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The challenges faced by K62 nonEnglish majored students in learning English speaking skills at Nha Trang University are numerous and varied. Firstly, there is the issue of inadequate exposure to the language, which makes it difficult for students to develop their speaking skills. Many students come from backgrounds where English is not commonly spoken, and they may lack opportunities to practice speaking the language in reallife situations.Another challenge is the lack of confidence in speaking English. Many students feel selfconscious and anxious when trying to speak in front of others, which can impede their progress in developing their speaking skills.Moreover, there is the problem of inadequate teaching methods and materials. Some students may find the teaching methods used in their English classes to be ineffective in helping them improve their speaking skills. Additionally, the lack of suitable materials can make it challenging for students to practice and develop their speaking skills outside of the classroom.Finally, there is the issue of language barriers. Students who are not fluent in English may find it difficult to understand their teachers or classmates, which can make it harder for them to participate in class and practice their speaking skills.Overall, the challenges faced by K62 nonEnglish majored students in learning English speaking skills at Nha Trang University require a multifaceted approach to address. This may include improving teaching methods, providing more opportunities for practice and exposure to the language, and offering suitable materials and resources for students to use.
NHA TRANG UNIVERSITY FACULTY OF FOREIGN LANGUAGES DEPARTMENT OF TRANSLATION - INTERPRETATION GRADUATION COURSEWORK Challenges of K62 non-English majored students in learning English speaking skills at Nha Trang University Supervisor : NGUYỄN THỊ NGÂN, M.A Student : NGUYỄN THỊ KIM HỒNG Student’s Number : 61130338 Class : 61.NNA-7 Nha Trang,2023 ABSTRACT Speaking is one of the important skills when learning English This study aims to examine the challenges faced by non-English major students K62 in speaking English at Nha Trang University The aim of this study was to identify the constraints encountered and provide insights into potential strategies to address these challenges The data collection consisted of an online google form survey of 40 students of K62 from different disciplines The research findings highlight the importance of understanding the unique obstacles that non-English majors face in order to come up with solutions to improve them By addressing these challenges, this research can more effectively support K62 students in their English language acquisition journey The insights gained from this research can inform English language instructors, curriculum designers, and university administrators in developing targeted interventions to support the English speaking development of K62 non-English majored students Additionally, the findings can serve as a reference for other institutions facing similar challenges in English language education ACKNOWLEDGEMENT I would like to express my sincere gratitude and appreciation to everyone who contributed to the completion of this thesis First and foremost, I want to thank my supervisor, [Supervisor's Name], for their valuable guidance, expertise, and unwavering support throughout the entire process Their helpful feedback, constructive criticism, and encouragement played a significant role in shaping the direction and quality of this research I also want to express my heartfelt appreciation to the K62 non-English majored students at Nha Trang University who took part in this study Their willingness to share their experiences, insights, and challenges greatly enriched the data and findings of this research Their active involvement was highly valued and contributed to the overall success of this study Furthermore, I would like to acknowledge the assistance and support I received from my friends and classmates Their encouragement, discussions, and constructive feedback were invaluable in shaping my ideas and improving the quality of this thesis Lastly, I am deeply grateful to my family for their unconditional love, understanding, and constant encouragement throughout my academic journey The consistent encouragement and confidence they have shown in my skills have continuously fueled my inspiration and drive I want to thank each and every one of you for being part of this academic endeavor and for making this thesis possible Sincerely thank! LIST OF FIGURES Figure Linguistic related factors 19 Figure 2.Psychology related factors 20 Figure 3.The learning environment related factors 22 Figure 4.The learning environment related factors( teachers) 23 Figure 5.Solutions to improve speaking English .24 TABLE OF CONTENTS ABSTRACT ACKNOWLEDGEMENT .3 LIST OF FIGURES TABLE OF CONTENTS CHAPTER I: INTRODUCTION Rationale of the study The aim of the study .6 Subjects and the scope of the study Methodology Significance of the study 6 Organization of the study CHAPTER II: LITERATURE REVIEW 1.The overview of speaking a Definitions of speaking .7 b The important of speaking 2.Speaking Problems .8 a Linguistic related factors - Pronunciation .8 - Grammar - Vocabulary - Mother-tongue Use 10 b Psychology related factors 11 - Shyness 11 - Fear of Mistake 11 - Anxiety 12 c The learning environment related factors 12 3.Some solutions to overcome 13 - Solutions to overcome lack of vocabulary 13 - Solutions to overcome grammar problems 14 - Solutions to overcome pronunciation problems 14 - Solutions to overcome fearing the mistake 15 - Solutions to overcome shyness 15 - Solutions to overcome anxiety and shyness 16 CHAPTER III: FINDINGS AND DISCUSSION 17 1.Findings .17 1.1 Linguistic related factors 17 1.2 Psychology related factors .19 1.3 The learning environment related factors 20 1.4 Solutions to improve speaking English 22 Discussion 22 CHAPTER IV: SUGGESTIONS AND CONCLUSION 23 Suggestions .23 1.1 For teachers 23 1.2 For students .24 Conclusion 24 REFERENCES .25 CHAPTER I: INTRODUCTION Rationale of the study English has become a globally recognized language for international communication Understanding and using English helps to bring people together Thanks to fluency in English opens up many opportunities in life Therefore, being able to communicate in English becomes very important for each of us English speaking proficiency is crucial for academic success, future career prospects, and personal development By identifying and addressing the challenges faced by non-English majored students, the study aims to provide valuable insights that can assist in enhancing the overall learning experience and success of these students at Nha Trang University The K62 non-English majored students represent a unique subgroup with distinct characteristics and learning needs Their limited exposure to English language instruction and lack of immersion in an English-speaking environment may pose specific challenges to their speaking skills development Investigating these challenges can provide valuable insights into their experiences and inform tailored instructional approaches Understanding these challenges is crucial for developing effective strategies and interventions to improve the speaking proficiency of these students By identifying the specific difficulties they encounter, such as vocabulary limitations, grammar problems, pronunciation issues, fear of making mistakes, shyness, or anxiety, the study aims to provide insights into the factors that hinder their progress in English speaking The findings of this research can inform curriculum development, teaching methodologies, and support services tailored to the needs of non-English majored students, ultimately enhancing their language learning experience and promoting their speaking abilities The aim of the study The main aim of this study is to investigate and gain insights into the particular difficulties encountered by K62 non-English majored students as they strive to enhance their English speaking abilities By identifying and understanding these challenges, the study aims to offer valuable insights and practical recommendations for effectively addressing and overcoming these obstacles Subjects and the scope of the study The object of the study is the difficulty of speaking K62 non-English major at Nha Trang University This study is based on the scope of K62 non-English majors at Nha Trang University with a survey population of 40 people Methodology This research study utilizes a qualitative research approach to examine the primary challenges encountered when learning to speak English and suggests potential remedies to overcome them For this study, an online survey questionnaire was utilized to gather data on common obstacles faced and strategies for improvement in spoken English The identified difficulties were grouped into three main categories: linguistic, psychological, and learning environment, comprising a total of 17 distinct statements These statements were ranked on a four-level scale: = strongly agree, = agree, = disagree, = strongly disagree In terms of solutions, the study presents nine options for researchers to assess and determine suitable methods for enhancing English speaking skills To ensure accuracy and relevance of the research content, the collected survey data was processed and analyzed using Excel, thereby guaranteeing precise and valuable findings Significance of the study For teacher: By gaining insight into the specific obstacles that K62 non-English majored students face in learning to speak English, teachers can adapt their teaching methods, materials, and approaches to cater to the students' needs effectively This study can serve as a guide for instructors in devising appropriate strategies and interventions to encourage these students to overcome their difficulties and improve their English speaking skills For other researchers: This study serves as a reference document related to English speaking By building upon the findings of this research, scholars can deepen their understanding of the subject matter and contribute to the existing body of knowledge in this field Organization of the study The organization of this study includes: Chapter I: Preface In this chapter, the researcher focuses on presenting the reason for choosing the topic, the purpose of the research, the object and scope of the research, the methodology, the meaning and the organization of the research Chapter II: Literature review This chapter gives the definition of speaking, its importance and its problems Chapter III: Findings and discussion Researcher analyzing data Chapter IV Suggestions and conclusion Based on the analysis results, the researcher will make some solutions and suggestions CHAPTER II: LITERATURE REVIEW 1.The overview of speaking a Definitions of speaking Speaking is a form of linguistic communication through the use of voice to convey ideas, information, feelings, and meanings from one person to another Speaking is one of the basic forms of human communication and is used every day to convey information, exchange ideas, and build social relationships When speaking, speakers use sounds, words, intonation, gestures, and facial expressions to convey meaning and interact with listeners.There are a lot of definitions of the word “speaking” that have been suggested by the researchers in language learning Chaney (1998) states that speaking encompasses the act of creating and sharing meaning by using both verbal and non-verbal symbols in a variety of contexts Similarly, Brown (1994) and Burns and Joyce (1997) describe speaking as an interactive process of creating meaning that encompasses the production, reception, and comprehension of information Speaking can take place in many different contexts and purposes, including everyday communication, teaching, giving presentations, negotiating, public speaking, and many other social activities Speaking can also manifest personal expression, social interaction and personal expression of each person In the process of speaking, the speaker needs language skills, flexibility in the use of words and understanding context for effective communication In addition, the listener is also important in the speaking process, because they must listen and understand the meaning that the speaker wants to convey While speaking is a natural and normal form of communication, it can also be developed develop and improve through learning and practicing communication skills b The important of speaking Speaking is an inherent ability in humans that emerges prior to the acquisition of reading and writing skills It is a fundamental aspect of human communication, with individuals dedicating a significant amount of time engaging in oral interactions compared to written language usage The skill of speaking holds utmost importance as it enables individuals to actively participate in conversations and serves as a vital component of effective communication Speaking English can be a challenging task as it requires individuals to possess a comprehensive understanding of various crucial elements such as pronunciation, grammar, vocabulary, fluency, and comprehension Brown (1994) emphasized that listening and speaking serve as essential language tools for learners Furthermore, Efrizal (2012) and Pourhosein Gilakjani (2016) both emphasized the significant role of speaking in facilitating interpersonal interactions, highlighting its pervasive nature in everyday communication 2.Speaking Problems a Linguistic related factors - Pronunciation Mispronunciation is a common challenge faced by language learners and can significantly impact communication effectiveness and language acquisition This shows that focusing on this language feature is equally crucial since learners' poor pronunciation skills might be a barrier to their ability to talk (Varasarin (2007)) The effects of poor pronunciation can be significant Mispronouncing words or using incorrect stress and intonation patterns can lead to misunderstandings, confusion, and even embarrassment Additionally, poor pronunciation can make it difficult for listeners to understand a speaker's meaning, leading to frustration and disengagement Furthermore, mispronunciation can impede the overall clarity of speech Inaccurate pronunciation can distort or misalign the sounds and phonetic elements of words, making it challenging for others to comprehend the speaker's intended meaning This can lead to a loss of coherence and hinder the speaker's ability to effectively express their thoughts and ideas In addition to the immediate communication challenges, mispronunciation can also erode the speaker's confidence Being aware of their mispronunciations, individuals may feel self-conscious and hesitant to actively participate in conversations This lack of confidence can further impede their language development and overall speaking proficiency Mispronunciation also has the potential to shape others' perceptions of the speaker's language abilities and credibility It may create an impression of limited language proficiency, resulting in possible misunderstandings or underestimations of the speaker's skills In academic and professional contexts, where effective communication is crucial, this can have adverse implications for success - Grammar According to Ramli (2003), Warriner asserts that smooth communication in speaking relies on comprehensible grammar Mistakes in grammar usage can have an impact on the clarity and precision of spoken language Insufficient understanding of grammatical structures can lead to errors and disrupt the overall coherence and fluency of speech As Savage (2010) points out, it is widely recognized that the lack of proficiency in grammar can result in the occurrence of grammatical errors while speaking Mistakes in word order, tense usage, verb agreement, and sentence structure can cause confusion and misunderstandings Listeners may face difficulties in interpreting the intended meaning of the speaker's message, which can have a negative impact on the overall clarity and comprehension of the conversation Additionally, the presence of poor grammar in spoken language can affect the fluency and smoothness of speech Individuals may encounter pauses, hesitations, or disruptions as they navigate through grammatical challenges This can disrupt the natural rhythm and flow of communication, making it more challenging for listeners to follow and actively difficulties in utilizing grammatical structures to connect information and manage tenses in English This can lead to ambiguity and inaccuracies in expressing opinions or conveying information Among those who agree or partially agree, there may exist some degree of proficiency in grammatical structure usage, but confusion or a lack of confidence in applying tenses appropriately within the correct context persists This can impede the coherent and clear communication of ideas The bar chart illustrates the opinions of a group of individuals regarding the incorrect pronunciation of English words According to the graph, 15 individuals fully agree that they pronounce English words incorrectly, while 17 individuals agree with some disagreement, and individuals disagree The chart reveals that certain individuals in the group struggle with accurately pronouncing English words This can lead to confusion or misunderstandings when communicating in English Among those who agree or partially agree, there is a recognition of incorrect pronunciation and a need for improvement However, there are still individuals who disagree, possibly due to self-assessing their pronunciation as correct or being unaware of their pronunciation issues 1.2 Psychology related factors 30 25 20 15 10 Strongly Agree Disagree Figure 2.Psychology related factors The bar graph shows the opinion of a group of people about fear of making mistakes in vocabulary and grammar According to the chart, 27 people in the group completely agree that they are afraid of making mistakes in vocabulary and grammar, while people disagree This chart shows that some people in the group have anxiety and fear of making mistakes when using vocabulary and grammar in English This can lead to them hindering themselves in communicating or using English with confidence For those who fully agree, the fear of making mistakes may reflect a lack of confidence in word usage