Teachers should provide positive
encouragement to children in order to instill confidence in them.
• Lack of motivation:
Students need motivation to learn a language, especially while
communicating in English. According to My (2022), motivation is critical
for students' success in language acquisition. Also, 6% of students
expressed a lack of confidence because they are unmotivated by their
teacher's teaching style. Similarly, the teacher should demonstrate their
passion by being active in communicating and instructing while utilizing
English.
 3. Ways to enhance speaking skills
• The issue that HUFL sophomores encounter is that they understand
what others are saying yet lack confidence when speaking in English.
Speaking here refers not only to how people communicate but also to
how they attempt to convey knowledge.
• There are some strategies used by HUFL students' in overcoming
challenges:
- Self-assessments, metacognitive strategies, cognitive strategies,
social strategies, interpersonal strategies, and communicative-
experiential strategies.
• Self-assessment:
The teacher uses this method to have students do self-assessments.
Students discuss their strengths and flaws when it comes to speaking
English. According to Anh Huy (2022), this technique could benefit
teachers because they would be able to assess each student's ability.
Similarly, the teacher will be aware of the students' ability thanks to the
questionnaire that was distributed.
Additionally, students can write on their strengths and difficulties in
English speaking.
• Metacognitive techniques:
During the learning process, students use this method. The students
used a variety of techniques, including defining the goal of speaking in
English, self-monitoring, and evaluating their academic performance, as
well as selecting the content to be discussed.  Similarly, the total
number of participants in their study was six. Six individuals decided on
the goal of communicating in English. Two individuals selected self-
monitoring and self-evaluation, while four others choose setting the
discussed content.   As a result, it can assist sophomores  in improving
their classroom speaking skills.
• Social strategies:
This technique tries to turn students into active learners when it enhances their
speaking skill. In various situations, such as public speaking, speech, or presentation,
students also use questions for clarification and self-talk to prepare themselves
• Interpersonal strategies:
Students must prepare for their classroom speaking performance using this method.
• Communicative-experiential strategies:
Students can use this method to create an excellent phrase by identifying a synonym.
The pupils require assistance from the teacher in order to overcome their difficulties in
speaking English. Furthermore, students will find it simple to speak up by interpreting
the lecturers' body language.