Factors negatively affecting non english majored students’ speaking skills a study at ho chi minh city university of technology

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
-------------------------------

NGUYEN NGOC DUC

FACTORS NEGATIVELY AFFECTING NONENGLISH MAJORED STUDENTS’ SPEAKING
SKILLS: A STUDY AT HO CHI MINH CITY
UNIVERSITY OF TECHNOLOGY

Major: English Language
Course code: 60220201

HO CHI MINH CITY, JUNE 2021


MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
-------------------------------

FACTORS NEGATIVELY AFFECTING NONENGLISH MAJORED STUDENTS’ SPEAKING
SKILLS: A STUDY AT HO CHI MINH CITY
UNIVERSITY OF TECHNOLOGY
Submitted to the
Faculty of English Language
in partial fulfillment of the Master’s degree in English
Number of words: 23,230
Language Course code: 60220201
By
NGUYEN NGOC DUC
Supervised by

LE VAN TUYEN, Ph.D.
HO CHI MINH CITY, JUNE 2021


The thesis entitled Factors negatively affecting non-English majored students’
speaking skills: A study at Ho Chi Minh city University of Technology was
successfully defended and approved on 29th June 2021 at Ho Chi Minh City
University of Technology (HUTECH).

Academic supervisor: Le Van Tuyen, Ph.D..........................................................
(full name, title, signature)

Examination Committee
1. Nguyen Thi Kieu Thu, Ph.D.

Chair

2. Tran Quoc Thao, Ph.D.

Reader 1

3. Luu Thi Mai Vy, Ph.D.

Reader 2

4. Duong My Tham, Ph.D.

Member

5. Nguyen Ngoc Tran Chau, Ph.D.

Secretary Member

On behalf of the Examination Committee
Chair

Nguyen Thi Kieu Thu, Ph.D.


HCMC UNIVERSITY OF TECHNOLOGY
POSTGRADUATE INSTITUTE
-----------------------------------------HCMC, 29th June 2021

MASTER’S THESIS REPORT
Student name: NGUYEN NGOC DUC………..Sex: Male…………………………
Date of birth: 07 July 1980……………………..Place of birth: Vinh Long………...
Major: English Language……………………...Student code: 1941900026………..
I- Thesis title: Factors negatively affecting non-English majored students’ speaking
skills: A study at Ho Chi Minh city University of Technology
II- Objectives and contents:
Ø

To explore the factors negatively affecting the learning of English-speaking
skills.

Ø

To discover teachers’ attitudes, beliefs and teaching strategies with the aim of
helping their students reduce the negative effects on the learning of speaking
skills.

The study was conducted at Ho Chi Minh city University of Technology

(HUTECH). It focused on investigating the factors negatively affecting non-English
majored students’s speaking skills. The participants were 176 third-year students
from 4 different major classes: Marketing, Business Administration, Logistics,
Control Engineer and Automation. A mix-method design was applied to collect both
quantitative and qualitative data. For data analysis, SPSS software was used to
analyze the data collected from the questionnaire. In addition, thematic analysis was
employed to analyze the data collect from semi-structure interviews.
i


III- Starting date: (as stated in the Decision issued by the University)
IV- Completing date: 29th June 2021.........................................................................
V- Academic supervisor: Le Van Tuyen, Ph.D. ......................................................
ACADEMIC SUPERVISOR

FACULTY DEAN

LE VAN TUYEN, Ph.D

ii


CERTIFICATE OF ORIGINALITY
I certify my authorship of the Master’s Thesis submitted today entitled:

“FACTORS NEGATIVELY AFFECTING NON-ENGLISH MAJORED
STUDENTS’ SPEAKING SKILLS: A STUDY AT HO CHI MINH CITY
UNIVERSITY OF TECHNOLOGY”

In terms of the statement of requirements for Theses in Master’s programs
issued by the Higher Degree Committee of Faculty of English Language, Ho Chi
Minh City University of Technology.

Ho Chi Minh City, 29th June 2021

NGUYEN NGOC DUC

iii


RETENTION AND USE OF THE THESIS
I hereby state that I, NGUYEN NGOC DUC, being a candidate for the degree
of Master of Arts (English Language) accept the requirements of the University
relating to the retention and use of Master’s Theses deposited in the library.
In terms of these conditions, I agree that the original of my Master’s Thesis
deposited in the library should be accessible for purposes of study and research, in
accordance with the normal conditions established by the Librarian for the care, loan,
and reproduction for theses.

Ho Chi Minh City, 29th June 2021

NGUYEN NGOC DUC

iv


ACKNOWLEDGEMENTS
Firstly, I would like to express my deepest gratitude to Dr. Le Van Tuyen, my

supervisor, for his elaborate instructions, invaluable guidance and constant
encouragement through the whole research process. Without his support and
guidance, this thesis would have never been completed.
Secondly, I am profoundly grateful for the enthusiastic instructions and
assistance of Dr. Nguyen Thi Kieu Thu, the Dean of English Language Faculty, Ho
Chi Minh city University of Technology. I would also like to thank all of my beloved
teachers for their interesting and informative lectures throughout my Master course.
Thirdly, I am also grateful to the staff at Institue of Postgraduate Studies as well
as my colleagues for their support, and non-majored English students at Ho Chi Minh
city University of Technology for their participation in the survey and the interviews,
which played a major role in the completion of my study.
Finally, most especially to my wife, who has created the most favorable
environment for me within the course, and during the time of writing and completing
this thesis.

NGUYEN NGOC DUC

v


ABSTRACT
In Vietnam, English is considered one of the most important foreign languages
and taught formally from elementary schools up to universities. At Ho Chi Minh City
University of Technology (HUTECH), English is taught to all students of different
disciplines. English speaking skill is considered a vital skill for them to apply for a
good job after graduating from the university. Nonetheless, not many of the students
are confident enough and can communicate well in English. Therefore, this study
aimed to investigate the factors negatively affecting their learning English speaking
skills. To achieve the aims of the study, the researcher used the following data
collection instruments: First, the survey questionnaire was used for collecting

quantitative data. The participants took part in the survey included 167 third-yearstudents from four different majors. Next, the interview questions for students were
also conducted for qualitative data collection. 12 students from four classes
volunteered to paticipate in the interviews. To analyze the collected data, descriptive
and content analysis were employed. The findings revealed that among four major
factors: student-related factors, teacher-related factors, curriculum/ textbook-related
factors and class-related factors, teacher and class are the two most influential factors
negatively affecting their speaking skills. Lastly, some strategies for the teachers to
reduce those negative effects were also suggested with the aim of motivating and
enhancing the learning process of HUTECH non-English majored students’ speaking
skills. It is expected that the findings of the study will help to find out strategies for
teachers to reduce the negative effects of those factors. Furthermore, lecturers
teaching non-English major at HUTECH may choose and apply appropriate teaching
methods to help their students enhance speaking competence.
Keywords: Factors, negatively, speaking skills, non-English majored students,
strategies.

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TABLE OF CONTENT
Page
CERTIFICATE OF ORIGINALITY ............................................................... iii
RETENTION AND USE OF THE THESIS .....................................................iv
ACKNOWLEDGEMENTS ............................................................................... v
ABSTRACT ......................................................................................................vi
LIST OF TABLES ............................................................................................xi
LIST OF FIGURES......................................................................................... xii
LIST OF ABBREVIATIONS ........................................................................ xiii
TABLE OF NUMBER OF WORDS ..............................................................xiv
CHAPTER 1: INTRODUCTION............................................................................ 1

1.1 Background to the study............................................................................... 1
1.2 Statement of the problem ............................................................................. 4
1.3 Aims and objectives of the study. ................................................................ 6
1.4 Research questions ....................................................................................... 6
1.5 Scope of the study ........................................................................................ 6
1.6 Significance of the study .............................................................................. 7
1.7 Definitions of the terms ................................................................................ 8
1.8 Organization of the study ............................................................................. 9
CHAPTER 2: LITERATURE REVIEW ............................................................. 11
2.1 English speaking skills ............................................................................... 11
2.1.1 Definition….. ...................................................................................... 11
2.1.2 The importance of speaking skills ...................................................... 12
2.1.3Characteristics of speaking skills ........................................................ 12
2.2 Factors affecting learning’s English-speaking skills.................................. 13
2.2.1 Student-related factors ........................................................................ 13
2.2.1.1 Motivation ............................................................................... 14
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2.2.1.2 Anxiety .................................................................................... 15
2.2.1.3 Listening ability ...................................................................... 15
2.2.1.4 Various individual and social factors ...................................... 15
2.2.1.5 Hierarchy of needs .................................................................. 16
2.2.1.6 Perceived well-being ............................................................... 16
2.2.1.7 Purposeful connection with work ........................................... 16
2.2.1.8 Conscientiousness and achievement ....................................... 17
2.2.2Teacher-related factors........................................................................ 17
2.2.2.1 Subject knowledge and motivational level ............................. 18
2.2.2.2 Teacher qualifications ............................................................. 18
2.2.2.3 Teaching methods ................................................................... 18

2.2.2.4 Know your students’ abilities and build on their strengths ..... 20
2.2.2.5 Enthusiasm .............................................................................. 21
2.2.3Curriculum and textbook-related factors ............................................ 21
2.2.3.1 Students’ experience and achievement ................................... 21
2.2.3.2 Student ownership ................................................................... 22
2.2.3.3 Building students’ competency ............................................... 22
2.2.3.4 Students feel connected and involved ..................................... 22
2.2.3.5 Timely and relevant to real life ............................................... 23
2.2.3.6 Technology and information from the Internet ....................... 23
2.2.4Class-related factors ............................................................................ 23
2.2.4.1 Engagement and considering student and teacher opinions.... 24
2.2.4.2 Teamwork ............................................................................... 24
2.2.4.3 Emotionally literate environment............................................ 24
2.3 Strategy used for teaching English speaking skills. ................................... 25
2.3.1 Definition of strategy .......................................................................... 25
2.3.2 Strategies used by teachers to reduce negative effects on students’
speaking skills. .................................................................................. 26
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2.3.2.1 Teachers’ attitudes and beliefs ................................................ 26
2.3.2.2 Teachers’ strategies ................................................................. 27
2.4 Previous studies .......................................................................................... 31
2. 5 Conceptual framework .............................................................................. 36
CHAPTER 3: METHODOLOGY ........................................................................ 38
3.1 Introduction ................................................................................................ 38
3.2 Research design .......................................................................................... 38
3.3 Research site............................................................................................... 40
3.4 Sample and sampling procedure ................................................................ 41
3.5 Research instruments ................................................................................. 43

3.5.1 Questionnaire ...................................................................................... 43
3.5.2 Semi-structured interview ................................................................... 45
3.6 Data collection procedures. ........................................................................ 46
3.7 Data analysis procedures. ........................................................................... 46
3.8 Reliability and Validity .............................................................................. 49
3.9 Ethical issues .............................................................................................. 50
3.10 Summary .................................................................................................. 51
CHAPTER 4: FINDINGS AND DISCUSSIONS ................................................. 52
4.1 Introduction ................................................................................................ 52
4.2 Results of the study .................................................................................... 52
4.2.1 Factors negatively affecting non-English majored students’ speaking
skills……. ............................................................................................. 52
4.2.1.1. Student-related factors ........................................................... 52
4.2.1.2 Teacher-related factors ............................................................ 59
4.2.1.3 Curriculum and textbook-related factors ................................ 64
4.2.1.4 Class-related factors ................................................................ 65
4.2.2 Students’ perspectives of what teachers should do to reduce the
negative effects of those factors on students. ........................................ 67
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4.2.2.1 Teachers’ attitudes and beliefs. ............................................... 68
4.2.2.2 Teachers’ teaching methods .................................................... 70
4.3 Discussions ................................................................................................. 74
4.3.1 The factors negatively affecting students’ speaking skills. ................ 74
4.3.2 Strategies that teachers should use to reduce the negative effects ...... 76
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS ......................... 78
5.1 Introduction ................................................................................................ 78
5.2 Summary of the main findings of the study ............................................... 78
5.3 Implications of the study ............................................................................ 79

5.4 Limitations of the study ............................................................................. 80
5.5 Recommendations for further researchers ................................................. 80
REFERENCES........................................................................................................ 81
APPENDIX A ........................................................................................................... 89
APPENDIX B ........................................................................................................... 95
APPENDIX C ......................................................................................................... 102
APPENDIX D ......................................................................................................... 103
APPENDIX E ......................................................................................................... 104
Appendix F: Plagiarism report ................................................................................ 118
Appendix G: Endorsement...................................................................................... 119

x


LIST OF TABLES
Table 3.1 Demographic characteristics of students as research participants ………42
Table 3.2 Methods of data analysis in referring to the research questions and
instruments……………………………………………………………48
Table 3.3: Cronbach’s Alpha indexes of the questionnaire items for students…….49
Table 4.1: Descriptive statistics of student-related factors ....................................... 53
Table 4.2: Students’ lack of interest, motivation and willingness ............................ 54
Table 4.3: Students’ anxiety and lack of confidence, listening ability. .................... 55
Table 4.4: Students’ individual and social factors, hierarchy of needs. ................... 57
Table 4.5: Descriptive statistics of teacher-related factors. ...................................... 59
Table 4.6: Descriptive statistics of classroom management, teaching methods. ...... 61
Table 4.7: Descriptive statistics of subject knowledge and motivational level ........ 62
Table 4.8: Descriptive statistics of teacher’s enthusiasm. ........................................ 63
Table 4.9 Descriptive statistics of curriculum and textbook-related factors ........... 64
Table 4.10: Descriptive statistics of class-related factors. ........................................ 66
Table 4.11: Descriptive statistics of four major factors that negatively affect nonEnglish majored students’ speaking skills. ........................................... 67

Table 4.12: Descriptive statistics of teachers’ attitudes and beliefs ......................... 68
Table 4.13: Descriptive statistics of teachers’ teaching methods ............................. 71
Table 4.14: Descriptive statistics of strategies that teachers should use to reduce the
negative effect on students’ speaking skills. ......................................... 74

xi


LIST OF FIGURES

Figure 1: Conceptual framework of the study ............................................. 37

xii


LIST OF ABBREVIATIONS
HUTECH Ho Chi Minh city University of Technology
SPSS

Statistical Package for Social Sciences

EFL

English as a Foreign Language

L2

Second Language

GPA

Grade Point Average

CLT

Communicative Language Teaching




xiii


TABLE OF NUMBER OF WORDS
Chapter 1

2,874 words

Chapter 2

8,099 words

Chapter 3

3,972 words

Chapter 4

7,464 words

Chapter 5

821 words

Total

23,230 words

xiv


CHAPTER 1
INTRODUCTION
This chapter provides the rationale for the thesis. First, it begins with the entries
Background of the study and Statement of the problem, in which the researcher
concerns with the issues relating to factors negatively affecting non-English majored
students’ speaking skills at Ho Chi Minh city, University of Technology (HUTECH).
Consequently, it inspires the researcher to conduct this study. Next, the chapter
continues with the entry Aims and Objectives of the study that leads to the design of
research questions. Within this chapter, the researcher also emphasizes the
Significance of the study for lecturers, educators and scholars to consider for further
researches. Then, some key words related to the study are also defined clearly.
Finally, this chapter presents the organization of the study.
1.1 Background to the study
Speaking seems the most important skill in second language learning. In spite
of its importance, speaking has been underestimated at schools and universities due
to different reasons like numerous students in large classes, emphasis on grammar,
writing and examination success. Students' speaking performance is not tested in final
examination because it is difficult to carry out testing all students' speaking
performance and it takes a lot of time to do it (Clifford, 1987). Speaking is a vital

skill in learning both first and second language. Learning speaking is the most
essential aspect of learning a second or foreign language and the result is measured
based on the ability to use English in communication (Nunan, 1995).
Speaking is the most important skill in learning English because learners who
learn a language are regarded as the speakers of that language (Ur, 1996). The main
purpose of teaching English is to give students the ability to communicate effectively
and accurately in English (Davies & Pearse, 2000). In fact, good communication skill
is not only essential for good achievement in academic life but also for a successful
1


future career. In every organization, leader, manager, supervisor, and employee,
effective communication is an important element of success. It does not only help the
learners get good jobs but also become more successful in the jobs they have. Hybels
and Weaver (2004) stated that the key to success in our work and relationships is
effective communication, or the ability of expressing your thoughts, feelings and
ideals that interest most people. Therefore, having a good communication skill is very
essential.
Speaking is one of the most difficult skills in learning English. Most students
are afraid of making mistakes when they try to speak English. The most difficult
problem of learning speaking skills is students are afraid to express their ideas,
opinions in English, how to use correct grammar, vocabulary and pronunciation in
their communication with friends, teachers and other people (Hughes, 2011). Some
students who can communicate well in English with correct grammar, good
pronunciation and fluency will be considered having a skill or a strategy in learning
English. Nonetheless, to achieve the proficiency target of speaking skills is not easy
because students must focus on expressing their ideas, pronunciation, grammar and
fluency at the same time. Therefore, they should know some strategies of speaking
skills to become a good speaker. In this case, students should master those strategies
to learn speaking skills. It is the lecturers’ duty to create enjoyable, funny and

interactive speaking classes to make students motivated and confident to speak
English in the classroom.
Nonetheless, not all of English learners can communicate fluently and
accurately after many years learning English. They do not have enough knowledge
and skills to use English in communication. They tend to have low performance when
they have to communicate or speak up in front of other students. (Nguyen Hoang
Tuan & Tran Thi Ngoc Mai, 2015; Almadi & Leong, 2017). As a consequence, it has
become one of the most popular issues in language learning for recent years.

2


In Vietnam, English has been taught as a foreign language (EFL) at schools and
universities. It is a compulsory school subject from primary schools to universities,
even in post-graduate programs. After many years learning English, most of the
students are still unable to communicate confidently in English, especially speaking
skills. This research aims to analyze the major factors that have negative influence on
students’ learning speaking skills inside and outside the classroom. As a result, the
findings will help to improve students’ participation in performing different tasks in
speaking classes. So, they are able to acquire the essential need of the language in
communication.
Prior studies mainly focused on finding out the factors negatively affecting the
learning speaking skills of EFL learners in general, or English-majored students. In
addition, many studies concentrated on interviewing teachers for some strategies to
teach speaking skills effectively (Brophy & Good, 1986; Wang, Haertel & Walberg,
1993b). Otherwise, little research on teachers’ attitudes, beliefs and teaching pratice
which affect students’ speaking skills (OECD, 2009). Furthermore, not many
researchers examined the expected strategies from students’ perpectives that their
teachers should use to help them reduce the negative effects of those factors. To fill
the gap of previous studies, the researcher focuses on conducting the survey from

non-English majored students’ point of views, about factors negatively affecting their
learning speaking skills, and about their teachers’ attitudes, beliefs and teaching
methods. In addition, to increase the validity of the study, the researcher also
interviews the students for some strategies they expect their teachers to use and help
them reduce those negative effects, and improve their speaking skills.
Actually, strategy plays an important role in teaching and learning English. In
the process of teaching and learning, strategy is one of the activities which should be
applied by both teachers and students to make those activities more effective and
efficient. Hence, teachers have to design a strategy that helps their students in
learning activities. According to Silver (2007), the goal of teaching is to blend
3


together a conversation which joins different learners in a common core of learning
environment. Strategy can be understood as the different types of teaching methods
that teachers use to obtain the goal. Therefore, teachers ought to choose appropriate
strategy in teaching speaking skills to their students.
Strategy is able to help students solve their difficulties when they try to speak
English. Almost of the students find themselves some obstacles in expressing their
ideas, opinions in English. So, they have low motivation in learning a foreign
language and they do not know how to make it easy. Some of the problems that most
students have in speaking activities including low or no motivation to express their
ideas in speaking tasks. Hence, they do not want to participate in performing speaking
tasks, and they have to use mother tongue in classroom (Ur, 1996). Consequently,
teachers should choose an appropriate strategy to make their students understand and
apply that strategy in learning speaking skills. In addition, lecturers should guide
students to express their ideas in classroom activities.
1.2 Statement of the problem
At Ho Chi Minh City, University of Technology (HUTECH), the status of using
English in communication is very low especially non-English majored students. They

are able to pass the examination and pass the course, but find it difficult to
communicate together in English. Almost of students at HUTECH have similar
problems when they are asked to practice speaking English in the classroom. These
problems include: inhibition or anxiety, lack of topical knowledge, low participation
or communicative unwillingness, and mother-tongue use (Ur, 1996; Nguyen Hoang
Tuan & Tran Ngoc Mai, 2015). Actually, These are some common problems of
speaking skills that most language learners may have. Not only high school students
but college students share these similar difficulties.
Firstly, non-English majored students at HUTECH often encounter is anxiety.
When they want to say something in English, they are often anxious. They are
worried about making mistakes in grammar and pronunciation. Littlewood (2007)
4


claimed that speaking a foreign language in the classroom can create students’
anxiety easily. The fear of speaking English in the classroom to some students
encounter like inhibition and risk taking. Speaking a foreign language sometimes
causes in anxiety. According to Bashir, Azeem and Dogar (2011) extreme anxiety
may lead to a sense of failure in English learners. As Woodrow (2006) asserted that
anxiety has a negative effect on the learners’ speaking skills. Adults are very careful
to avoid making mistakes in whatever they say. In their opinion, mistakes cause a
kind of feeling which can prevent them from speaking English in front of other
people. Actually, HUTECH students’ different speaking abilities and English levels
make them feel anxious in the classroom. Thus, it leads to their silence during the
whole class activities.
The second problem of English speaking that non-English majored students at
HUTECH have is students’ lack of topical knowledge. They cannot think of anything
to say, or to express themselves because of unfamiliar or uninteresting topics. Rivers
(1968) stated that the students do not know what to say, or to express themselves
because they know very little about the chosen topic by the lecturer. Thus, it is not

easy for HUTECH students to answer when the teachers ask them some questions
about unpopular topics in a foreign language. In addition, they might have little
knowledge to provide the answers. They do not have enough vocabulary to express
their ideas and cannot use grammar correctly (Baker & Westrup, 2003).
The third problem of HUTECH students in a speaking class is their low
participation or unwillingness. In a large group, each student has little time and
chance to speak because only one person talks and others listen to him or her. There
are two kinds of students in a group: strong and weak ones. The good learners often
dominate the slow and weak ones. The weak students will not talk in front of the
strong ones, they are afraid of being laughed by the strong students. Thus, it leads to
low participation and unwillingness for weak students to take part in discussion and
speaking English in a group.
5


The fourth problem of speaking English in the classroom is that HUTECH
students prefer using their mother-tongue. It is easier for them to discuss and express
ideas in their native language. Harmer (1991) asserts some reasons why the students
prefer using mother tongue in the class. Firstly, when they are asked to discuss a topic
that they are not interested in, which they have little knowledge or they do not know
anything about it. If they are forced to say something about the topic, they will use
their native language. Another reason is that using mother tongue makes them more
confident in discussion and they can talk naturally. In addition, if teachers do not try
to encourage students in speaking English, they prefer using their first language in
the classroom.
1.3 Aims and objectives of the study.
This research was conducted with the aim of finding out the factors negatively
affecting non-English majored students’s speaking skills at Ho Chi Minh City,
University of Technology. Thus, the objectives of this study are mentioned below:
Ø

To explore the factors negatively affecting the learning of English-speaking
skills.

Ø

To discover teachers’ attitudes, beliefs and teaching activities needed in helping
their students reduce the negative effects on speaking skills.

1.4 Research questions
Based on the aims and objectives, the study attempted to address the following
questions:
1. What are the factors negatively affecting non-English majored students’
speaking skills?
2. From students’ perpectives, what should EFL teachers do to help students
reduce the negative effects of those factors on speaking skills?
1.5 Scope of the study
The scope of the study is narrowed down to the learning process of the Englishspeaking skills of HUTECH students. The study is focused on investigating the
6


factors negatively affecting non-English majored students’ speaking skills.
Additionally, the study also aims to find out the strategies that the teachers should
use to reduce those negative effects on students’ speaking skills. The researcher also
limits the participants to the third-year-students of four different majors. The thirdyear students were chosen to participate in the survey because they have spent more
than two years learning English at HUTECH. They are able to realize the difference
of learning English at a High school and a university, especially speaking skills,
which are vital for their future jobs. There is a need for these limitations because the
investigation of the process of learning, practicing, and improving the Englishspeaking skills is such a complex area.
In this study, mixed methods are employed. Two instruments used for data

collection are questionnaire and semi-structured interview. There are 180 copies of
the questionnaire delivered to the students of four classes with different majors, and
the researcher obtained 167 appropriately completed and returned by the participants.
The delimitations imposed for practical reasons such as sample size, time of the study
to carry out a more thorough investigation. The data from the questionnaire and the
interview is collected and analyzed by using SPSS software. The survey is conducted
at HUTECH and the participants are students at this university.
1.6 Significance of the study
This research is hoped to find out the factors negatively affecting HUTECH
non-English majored students’ learning speaking skills. At a theoretical level, these
factors play an important role in developing students’ learning speaking skills. They
also help the lecturers understand deeply their students’ difficulties in practice
speaking English in the classroom. Thus, the teachers are able to help their students
build confidence so that they are able to improve their speaking performance.
At a practical level, the teachers at HUTECH can find suitable strategies to
reduce the negative effects on students’ learning speaking skills. As a result, they can

7


choose the suitable teaching methodology, and create more comfortable environment
in English speaking classes for students to practice together (Brown, 2001).
Moreover, the researcher expects that this study will give some contributions to
the English language teaching and learning quality. There are two significance
contributions gained from this study. First, the findings from this study may help the
stakeholders to enhance the quality of teaching and learning speaking skills at
universities as well as in Vietnam. Second, this research may also serve as a resource
based on other scholars and researchers’ interest in carrying out further researches in
this field.
1.7 Definitions of the terms

To avoid misunderstanding and misinterpreting of the meaning in the title of
this study, the researcher provides the meaning of terms used in the research entitled
“factors”, “speaking skills” as below:
§ Factor refers to a part or element that influences on something, or contributes
to a result.
§ Negatively refers to be in a bad or harmful way of something to somebody
which is not desirable, lack of optimism and enthusiasm. (Oxford Advanced
Learner’s Dictionary)
§ Non-English majored students refer to those whose majors are not the English
language as a foreign /second language.
§ Speaking skill is the ability to perform linguistic knowledge to express
thoughts, feelings and ideas in actual communication.
§ Speaking performance refers to an interactive process of expressing the
meaning which aims to produce, provide, and process the information (Brown,
2000).

8