Challenges of K62 nonEnglish majored students in learning English speaking skills at Nha Trang University

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 1. 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........................................................................................................................2
ACKNOWLEDGEMENT.................................................................................................3
LIST OF FIGURES............................................................................................................4
TABLE OF CONTENTS...................................................................................................5
CHAPTER I: INTRODUCTION......................................................................................5
1. Rationale of the study..............................................................................................5
2. The aim of the study.................................................................................................6
3. Subjects and the scope of the study........................................................................6
4. Methodology.............................................................................................................6
5. Significance of the study..........................................................................................6
6. Organization of the study........................................................................................7
CHAPTER II: LITERATURE REVIEW........................................................................7
1.The overview of speaking............................................................................................7

a. Definitions of speaking.........................................................................................7
b. The important of speaking...................................................................................8
2.Speaking Problems.......................................................................................................8
a. Linguistic related factors......................................................................................8
- Pronunciation...............................................................................................................8
- Grammar......................................................................................................................9
- Vocabulary..................................................................................................................9
- 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
2. Discussion...................................................................................................................22
CHAPTER IV: SUGGESTIONS AND CONCLUSION..............................................23
1. Suggestions.................................................................................................................23
1.1 For teachers..........................................................................................................23
1.2. For students.........................................................................................................24
2. Conclusion..................................................................................................................24
REFERENCES.................................................................................................................25


CHAPTER I: INTRODUCTION

1. 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.
2. 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.
3. 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.
4. 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: 1 = strongly agree, 2 = agree, 3 = disagree, 4 = 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.
5. 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.
6. 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


engage in the conversationnized that proper grammar is essential for effective
communication.
- Vocabulary
Having a strong vocabulary is crucial for speaking English fluently and effectively, as
emphasized by Nation (2001) who states that vocabulary is the backbone of
communication. However, many language learners face challenges in building and using a
robust vocabulary. Milton (2009) highlights that a lack of vocabulary knowledge can
hinder fluency and the accurate conveyance of intended meanings in spoken language.
When individuals have a limited vocabulary, they may struggle to find the appropriate
words to express themselves. This can lead to the use of generic or imprecise language,
resulting in misunderstandings and difficulties in conveying specific details or nuances.
As a consequence, the overall clarity and accuracy of communication are compromised,
making it harder for listeners to fully grasp the intended message.
Furthermore, a deficient vocabulary can negatively affect a speaker's confidence and selfassurance. When individuals find it challenging to find the right words or feel restricted in
their expressive abilities, they may become hesitant or reluctant to engage in
conversations. This can lead to reduced participation and missed opportunities for

meaningful interactions and language development.
In addition, a limited vocabulary can disrupt the natural rhythm and flow of conversation.
Speakers may experience pauses, hesitations, or disruptions as they struggle to recall
words or resort to less precise alternatives. This can impede the overall pace of the
conversation, making it more difficult for listeners to follow and actively engage.
It is crucial for language learners to address their vocabulary limitations in order to
enhance their speaking proficiency. Engaging in activities such as extensive reading, word
learning exercises, and utilizing vocabulary learning strategies can contribute to
vocabulary expansion. By actively working on improving vocabulary, individuals can
boost their confidence, accuracy, and fluency in spoken English, thereby facilitating
effective communication.
Zimmerman (2011) emphasizes the importance of vocabulary development in speaking,
highlighting the need for a balanced focus on both breadth and depth of vocabulary
knowledge. Broad vocabulary development refers to the acquisition of a wide range of
words across various topics and domains. It involves building a large repertoire of words
to enhance overall communicative competence.
Having a broad vocabulary enables speakers to express themselves in diverse contexts
and engage in a variety of conversations. It allows individuals to effectively convey their
thoughts, feelings, and ideas with precision and accuracy. By possessing a broad range of
words, speakers can adapt their language to different situations and cater to the needs of
various interlocutors.


- Mother-tongue Use
"Overreliance on the mother tongue in speaking can hinder learners' target language
development and limit their opportunities for practicing and improving their language
skills." (Swan, 2000). There are potential drawbacks to excessive reliance on the mother
tongue in speaking. Overuse of the mother tongue can create a dependency that hinders
learners from fully immersing themselves in the target language. It may limit their
opportunities for practice and engagement with the target language, hindering their

overall language proficiency and fluency.
Moreover, heavy reliance on the mother tongue can impede learners' ability to think and
communicate directly in the target language. It can lead to a delay in their language
production and hinder the development of their spontaneous speaking skills.
The statement by Larsen-Freeman(Larsen-Freeman, 2008)emphasizes the potential
negative consequences of relying heavily on the mother tongue in language learning,
particularly in the context of translation.
Many languages have different grammar rules than English, such as different sentence
structures or verb forms. When speaking English, learners may inadvertently use their
mother tongue's grammar or syntax, leading to errors or confusion.Another problem is the
reliance on direct translation from the mother tongue to English. While some words or
phrases may have direct equivalents in both languages, many do not. Attempting to
translate directly can result in awkward or incorrect phrasing, making it difficult for
listeners to understand. Additionally, some learners may feel more comfortable using their
mother tongue in conversation, particularly in group settings where others are also
speaking their first language. This can limit their exposure to English and prevent them
from developing their fluency and confidence in speaking it.The effects of mother tongue
use can be significant.
b. Psychology related factors
- Shyness
As Harmer (2001) suggests, learners often exhibit reluctance in speaking due to their
shyness and discomfort in publicly expressing themselves, especially when asked to share
personal information or thoughts. Shyness can be a significant barrier for learners,
particularly in the context of speaking activities. It is common for individuals to feel selfconscious and anxious about speaking in front of others, especially when it involves
sharing personal information or expressing their thoughts and opinions. This reluctance
stems from a fear of being judged, making mistakes, or facing embarrassment.
When learners are hesitant to speak, it can hinder their progress in language acquisition.
Speaking is a vital aspect of language learning as it enables learners to practice and apply
the language in real-life situations. It promotes fluency, accuracy, and the development of
communication skills. However, shyness can limit learners' participation and engagement

in speaking activities, hindering their ability to gain practical experience and improve
their speaking proficiency.


The statement by MacIntyre and Gardner (1989) emphasizes the impact of shyness on
learners' speaking performance and its implications for language development and
proficiency.
Shyness can have a profound effect on learners' ability to engage in speaking activities.
One noticeable effect is hesitation. Shy learners may experience pauses or delays before
speaking, as they are more cautious and self-conscious about their language use. This
hesitation can disrupt the flow of conversation and impede their ability to express their
thoughts and ideas effectively.
Another consequence of shyness is reduced fluency. Shy learners often struggle to
maintain a smooth and natural rhythm in their speech. They may experience disruptions,
interruptions, or difficulty finding the right words, which can result in choppy or
disjointed communication. This reduced fluency can affect the overall coherence and
understandability of their spoken language.
- Fear of Mistake
The fear of making mistakes when speaking English is a common experience for many
language learners. Whether in a classroom setting, at work, or in everyday conversation,
the fear of errors can be a significant barrier to effective communication. As Kormos and
Kontra (2008) suggest, the fear of making mistakes can hinder learners' willingness to
take risks and engage in spontaneous conversation.
They may choose to avoid speaking opportunities or hesitate to engage in conversations
due to the fear of being corrected or ridiculed. This reluctance inhibits their language
development as speaking is a crucial aspect of language learning, impeding their ability to
practice and apply the language in real-life situations that are essential for improving
fluency and communicative competence.
Moreover, the fear of making mistakes adversely affects learners' confidence. Constant
worry about making errors results in a decline in self-esteem and self-assurance. This lack

of confidence further hinders their capacity to express themselves effectively and restricts
their overall language proficiency.
Additionally, the fear of making mistakes leads to a cautious approach in language use,
discouraging learners from taking risks. They may choose safer and simpler language
expressions, avoiding more complex or challenging language structures and vocabulary.
This cautious behavior limits their linguistic growth and restricts their ability to fully
convey their thoughts and ideas. People who are afraid of making mistakes may be
hesitant to speak up in group settings, leading to missed opportunities for collaboration
and learning. Additionally, they may avoid situations in which they are required to speak
English, such as social events or job interviews, which can limit their personal and
professional growth.


- Anxiety
Anxiety, as defined by Horwitz, Michael, and Cope (1986), refers to the feeling of stress,
fear, and unease that accompanies the process of learning a foreign language.When
individuals feel anxious about speaking in a foreign language, it can create a barrier that
hinders their ability to effectively communicate and express themselves. One of the main
effects of anxiety in speaking is the inhibition of fluency and spontaneity. The fear and
uneasiness associated with speaking in a foreign language can lead to hesitations, pauses,
and disruptions in speech. This can result in a disjointed and less natural flow of
conversation, making it challenging for listeners to understand and engage with the
speaker.
Moreover, anxiety can affect learners' accuracy and precision in speaking. When
individuals are anxious, they may experience difficulties in retrieving and using the
correct vocabulary, grammar structures, and pronunciation. This can lead to errors and
inaccuracies in their spoken language, which may further contribute to feelings of
frustration and self-doubt.
c. The learning environment related factors
Nunan (2003) emphasizes the significance of the learning environment in fostering the

growth of English speaking skills. A supportive and encouraging environment plays a
crucial role in enabling students to practice and enhance their speaking abilities with
confidence and effectiveness. The learning environment plays a crucial role in the
development of speaking skills, and various factors can affect it. One of the primary
factors is the lack of opportunities to speak. In many classrooms, students are not given
enough time to practice speaking, and this can hinder their progress. Another factor that
can affect the learning environment is the teacher's approach to teaching speaking skills.
Some teachers may focus too much on grammar and vocabulary, neglecting the
importance of speaking fluently.Additionally, the classroom atmosphere can also impact
the learning environment. Students who feel uncomfortable or anxious may struggle to
speak in front of their peers or the teacher. This can lead to a lack of confidence and a fear
of making mistakes.
3.Some solutions to overcome
- Solutions to overcome lack of vocabulary
Several researchers have come up with several suggestions to solve the problem of lack of
vocabulary.The claim of Pimsleur (1967) suggests that implementing spaced repetition
systems can optimize vocabulary learning and memorization. When it comes to learning
vocabulary, spaced repetition systems offer several advantages. They help learners
allocate their study sessions over time, which can prevent cramming and promote
vocabulary synthesis. Instead of reviewing all the words at once, learners will review
them at specific intervals based on their individual performance and the difficulty level of
the words.


By arranging review sections, learners have the opportunity to consolidate their memory
of the vocabulary words at different times when forgetting may occur. This targeted
repetition strengthens connections, making memorization easier. As a result, learners can
improve their vocabulary retention and recall over the long term.
The statement by Nation (2013) emphasizes the importance of regularly encountering
vocabulary in real-life situations to help learn and use words effectively. Authentic

contexts are situations where language is naturally used and experienced.
When learners come across vocabulary in authentic contexts, they can observe how words
are used in meaningful and relevant ways. This exposure aids in understanding word
usage intricacies, such as collocations, idiomatic expressions, and practical conventions.
By being exposed to various types of texts like books, articles, conversations, and media,
learners encounter vocabulary in different forms, styles, and genres. This exposure
contributes to the development of a broader and more diverse vocabulary, allowing
effective and accurate communication in various scenarios.
Moreover, frequent exposure to vocabulary in authentic contexts supports the acquisition
of new words through repeated encounters in meaningful situations. Research suggests
that encountering words multiple times in different contexts improves word learning and
reinforces memory connections. The more often learners come across words in authentic
contexts, the more opportunities they have to strengthen their understanding and retention
of those words.
The statement by Rinvolucri (2005) highlights the positive impact of incorporating
vocabulary games and activities in the classroom on fostering active participation and
enjoyment in learning.
When vocabulary games and activities are integrated into the classroom environment,
they create an engaging and interactive learning experience for students. This active
participation helps students actively engage with the language and deepen their
understanding of the vocabulary.
By incorporating games and activities, the learning process becomes more enjoyable and
motivating for students. Games add an element of fun and excitement to the classroom,
making the learning experience more dynamic and memorable. This can contribute to
increased student interest and enthusiasm, leading to enhanced motivation and willingness
to participate actively in vocabulary-related tasks.
- Solutions to overcome grammar problems
The quote by Lightbown and Spada (2006) emphasizes the role of error correction and
focused feedback on grammar errors in supporting learners to identify and rectify their
linguistic weaknesses.

When teachers provide error correction and focused feedback, learners have the
opportunity to see their grammar mistakes and become aware of areas that need
improvement. This feedback helps learners understand the specific grammatical errors


they are making and provides guidance on how to correct them. It enables learners to
develop a better understanding of grammar rules and structures.
Effective error correction involves providing clear explanations, examples, or models to
help learners grasp the reasons behind their errors and learn how to correct them. It is
important for teachers to create a supportive and constructive learning environment,
where learners feel comfortable making mistakes and receiving feedback.
Focused feedback on grammar errors not only helps learners rectify their mistakes but
also enhances their overall language proficiency. By addressing specific grammar
weaknesses, learners can gradually improve their accuracy and fluency in using the
language. It allows them to develop a more solid foundation in grammar, which is crucial
for effective communication.
In addition, reading extensively is also beneficial for improving grammar. Exposure to
well-written texts allows learners to observe grammar usage in context, such as sentence
structures, verb tenses, and sentence connectors. Reading helps learners internalize
grammatical patterns and develop a sense of what sounds correct.
- Solutions to overcome pronunciation problems
Overcoming pronunciation problems requires focused effort and practice. One effective
solution is to engage in targeted pronunciation exercises and activities. These can include
practicing specific sounds, intonation patterns, and word stress. By dedicating time to
these exercises, learners can improve their ability to produce sounds accurately and
develop clearer pronunciation.
Another solution is to listen to and imitate native speakers. According to Pennington and
Richards (2016), learners can enhance their pronunciation by actively listening to and
imitating audio materials that showcase native speakers. This practice enables learners to
develop a pronunciation that is both authentic and natural. By actively listening to

authentic audio materials, such as podcasts, songs, or speeches, learners can expose
themselves to natural pronunciation patterns and mimic the way native speakers
pronounce words and phrases. Regular exposure to native pronunciation helps learners
develop an ear for the language and improve their own pronunciation skills.
- Solutions to overcome fearing the mistake
Dörnyei (2009) emphasizes the significance of creating a supportive learning environment
that fosters a positive attitude towards making mistakes. This approach encourages
learners to take risks and view errors as valuable learning opportunities rather than
sources of embarrassment or failure.
In a supportive learning environment, learners feel comfortable expressing themselves
without the fear of being judged or criticized for their mistakes. This creates a sense of
psychological safety where learners are more willing to take risks and venture outside
their comfort zones. They understand that making mistakes is a natural part of the
learning process and that errors provide valuable feedback for improvement.


In addition, Larsen-Freeman and Anderson (2013) emphasize the significance of trial and
error in language learning and highlight the role of mistakes as valuable stepping stones
towards improvement. According to their perspective, embracing a trial-and-error
approach can assist learners in overcoming the fear of making errors and promote their
language development.
By emphasizing the importance of trial and error, learners are encouraged to take risks
and explore the language through experimentation. They understand that making mistakes
is a natural part of the learning process and that errors provide valuable feedback for
improvement. Instead of being afraid of errors, learners see them as opportunities to learn
and refine their language skills.
- Solutions to overcome shyness
The statement by Riggio (2008) highlights the potential of encouraging students to
participate in group activities and collaborative projects as a means to gradually overcome
shyness and develop social skills.

Shyness can often hinder students from actively engaging in classroom discussions and
interacting with their peers. However, by creating opportunities for group work and
collaboration, teacher can provide a supportive environment that encourages shy students
to step out of their comfort zones and interact with others. Participating in group activities
allows shy students to gradually build their confidence and develop interpersonal skills.
By working together with their peers towards a common goal, they can experience a sense
of belonging and develop a better understanding of the benefits of collaboration. As they
contribute to group discussions and share their ideas, they become more comfortable
expressing themselves and engaging in social interactions.
Similarly, Forsyth (2010) emphasizes the importance of implementing ice-breaking
activities and team-building exercises at the beginning of the course. These activities aim
to create a positive and inclusive classroom environment, fostering a sense of community
among students. By providing opportunities for students to get to know one another in a
relaxed and supportive atmosphere, shy students can feel more at ease and connected to
their peers.
- Solutions to overcome anxiety and shyness
To assist students in overcoming anxiety, the researchers provided recommendations.
According to Horwitz (2001), incorporating relaxation techniques, such as practicing deep
breathing exercises and engaging in mindfulness activities, can aid learners in effectively
managing anxiety and fostering a tranquil learning environment. Deep breathing exercises
involve taking slow, deep breaths, which can activate the body's relaxation response and
help reduce feelings of stress and tension. This technique encourages learners to focus on
their breath, redirecting their attention away from anxious thoughts and promoting a sense
of relaxation.
The statement by Pekrun, Goetz, and Perry (2005) emphasizes the significance of creating
a supportive and non-threatening classroom environment as a means to alleviate anxiety


and encourage active participation among learners.Anxiety can have a detrimental impact
on learners' motivation, engagement, and overall performance. When students feel judged

or fear negative evaluations, their anxiety levels may rise, inhibiting their willingness to
participate and express themselves freely. However, by establishing a supportive and nonthreatening environment, educators can help alleviate anxiety and foster a positive
learning atmosphere.


CHAPTER III: FINDINGS AND DISCUSSION
1.Findings
1.1. Linguistic related factors
Strongly Agree

Agree
Disagree
30
25
20
20
15
15
10
5
5
0

25
15

11
4

17

8

Figure 1. Linguistic related factors.
The given bar chart illustrates the opinions of a group of individuals regarding their
ability to use vocabulary effectively in conversations and presentations. According to the
chart, 20 individuals fully agree that they lack sufficient vocabulary for these activities,
while 15 individuals agree but with some disagreement, and 5 individuals disagree. The
chart highlights a significant portion of the group facing challenges in using vocabulary
during conversations and presentations. Insufficient vocabulary can limit their ability to
express ideas and convey information accurately and coherently. Among those who agree
or partially agree, there might be some level of confidence in their vocabulary usage, but
they may still experience weaknesses or feelings of insecurity in their abilities. Additional
support and practice may be needed to enhance their vocabulary skills and build
confidence in using vocabulary in real-life situations.
Regarding the bar graph depicting opinions on the ability to use grammatical structures to
connect information and manage tenses, 11 individuals fully agree that they lack adequate
grammatical structures, while 25 individuals agree with some disagreement, and 4
individuals disagree. The graph indicates that some individuals in the group encounter


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 8 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
5
0

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 9 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.