An investigation into factors influencing english oral communication skills of firstyear english majors at thuongmai university

THUONGMAI UNIVERSITY
ENGLISH FACULTY
------

GRADUATION PAPER
TOPIC
AN INVESTIGATION INTO FACTORS INFLUENCING
ENGLISH ORAL COMMUNICATION SKILLS OF FIRSTYEAR ENGLISH MAJORS AT THUONGMAI UNIVERSITY

Supervisor

: Ms. Do Thi Bich Dao

Student

: Nguyen Ha Trang

Class

: K54N6

Student Code : 18D170292

Hanoi, 2022


ABSTRACT
Speaking is regarded as the most significant of the four English skills. When
you learn a language, your goal is to be able to speak instinctively and fluently with
native people. You may have excellent writing skills because you understand
grammar and vocabulary well, but your reflection is bad. Fear of communicating, a

lack of training atmosphere, a lack of vocabulary, poor grammar, and other factors
are typical among Vietnamese people who have trouble oral communication
English.English is also used in the elementary school curriculum. In fact, you are
often taught by passive methods under the supervision of teachers. As a result, from
grade 1 to grade 12, you study English with the aim of completing a written
examination in school and college exams. Students study grammar and vocabulary
and practice reading passages from novels. As a proof, they have few opportunities
to practice communicating. Currently, a number of secondary and high schools are
shifting certain subjects, including English, from written to oral exams. Students, on
the other hand, are more concerned with rote learning without knowing something.
The condition continued until university, resulting in poor English language
skills.Most first-year students struggle to communicate in English due to a lack of
comprehensive instruction in speech skills. For the above factors, “an investigation
into factors influencing English oral communication skills of first-year English
majors at Thuongmai University and proposed solutions” is being carried out.
This research seeks to identify certain challenges and strategies to help students
develop their speech skills, allowing them to engage effectively in class, as well as
in everyday life and future jobs.

i


ACKNOWLEDGEMENT
Initially, I would like to express my greatest gratitude to my supervisor, Ms.
Do Thi Bich Dao, for her instruction and encouragement during my thesis period.
Furthermore, I would like to show my appreciation to the students spending
their time to do my survey which helps me a lot in gathering data. This study will
not be finished if not for their assistance.
Besides, I would like to thank my parents and the other members of my family
for their support during the time I did this paper. With a lot of meaningful things,

good lessons as well as a convenient condition to learn and grow that motivates me
to study and beat all the disadvantages in my life.
Lastly, I would especially like to express my sincere gratitude to the lecturers
of English faculty, Thuongmai University for their wholeheartedness and support.
During nearly four years of studying at university, I have gained a lot of useful
knowledge from experienced teachers and that is a valuable achievement for me to
be able to complete this paper as well as find a suitable job in the time coming.
I look forward to obtaining the comments and feedback of teachers that could
make my research more perfect. Sincerely thanks!
Hanoi, 8th April, 2022
Student,
Trang
Nguyen Ha Trang

ii


TABLE OF CONTENTS

ABSTRACT ............................................................................................................... i
ACKNOWLEDGEMENT ....................................................................................... ii
TABLE OF CONTENTS ........................................................................................ iii
LIST OF ABBREVIATIONS .................................................................................. v
LIST OF FIGURES AND CHARTS ..................................................................... vi
CHAPTER 1: OVERVIEW OF THE STUDY ...................................................... 1
1.1.

Rationale of the study ................................................................................. 1

1.2.

Previous studies ........................................................................................... 2

1.3.

Aims of the study ......................................................................................... 4

1.4.

Research subject .......................................................................................... 4

1.5.

Scope of the study ........................................................................................ 4

1.6.

Research methodology ................................................................................ 5

1.7. Organization of the study ............................................................................ 6
CHAPTER 2: LITERATURE REVIEW .............................................................. 7
2.1. Oral communication skills.......................................................................... 7
2.2. The importance of oral communication skills .......................................... 9
2.3. Characteristics of oral communication skills ......................................... 10
2.4. Factors affecting English oral communication skills ............................. 11
2.4.1. Psychological factors .............................................................................. 12
2.4.2. Listening factors ..................................................................................... 13
2.4.3. Linguistic factors .................................................................................... 13
2.5. Difficulties in learning oral communication skills. ................................. 16
2.6. Relevant researches .................................................................................... 18

CHAPTER 3: RESEARCH FINDINGS AND DISCUSSIONS ......................... 20
3.1. Participants of the study ............................................................................ 20

iii


3.2. Data collection instruments ....................................................................... 21
3.2.1. The survey questionnaire........................................................................ 21
3.2.2. The interview ........................................................................................... 22
3.3. Procedure of data collection ...................................................................... 22
3.3.1. The survey questionnaire........................................................................ 22
3.3.2. The interview ........................................................................................... 22
3.4. Data analysis ............................................................................................... 23
3.4.1. Results from the survey questionnaire ................................................... 23
3.4.2. Results from the interview ...................................................................... 33
3.5. Main findings and discussion. ................................................................... 37
3.5.1. The first question: “What factors influence first-year English students’
ability to develop their oral communication skills?"....................................... 37
3.5.2. The second question: “What are certain techniques that can be used to
assist students in improving their oral communication ability?” ................... 39
CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS ....................... 41
4.1. Recommendations and suggestions .......................................................... 41
4.1.1. For students ............................................................................................. 41
4.1.2.For teachers ............................................................................................. 42
4.2. Limitations and recommendations for further studies ........................... 42
4.2.1. Limitations of the study .......................................................................... 42
4.2.2. Recommendations for further studies .................................................... 43
CONCLUSION ....................................................................................................... 44
REFERENCES ....................................................................................................... 45
APPENDIX................................................................................................................. I

iv


LIST OF ABBREVIATIONS

No

Abbreviations

English meaning

Vietnamese meaning
Đại học Thương Mại

1

TMU

Thuongmai University

2

EFL

English as a foreign language Tiếng Anh như ngoại ngữ

3

L2

Second Language

4

WTC

5

EFA

English For All

6

ESC

English Speaking Club

Willingness

Ngôn ngữ thứ hai
To

Communicate

v

Sự sẵn sàng để giao tiếp
Tiếng Anh cho tất cả mọi

người
Câu lạc bộ Nói Tiếng Anh


LIST OF FIGURES AND CHARTS

Chart 3.1. Distribution of student participants by gender ........................................ 21
Chart 3.2. The importance of English ...................................................................... 23
Chart 3.3. The obstructing factors in practicing English oral communication skills 24
Chart 3.4. The cause of anxiety when practicingoral communication English ........ 26
Chart 3.5. The cause main purposes of students of practicing English oral
communication ......................................................................................................... 27
Chart 3.6. Students’ assessment on the influence of pronunciation ......................... 28
Chart 3.7. Students’ assessment on the influence of vocabulary ............................. 30
Chart 3.8. Students’ assessment on the influence of grammar ................................. 31

Table 1: Solutions to improve English oral communication skills .......................... 32

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CHAPTER 1: OVERVIEW OF THE STUDY
1.1. Rationale of the study
In the current globalization period, English has become an indispensable
language in every country in the world because of its effect on our life and social
development. As a result, being able to master a language like English is the most
effective way for who wants to pursue and obtain good job opportunities. It is
undoubtedly that many companies and employees in developing countries like
Vietnam, who can gain a lot from partnering with international firms or those
searching for seeking better career prospects in the countries using English as a

mother language. Because these companies with clients in various non-oral
communication countries rely on English as the primary means of communication,
they require bilingual employees to increase their chances of working with the best
global companies. As a result, companies that do not speak English will lag behind
their competitors due to communication barriers. With that said, we can see the
value of English in today's business environment. Furthermore, in the age of
technology 4.0, becoming proficient in listening and writing skills is essential for
anyone seeking a better paying job as a translator, marketing consultant, or teacher.
Being good at English is a great advantage for everyone, but to do this, it takes
a great deal of effort. Out of these skills, oral communication is by far the old way
of interaction since they pre-date the formal human writing systems by millions of
years. This implies that, since the dawn of humanity, oral communication and
listening have been fundamental communicative methods, as well as our most basic
and fundamental means of transmitting messages. However, studies have shown
that when we have conversations, we spend approximately 35-45 percent of our
time listening, 24-30% oral communication, 10-18% reading, and only 10% writing.
Despite this, many students do not place enough emphasis on listening and oral
communication skills. It could be argued that many Vietnamese students have poor
hearing and oral communication skills because they do not get enough practice and
exposure to the language. The curriculum is too heavy in grammar, while the reflex
and communication practice is not focused. Students can master English grammar,
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but cannot turn them into tools for communication. Grammar is only the foundation
for practicing other skills such as listening, oral communication, reading, and
writing, which is known as “learning by doing”. According to William John
Bennett, a politician, “Our common language is English. And our common task is to
ensure that our non-oral English communication children learn this common
language.” Learning a language is the process of becoming able to hear, understand,

and communicate in a language other than our native tongue. It is regarded as the
general purpose of the freshman of the English Faculty of Thuongmai University.
The majority of them frequently struggle with learning subjects related to oral
communication English on a regular basis, such as translations and interpretations.
For those reasons, I have taken the decision to select a research “on factors
influencing English oral communication skills of first-year English majors at
Thuongmai University” and some recommended solutions to boost their
communication ability. This research was carried out with the intention that it
would be a valuable guide to help students develop their oral communication skills
As a result, it would enable students to provide an effective learning approach to
achieve the best outcome.
1.2. Previous studies
When topic “an investigation into factors influencing English oral
communication skills of first-year English majors at Thuongmai University and
proposed solutions” was chosen, many found previous studies related to the topic
were searched and studied in the internet. There are some research topics in advance
of foreign and Vietnamese authors. After selecting, some of the following
researches were chosen as following:
In the study of WTC among first language scholars (McCroskey, 1992);
(McCroskey and Baer, 1985); (McCroskey and Richmond, 1987); (McCroskey and
Richmond, 1990); (Zakahi & McCroskey, 1989), used this term to refer to “an
individual’s general personality orientation towards talking”. Willingness to
communicate (WTC) is an affective variable that has an impact on L2 and/or FL
acquisition (MacIntyre, Baker, Clément & Donovan, 2002; MacIntyre, Clément,
Dörnyei & Neels, 1998; Yashima, Zenuk -Nishide & Shimizu, 2004). They then

2


expanded the concept, which included personality traits and differences from WTC

in different communication situations. This variance is called “change in talking
behavior”, MacIntyre and Charos (1996) developed a version to study second
language

(L2)

communication

through

motivation,

attitude

Language,

communication and psychosocial variables, cognitive capacity, personality traits,
context, and L2 anxiety while context will directly affect L2 communication
frequency. During this anxiety phase, the student experiences feelings of anxiety
and fear, has trouble concentrating, sweats, feels heart palpitations, and becomes
absent-minded. Many studies have shown that there is a negative relationship
between L2 WTC and anxiety (Gardner & Macintyre, 1993; Hashimoto, 2002;
MacIntyre & Clement, 1996; Yashima, 2002; Ghonsooly et al, 2012). Thus,
communicative readiness is conceptualized as “an individual’s willingness to
engage in speaking at a particular time with a particular person or persons, using
L2” (MacIntyre et al, 1998. page 547). According to many researchers (eg, Horwitz.
& Cope, 1986; MacIntyre & Gardner, 1989, 1991a, 1991b), anxiety about foreign
languages may be a predictor of success in foreign language learning.
However, a newly acquired language can also bring about changes in the local
language or culture. That is, every communication of each individual in L2 depends

on the relationship between them. For example, in a classroom where learners are
gathering information about what is going on in our classroom, and by analyzing
and evaluating this information, teachers can identify and discover real students’
basic beliefs and practices. This can then lead to changes and improvements in
student oral communicating. Here, the real purpose of communication is to find
information, break down barriers, talk about themselves and learn new things about
different cultures with many walks of life. The direct and indirect effects of
communicative competence on WTC suggest that by increasing communicative
competence, other predictors of WTC will shift towards an increase in students’
WTC. Yashima, Zenuk-Nishide and Shimizu (2004) also suggest that students who
show a willingness to communicate in different exposure situations tend to initiate
communication in the classroom. In addition, communication activities provide
opportunities for learners to use the language with each other and with people in the

3


community. They also have the potential to determine a learner’s WTC and the
degree of acculturation and cultural identification with the target language
community or the international community (Yashima, 2002).
1.3. Aims of the study
To sum up, the study was carried out with three main targets. Firstly, itwould
indicate the current situations for first-year English students at TMU in terms of
acquiring English oral communication skills. Besides, it aimed at analyzing the
factors influencing first-year majors’ oral communication abilities at English
Faculty, Thuong Mai University. And the final one is to provide several learning
techniques focused on the recently acquired data in the hope of assisting students in
enhancing their oral communicationskills proficiency.
In order to meet the aim of the study, the following research questions are
conducted:

1. What is the current situation of learning speaking skills of first-year
students at TMU?
2. What factors influence first-year English students’ ability to develop their
oral communication skills?
1.4. Research subject
This study’s subjects are first-year English students at TMU. With the
participation of 100 first-year students studying English in Business, the study
focuses on their challenges in learning oral communication skills.
1.5. Scope of the study
The research reflects on the difficulties that first-year students at English
Faculty, Thuong Mai University often encounter when communicating. These
issues are intensified by a variety of causes that have an effect on students' ability to
communicate. This research just focuses on the most basic challenges that students
face when practicing English oral communication skills. Furthermore, the research
could not include all TMU students. Its subjects just cover 100 first-year students
from English Department of TMU.

4


1.6. Research methodology
The study uses questionnaires as the main method which is one of the most
popular tools implemented by the researchers. The questionnaire is usually a series
of questions; the researchers send it to the individuals and request them to complete
the questionnaires' requirements. The researchers can use two types of
questionnaires: choosing and giving ideas. One is that each student can choose a
close-ended or open-ended answer from the list suggested by the researchers. The
other kind of questionnaire is one in which participants are asked to share their
thoughts about a certain situation. The researchers must plan the questions, but
others are not permitted to encourage participants to select certain options;

therefore, they must write down their thoughts and recommendations in their own
language. This is a good way to gather feedback from students.
Nowadays, more and more researchers are using this approach to gather data
because it is quick and fast to implement. Since researchers can actually obtain
information from the objects, this is a very effective way of getting actual
information. And, as a result of their real-world interactions, analysts would find it
easier to interpret data, resulting in more trustworthy data.
Here is how the study applies this method:
First, 100 freshmen are chosen based on their volunteer to respond to a
questionnaire intended to evaluate the factors which could have an effect on their
ability to develop their speech skills. These are the students at English Faculty of
Thuongmai University in their first year of study who have not had much
experience in oral communication English fluently.
This research gathers data by encouraging students to fill in a survey to collect
valuable information on the major elements that affect their oral communication
ability. The survey includes three parts, the first part of which is intended to show
more about their mindset towards the four major skills in general and their ability to
speak in particular. The second section discusses the current state of oral
communication practice among students and the causes of these outcomes. The final
section consists of concerns on their perspectives on the challenges of oral
communication English.

5


Besides, an online interview would be carried out with 10 K57N students by
making video calls via Facebook to get real results. During the interview, the
researcher asked the students to evaluate their English speaking level, and then
interviewed for their opinion of difficulties in studying English oral communication
skills.

In short, all the data will be analysed to demonstrate the final figures. With
these findings, certain techniques and approaches may be equipped to help students
enhance their skills more efficiently.
1.7. Organization of the study
The thesis consists of four chapters as following:
Chapter 1: Overview of the study
This chapter is a brief outline of the research that contains general knowledge
about it. It includes six parts: rationale, aims of the study, research subjects, scope
of the study, research methodology, and organization of the study.
Chapter 2: Literature review
This chapter gives an overview on skills focusing on oral communication
skills like definition, importance, strategies and theories on communication ability.
Chapter 3: Research findings and Discussion
This chapter is entitled “Research findings and discussion” which provides
data for analyzing the results of the questionnaires and gives the assessment on the
factors affecting students’ oral communication skill.
Chapter 4: Recommendations and Suggestions
The final chapter is titled “Recommendations and Suggestions”, and it gives
certain ideas to help students solve challenges in oral communication lessons and
develop their communication ability. This segment also contains a description of the
study's key points. This chapter of the study also contains proposals for further
study. The report concludes with the “References” section, which describes all of
the documents and sources of knowledge used in the report.

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CHAPTER 2: LITERATURE REVIEW

2.1. Oral communication skills.

Oral communication is a useful skill. It was inextricably linked to listening.
Oral communication is íneparably linked to pronunciation and it helps students to
understand the English sounds. According to Tarigan (1990) oral communication is
described as a language ability that develops in childhood, which is created by
listening skill, and it is mastered at that time. In other words, oral communication is
one of the four core competencies that students can master. It is really important in
conversation and can be found in the spoken process. When it comes to oral
communication, students face a number of challenges, one of which is related to the
language itself. In reality, even though they have a large vocabulary and have
written it well, most students struggle to speak. The issues are that students are
afraid of making mistakes.
Another definition of oral communication through an analysis of literature on
oral communication indicated that there are two main approaches which are used to
explain oral communication, the bottom-up approach and the top-down approach.
According to Bygate (1987), the bottom-up viewpoint is explained by noting that
the focus in oral communication previously was on motor perceptual abilities. In
this context, oral communication is defined as the production of auditory signals
intended to elicit various verbal responses in listeners. It is characterized as the
systematic combination of sounds based on language-specific principles to form
coherent utterances. This is how audio-lingual works. Finally, the bottom-up
approach to teaching speak suggests that we start with the smallest units - sounds
and advance to dialogue by mastery of words and sentences (Cornbleet & Carter,
2001). The problem with this approach is that it neglects the interactive and social
aspects of oral communication, instead of focusing only on its psychomotor context.
Furthermore, it is difficult to maintain a smooth transition from classroom learning
to real-world application of the expertise. Bygate, on the other hand, calls for a
concept of speech dependent on interactional capabilities, which include
communication decision-making. This is known as a top-down approach to oral
7

communication. Oral communication, according to Eckard and Kearny (1981),
Florez (1999), and Howarth (2001), is a two–way process involving true
communication of thoughts, knowledge, or feelings. This top-down perspective
considers spoken texts to be the product of collaboration between two or more
interactants in a common time and physical sense. Thus, supporters of this
viewpoint argue that, rather than training learners to shape well-formed sentences
and then use them in conversation, we should empower learners to participate in
spoken discourse from the start, and they will eventually gain the smaller units
(Nunan, 1989).
According to Chaney (1998): “Oral communication is the process of making
and sharing meaning by using verbal and non-verbal symbols in different
contexts”.(Teaching Oral Communication in Grades K-8, p.32), Burns and Joyce
(1997) and Luoma (2004) define oral communication as an interactive method of
creating a language that includes generating, collecting, and transmitting
information in an attempt to expand on the interactive essence of oral
communication. Its shape and interpretation are determined by the context in which
it happens, which includes the actors, the physical environment, and the reasons for
oral communication. It is always impromptu, open-ended, and changing.
Expression, on the other hand, is not necessarily unpredictable.
It is possible to identify language functions (or patterns) that appear to recur in
specific discourse contexts. The current research takes the above view, and oral
communication

is

described

as

the

learner's

capacity

to

communicate

himself/herself orally, coherently, fluently, and accurately in a given substantive
sense. Eventually, facets of the speech ability must be scrutinized. These
dimensions present some difficulties, as well as some direction for understanding
this capability, and therefore plan educational exercises to train learners to interact
successfully in real-life contexts.
A general description of speech could be derived from the definitions above.
Oral communication is a method of conveying facts by the use of sentences. Saying
is the use of words, based on the speaker's intention, as a way of communication

8


between objects in order to express their emotions, exchange concepts, feelings, and
intentions in order to engage with each other.
Speech abilities are more significant in English. Furthermore, in this era of
economic development and delivery, it is said to be a required talent. Government
agencies and the Ministry of Education can hire fluent English speakers. Companies
and corporations require their workers to be fluent in English so that they can reach
out to more valuable overseas clients. Students who speak decent English have a
higher chance of succeeding in school, seeking employment, and progressing in

their careers.
2.2. The importance of oral communication skills
Oral communication skill is the ability to express verbally. Oral
communication skills differ from other skills such as reading, writing, and listening
in that it is a combination of many factors to emit words. Oral communication is a
special kind of human skill; it is neither inherited nor inborn. Oral communication
skills are formed and developed in the communication process, learners master and
perform different communication behaviours. Oral communication skill is
considered an external manifestation of capacity and wisdom (Platonov, 1963). Oral
communication skills are very diverse and rich. There are many ways to express
language. For ordinary people, speakers use words to express their ideas and
aspirations; For people with language disabilities, they will use body language such
as limbs, eyes etc to express ideas. Therefore, teaching foreign language skills is to
teach learners the ways and methods of expressing their ideas in the respective
language. This process takes place by training students' ability to think and develop
their ability to communicate in foreign languages. In her article, Shumin (2002,
p.205) states: “Oral communication is a skill that deserves as much attention as
literary skills both in the process of learning a mother tongue and learning a
foreign language”. The purpose of learning a foreign language is to be able to
communicate in that language. According to Nunan (1991, p.39), “For most
learners, mastery of oral communication is the most important element of learning
a foreign language and success in oral communication is assessed by the ability to

9


learn a foreign language, the ability to develop a conversation in that
language”.Therefore, language learners need to practice to gain confidence in their
oral communication ability. In addition, according to some recent studies, oral
communication skills also play a role in supporting the development of other skills

such as reading skills (Hilferty, 2005), writing skills (Trachsel & Severino, 2004)
and listening skills (Regina, 1997).
The most critical skill in the four skills of listening, oral communication,
reading, and writing is oral communication. Oral communication assists students
with developing vocabulary, syntax, and even full sentences. To express the role of
language, learners should express their thoughts, emotions, speak, and debate.
Communicate not only in education, but also in the wider community. As a result,
people who are fluent in several languages have more opportunities to work in large
corporations, industries, and growth and advancement. As a result, speech skills are
critical in life and in determining career achievement. Every day, we are surrounded
by it. They accomplish clear aims and targets for themselves through cooperation.
2.3. Characteristics of oral communication skills
Bygate is one of the researchers who focused on this oral ability. He studies
the features of spoken language to demonstrate the trait of oral communication
competence. Oral communication ability, in his opinion, has not been identified as a
study field as readily as, say, reading or writing. In other words, “Speech is not fully
recognized as a distinct discipline” (Bygate, 1987, p.72). This hypothesis can be
reinforced by the above-mentioned principle that oral communication ability is a
synthesis of various components. Speech, he defines, is more often unplanned,
contextualized, casual, and mutual than prose. It is obvious that in a dialogue,
speakers usually seem to have no time to schedule their statements. Bygate
(Speaking Oxford University Press, p.116), claims: “Oral language can be
identified by certain features which are more prototypical of speech than of
writing”. One of the most common differences is that speech is arranged by clauses,
expressions, and spoken utterances, while writing is usually organized by entire
sentences. People may not have much time in their everyday conversations to worry

10

over what they are going to say or prepare how the details can be sorted, which is
why they often use simple spoken utterances that are normally brief and expressive,
such as “really?”, “I don't know”, etc. Furthermore, verbal language is less formal
in terms of vocabulary and grammar than the writing system, with words like but,
and that join words, phrases, and sentences, whereas written language is
distinguished by clause subordination. Furthermore, spoken language is
distinguished by utterance repetition, close relationship to the meaning in question,
and features of correcting expressions.
Since oral communication ability is the ability to initiate and sustain a
dialogue, it is closely related to the success of the conversation's participants. As
Turner (1998) writes: “If oral communication is considered as a communicative
performance, its assessment should be based on scales and criteria which have
been derived from the performance of the speakers”.
According to Jack C. Richard (2015, p.5-22), people will find themselves in
three types of oral communication situations: interactive, partly interactive, and
non-interactive. When more than one speaker participates in a conversation, an
active situation is formed, such as a group of individuals conversing in a cafe after
work. Face-to-face interactions occur often in everyday life; however, phone
conversations may be seen as social scenarios even though the speaker and the
listener

are

not

communicating

face-to-face.

Another

instance

of

oral

communication that is partially collaborative is the act of teaching in the classroom,
in which the teacher will explain something to the students and then encourage them
to undertake certain tasks to illustrate the item just explained. The final case for oral
communication is one that is not collaborative. This is the most common form of
monologue, in which the speaker has no eye contact with the audience. For
example, when a TV speaker speaks on the air, he simply relays information to the
audience without addressing them.
2.4. Factors affecting English oral communication skills
Oral communication is an ability that is used in everyday conversation. Oral
communicationin English, on the other hand, has never been fast. There are several

11


reasons that make learning English tough for you. These aspects impede the ability
to communicate fluently in English and float away. There is also an effect from
inside and without. Psychological, linguistic, and other influences all have an effect
on English oral communication. According to Mahripah (2014), Elhadi Nasr Elhadi
Mustafa (2015), and myself, some factors have been observed in the course of
learning to speak English.
2.4.1. Psychological factors
It is clear that psychological factors have become critical and powerful
elements that have a significant influence on how students learn second/foreign

languages, especially in the area of speech. As a result, it is important to highlight
the following psychological causes dependent on different theories:
 Motivation
The urge of students to study a language is referred to as motivation. It is not
enough for students to just want to learn a language; they must also put in
significant effort to achieve their goal (Ortega, 2009). Motivation for acquiring a
second/foreign language can be separated into two categories: the students'
communicative needs and their attitudes toward the language culture (Lightbown &
Spada, 2001). In this situation, students would be encouraged to study a
second/foreign language simply because they need to learn and express it on a
social wide scale in order to support their potential career ambitions. As a result,
they must maintain a positive outlook about people who speak the target language
in order to maintain communication with them. Gardner (2001) argues that
integrative motivation is the most powerful motivational factor, and is set in three
kinds of conditions: the students' effort, investment, and pleasure quantity in
learning a language, and the students' behavior toward teachers and lessons used.
Furthermore, another aspect that leads to student motivation is a manner or mindset
about the reasons why they want to perceive their desired outcome (Al Othman &
Shuqair, 2013). In conclusion, their desire will affect their decision to participate or
not participate in a specific circumstance in language learning, such as aoral
communication class.

12


 Anxiety
According to Mustafa (2015, p.81-84), regarding the fear of making mistakes
and anxiety, some students conclude that they would not have an issue if they
simply talk to each other in English, but they will feel shy if they make errors while
oral communication to lecturers or posing in front of the class. This suggests that

students' fear of making mistakes stems from their shyness as they struggle to
deliver correct English in front of their lecturers or the class. Two students indicated
that their shyness is a part of their cultural heritage as shy people.
 Confidence
Regarding reluctance and loss of trust, students report that lack of confidence
occurs when they speak to someone whose English oral communication ability is
superior to theirs, such as lecturers or native English speakers. If the individual does
not understand anything about what they are saying, they can find themselves in a
state of profound hesitation, unable to differentiate between what is right and what
is incorrect. Latha (2012, p.104) indicated, much of those students believe their
English is poor because they do not talk like native English speakers. In reality, they
remain silent until they are certain that what they are saying is right and well spoken
as a native English speaker's English.
2.4.2. Listening factors
It must be learned before oral communication skills can be developed (Doff,
1998). To have a fruitful dialogue, students must consider what is said to them.
Shumin (1997) supports Doff's (1998) ideas by saying that when one person talks,
the other responds by attending through the listening process. In reality, a speaker
simultaneously serves as a listener and a speaker. As a result, one cannot answer if
he or she does not understand what is being said. It means that oral communication
and listening are inextricably linked.
2.4.3. Linguistic factors
Al Lawati (1995) studied the difficulties faced by Omani students in their oral
processing of English and discovered that the linguistic realm (vocabulary, syntax,
pronunciation, and discourse) represents the most serious area of difficulty, as

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explained by instructors, since the learners have not yet developed an adequate

standard in the basic abilities of language. This is due to the fact that they envision a
program that does not include adequate opportunity for studying and testing new
and diverse vocabulary, as well as a lack of diversity in activities intended to
improve oral communication skills, particularly given the large number of students
in class.
 Vocabulary
According to Mahripah (2014), vocabulary is one of the variables that
influence your English language learning. The most critical aspect of learning a
language is using a large and varied vocabulary. This will assist you in preventing
duplication and enlivening your sentences. However, one of the reasons why
English learners struggle is a shortage of vocabulary. Do not strengthen,
complement, or add additional words to the repertoire. As a result, when dealing
with foreigners, you would be at a loss about what to say and how to express
yourself. Furthermore, a loss of language causes one to misinterpret what the other
person is doing, deteriorating our communication abilities and rendering the talk
monotonous and hard to proceed. A lack of vocabulary not only reduces
comprehension abilities but also prevents speech skills from improving. Vocabulary
must study phonetics, syllables, and uses in addition to understanding the surface
context. As a result, vocabulary is an essential component of being able to
communicate effectively in English.
 Phonology
In that regard, phonology is a difficult term for students to grasp. The
pronunciation of English words differs from their writing. Words with identical
pronunciations can be pronounced differently depending on the circumstances.
According to Thornbury (2005), pronunciation is described as each person's
ability to generate an easy-to-understand way of oral communication in response to
requirements. Really, we can tell the difference between various languages
depending on their pronunciation, such as English, German, or French. In each case,
pronunciation is a method of conveying meaning as words. As a result, grammar
has a major impact on speech abilities. According to Celce-Murcia (1996),

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mispronouncing may lead to misunderstandings or anger. Cook (1996) claimed that
learning another language entails developing a new pronunciation habit while
ignoring the native language's common pronunciation. When pronouncing a phrase,
pitch, intonation, pronunciation, and stress are all required to make the person
understand directly. The intonation or tonality of a sentence or verb defines its
complexities. As a result, English learners must pay attention and be cautious when
pronouncing a phrase in order to express the full context.
In reality, those who specialize in English get further training in these areas.
Many who do not speak native English are quickly perplexed by oral
communication English. In this regard, it seems that many English speakers make
errors while oral communication. Mostly because these components are very
confusing and difficult to pronounce correctly if not properly educated. According
to Trouvain and Gut (2007, p.53), bad pronunciation makes the dialogue tedious
and awkward for both the speaker and the listener. As a result, any incorrect
pronunciation instills terror. It is the combination of variables that causes English
learners to struggle with learning to communicate.
 Syntax
Long-term awareness is described by Bachman and Palmer (1996). The
knowledge portal enables the speaker to qualify to become fluent in English. He
confirmed that more advanced expertise has a significant effect on the success of
learners. This, however, is one of the challenges in learning to speak English. You
would not be able to pronounce English properly if you do not understand grammar.
According to Latha (2012), oral communication fluently in English
necessitates knowledge of and application of the language structure. Term division
can be understood by English students. Since they are familiar with the language,
native speakers can speak it fluently. They will also make minor grammatical
mistakes when oral communication, but these errors have little effect on the context

of the sentence. In reality, indigenous peoples can articulate themselves in a variety
of ways. According to Mahripah (2014), English learners' errors will change the
meaning of words and cause problems in their sentences.

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According to Parsons (2004, p.8), grammar is a set of laws that govern the
form and organization of words. Language, in several ways, has laws, but different
persons set different rules in their sentences. In reality, if vocabulary is a cooking
ingredient, grammar is the process of organizing certain ingredients to produce the
best dish. The aim of grammar, according to Tomita (1996, p.320), is to establish an
advantage for representing the mixture of form and context. Grammar is the process
of combining ingredients to produce beautiful sentences. It is no longer simple to
correctly organize words in grammar. Grammar decides whether or not your
attempts to learn and develop your grammar provide you with the intellect to
achieve excellence. Difficulties for English learners include not only acquiring
vocabulary and supplementing it, but also oral communication English, which
communicates profoundly within individuals. You will never be able to speak
English properly if you do not completely understand the sentence and grammar.
All previous literature indicates that possessing a natural aptitude for
language learning may have a significant impact on the development of language
skills. This implies that the inverse may also be correct, that a lack of aptitude for
language learning may be a factor influencing the growth of language skills in
general, and speech skills in particular.
2.5. Difficulties in learning oral communication skills
Brown (1994, p.53) identified speech as the most difficult ability for students
due to the range of characteristics that distinguish oral discourse: contractions,
vowels, reductions, and elision; the use of slang and idioms; stress, rhythm, and
intonation are also important considerations and the need to converse with at least

one other speaker.
The most challenging feature of spoken English is that it is often done by
contact with at least one other speaker, which is why all of us were surprised and
frustrated when we used our second or foreign language for the first time in actual
interaction: we had not been preparing for casual conversation and were unable to
meet all of its simultaneous demands. Speech is an “activity involving the
integration of several subsystems... both of these elements combine to render oral

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communication a second or international language a daunting challenge for
language learners... and for many people, oral communication is regarded as the
core skill” (Bailey and Savage, 1994, p. 6-7).
People need to communicate about a variety of circumstances in their
everyday lives, such as talking to someone face to face, connecting over the
internet, answering questions, asking for instructions, in stores, meetings, or
engaging with their friends, to name a couple. People spend a significant amount of
their time engaging with others, and each of these cases necessitates a separate
register depending on the formality of the case. Furthermore, Rababa (2015, p.4649) stated that there are numerous factors that contribute to difficulties in oral
communication English among EFL learners. Any of these variables are related to
the learners themselves, while others are related to the instructional methods,
curriculum, and atmosphere. Many learners, for example, lack the requisite
vocabulary to convey their message and, as a result, are unable to maintain the
connection. Another explanation for not being able to keep the relationship running
is a lack of sufficient strategic and diplomatic skills.
Some learners also lack the motivation to speak English. They do not see a
real need to learn or speak English. Actually “motivation is a crucial force which
determines whether a learner embarks in a task at all, how much energy he devotes
to it, and how long he preserves” (Little wood, 1984, p.53). The growth of

communicative skills will only occur if learners are motivated and given the ability
to communicate their own personality and interact with others (Little wood, 1981,
p.28). “Language is best learned when learners’ attention is focused on
understanding, saying and doing something with language, and not when their
attention is focused explicitly on linguistic features” (Kumarvadivelu, 2003, p.27).
In short, it is necessary for language learners to understand all of these
difficulties of spoken language in order that they get more ease in interaction in
general and in oral communication in particular.

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2.6. Relevant researches
There are a few research subjects about problems in learning English speech
that I discovered during my research. Some subjects are about students who do not
major in English. On this research subject, I have reviewed some research projects
in Vietnam in particular and around the world in general, such as:
According to Ur, P. (1996) research studies, there are four factors that make it
difficult to practice oral communication: students frequently worry about mistakes,
fear of being scolded, shy; students themselves have little effort; uneven
participation in a class, some participants are enthusiastic while the others do not
say anything; they are afraid to speak another language, they choose to speak their
native language. In Lukitasari's (2003) study, learners do not develop their speech
skills because they do not learn three essential elements of language: vocabulary,
grammar, and phonics.
According to Lawtie’s research in 2004, mental status influences speech
problems. They are dominated by feelings such as insecurity, shyness, anxiety, and
nervousness. This would be a major issue for them if they do not trust in
themselves. As a result, emotional factors become one of the most crucial
considerations when interacting with individuals who have difficulty oral

communication.
Furthermore, Rababa'h (2005) claims that this challenge stems from
themselves, their teaching methods, their teaching systems, and their living
environment. In other words, they lack desire to learn English or do not believe that
it is necessary.
In addition, Hinkel (2005) said that difficulties arise where contact is possible
since they do not grasp the meaning of the expression, do not know how to say it,
and are unable to communicate their meaning. This stops the negotiation process
from succeeding.
Pronunciation, spelling, vocabulary, inspiration, fear, and humiliation are
some of the issues that students face while oral communication English, according
to Yunita (2014). These are the reasons that impede students' ability to
communicate in English.

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