Difficulties and solutions to english speaking encountered by secondary students in thai nguyen province, vietnam

THAI NGUYEN UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES

NGUYEN THI THU TRANG

DIFFICULTIES AND SOLUTIONS TO ENGLISH
SPEAKING ENCOUNTERED BY SECONDARY
STUDENTS IN THAI NGUYEN PROVINCE, VIETNAM

M.A THESIS

Field: English Linguistics
Code: 8220201

THAI NGUYEN - 2024

THAI NGUYEN UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES

NGUYEN THI THU TRANG

DIFFICULTIES AND SOLUTIONS TO ENGLISH
SPEAKING ENCOUNTERED BY SECONDARY
STUDENTS IN THAI NGUYEN PROVINCE, VIETNAM

M.A THESIS
(APPLICATION ORIENTATION)

Field: English Linguistics
Code: 8220201
Supervisor: Nguyen Thu Ha, Ph.D

THAI NGUYEN - 2024

ĐẠI HỌC THÁI NGUYÊN
TRƯỜNG NGOẠI NGỮ

NGUYỄN THỊ THU TRANG

NHỮNG KHÓ KHĂN VÀ GIẢI PHÁP ĐỐI VỚI KỸ NĂNG
NÓI TIẾNG ANH CỦA HỌC SINH CẤP THCS
TẠI THÁI NGUYÊN

LUẬN VĂN THẠC SĨ

(Định hướngng ứng dụng)

Ngành: Ngôn ngữ Anh
Mã số: 8220201
Cán bộ hưóng dẫn: TS. Nguyễn Thu Hà

THÁI NGUYÊN - 2024

DECLARATION

I, Nguyen Thi Thu Trang, hereby certify that the research titled “Difficulties
and solutions to English speaking encountered by secondary students in Thai Nguyen
Province, Vietnam” is the result of my own research at Tan Thinh and Trung Vuong
Secondary School in the academic year 2021-2022. I also accept all the requirements
relating to retention in the library. The research reported was approved by the Board
of Rectors at School of Foreign Languages.

Approved by Author’s signature
SUPERVISOR

Nguyen Thu Ha, PhD Nguyen Thi Thu Trang
15 January, 2024

i

ABSTRACT

This mixed-method study investigates the speaking difficulties faced by
secondary school students at Tan Thinh and Trung Vuong Secondary School in Thai
Nguyen Province, Vietnam. In particular, the research identifies affective aspects,
linguistic aspects, instructional aspects along with some other external aspects that
contribute to these obstacles and provides several solutions to address them. A total
of 267 students completed the 60-item questionnaire adapted from Thảo and Nguyệt
(2019) and Yaorm (2019), then 24 random participants were selected to join the semi-
structured interviews. In addition, classroom observation was conducted in 8-period
speaking classes to triangulate data obtained from questionnaires and semi-structured
interviews. The results indicate that several external factors, such as learning
environment, cross-cultural awareness, and performance condition, had the greatest
impact on students’ English-speaking performance. Then, affective factors put
significant influences on students' capacity to communicate, followed by linguistic
and instructional factors. The study additionally recommends that teachers should
employ effective instructional strategies and that policymakers modify current
pedagogical methods and curricula to better prepare students for success in English-
language classrooms. Moreover, students may benefit from self-directed learning and
the adoption of effective strategies to improve their English-speaking ability.
Furthermore, the study emphasizes the need for a multifaceted approach to teaching

English language proficiency, involving teachers, institution administrators, and
student participation.

Keywords: speaking difficulties, affective aspects, instructional aspects, linguistic
aspects, external aspects, speaking strategies.

ii

ACKNOWLEDGEMENT

The researcher wishes to convey her profound gratitude to the following
individuals who have significantly contributed to the completion of this humble work.

Dr. Nguyen Thu Ha, her adviser, who greatly gave her unending support and
utmost guidance and assistance to the researcher, and who always gave her valuable
pieces of advice for the success of this study.

All her classmates, who extended the warmth of their friendship to the
researcher who made her strong to adjust to the new learning environment and who
were always ready to share not only the happiness but also the sadness.

Special thanks to the Board of Rectors, students and teachers who have
sincerely given the researcher their support in conducting this study.

Her beloved mother, Mrs. Nguyen Thi Kim Lien, who have always hoped that
the daughter finish her master degree. Her mother’s presence has encouraged and
inspired her to pursue this academic pursuit.

Her boyfriend, for his full understanding, unceasing love, sacrifices and
support, he is her utmost inspiration in completing her study.

And to EVERYBODY whose names the researcher failed to mention, her
deepest gratitude and sincerest love.

iii

TABLE OF CONTENTS
DECLARATION ........................................................................................................ i
ABSTRACT ............................................................................................................... ii
ACKNOWLEDGEMENT ........................................................................................ iii
LIST OF TABLES .................................................................................................. viii
LIST OF FIGURES................................................................................................... ix
LIST OF ABBREVIATIONS .....................................................................................x
CHAPTER 1. INTRODUCTION ............................................................................1

1.1. Background of the study...................................................................................1
1.2. Statement of the problem and rationale for the study.......................................2
1.3. Aims and research questions of the study ........................................................5
1.4. Significance of the study ..................................................................................5
1.5. Scopes of the study ...........................................................................................6
1.6. Definition of key terms .....................................................................................6

1.6.1. Speaking .....................................................................................................6
1.6.2. Speaking skills............................................................................................7
1.6.3. Affective aspects ........................................................................................7
1.6.4. Linguistic aspects .......................................................................................8
1.6.5. Instructional aspects ...................................................................................8
1.6.6. Other external aspects ................................................................................8
1.7. Organization of the study..................................................................................9
Summary ..................................................................................................................9

CHAPTER 2. LITERATURE REVIEW ..............................................................10
2.1. Theoretical frameworks ..................................................................................10
2.1.1. Sociocultural Theory ................................................................................10

Figure 1. Zone of Proximal Development (ZPD) by Vygotsky (1978) .........11
2.1.2. Cognitive Load Theory ............................................................................11

Figure 2. Cognitive Load Theory by Sweller (1988).....................................12
2.1.3. Theories applied in the current study .......................................................12
2.2. Speaking competence of English as a foreign language.................................13

iv

2.2.1. The nature of speaking .............................................................................13
2.2.2. Speaking skills..........................................................................................16
2.2.3. Aspects of English-speaking skills...........................................................17
2.2.4. Characteristics of successful speaking activities......................................19
2.3. Speaking difficulties encountered by EFL students .......................................20
2.3.1. Affective aspects ......................................................................................20

2.3.1.1. Motivation and attitude .....................................................................20
2.3.1.2. Personality.........................................................................................21
2.3.1.3. Self-esteem and anxiety ....................................................................21
2.3.2. Linguistic aspects .....................................................................................22
2.3.2.1. Pronunciation ....................................................................................22
2.3.2.2. Vocabulary ........................................................................................22
2.3.2.3. Grammar ...........................................................................................23
2.3.2.4. Fluency..............................................................................................24
2.3.2.5. Comprehension .................................................................................24
2.3.3. Instructional aspects .................................................................................24

2.3.3.1. Content of English teaching syllabus and curriculum ......................24
2.3.3.2. Feedback during speaking activities .................................................25
2.3.3.3. Lack of speaking strategies ...............................................................26
2.3.4. Some other external aspects .....................................................................26
2.3.4.1. Learning environment .......................................................................26
2.3.4.2. Cross-cultural awareness...................................................................27
2.3.4.3. Performance conditions.....................................................................27
2.4. Solutions to overcome speaking difficulties...................................................28
2.4.1. Teachers’ encouragement and students’ motivation ................................28
2.4.2. Speaking strategy instructions..................................................................28
2.4.2.1. Speaking strategies............................................................................28
2.4.2.2. Innovation of teaching speaking .......................................................31
2.5. Relevant studies ..............................................................................................32
2.5.1. Foreign studies .........................................................................................33

v

2.5.2. Domestic studies.......................................................................................35
2.7. Research gaps .................................................................................................38
Summary ................................................................................................................39
CHAPTER 3. RESEARCH METHODOLOGY..................................................40
3.1. Research design ..............................................................................................40
3.2. Settings and participants .................................................................................40
3.3. Data collection instruments ............................................................................42

3.3.1. Questionnaire............................................................................................43
3.3.2. Classroom observation .............................................................................44
3.3.3. Semi-structured interview ........................................................................45
3.4. Procedure of the study ....................................................................................47
3.5. Data analysis ...................................................................................................47

3.5.1. Quantitative data.......................................................................................47
3.5.2. Qualitative data.........................................................................................48
3.6. Ethical considerations .....................................................................................50
Summary ................................................................................................................50
CHAPTER 4. FINDINGS AND DISCUSSIONS .................................................51
4.1. Findings ..........................................................................................................51
4.1.1. Students’ English-speaking difficulties and their causes .........................51

4.1.1.1. Affective aspects ...............................................................................52
4.1.1.2. Linguistic aspects..............................................................................54
4.1.1.3. Instructional aspects..........................................................................60
4.1.1.4. Some other external aspects ..............................................................64
4.1.2. Potential solutions to address students-English speaking difficulties......66
4.1.2.1. Teacher’s encouragement and students’ motivation .........................66
4.1.2.2. Speaking strategy instruction ............................................................67
4.2. Discussions .....................................................................................................68
Summary ................................................................................................................71
CHAPTER 5. CONCLUSIONS, LIMITATIONS, IMPLICATIONS, AND
RECOMMENDATIONS ........................................................................................72

vi

5.1. Conclusions.....................................................................................................72
5.2. Limitations ......................................................................................................73
5.3. Implications ....................................................................................................73
5.4. Recommendations...........................................................................................74
REFERENCES ........................................................................................................76
APPENDICES............................................................................................................. I
QUESTIONNAIRE..................................................................................................... I
OBSERVATION CHECKLIST.................................................................................X

SEMI-STRUCTURED INTERVIEW GUIDED QUESTIONS............................XIII

vii

LIST OF TABLES
Table 1. Oxford’s Language Learning Strategy Scheme (1990, pp. 18-21).............29
Table 2. O’Malley and Chamot’s (1990) Taxonomy of Learning Strategies.................30
Table 3. Nakatani’s (2006) oral communication strategy inventory ........................31
Table 4. Characteristics of the participants ...............................................................41
Table 5. Reliability statistics of the questionnaire ....................................................48
Table 6. Overall mean score of students’ English-speaking difficulties and their

causes .......................................................................................................51
Table 7. Statistics on students’ English-speaking difficulties related to affective

aspects ......................................................................................................52
Table 8. Statistics on students’ English-speaking difficulties related to linguistic

aspects ......................................................................................................55
Table 9. Statistics on students’ English-speaking difficulties related to

instructional aspects.................................................................................60
Table 10. Statistics on students’ English-speaking difficulties related to some

other external aspects...............................................................................64

viii

LIST OF FIGURES
Figure 1. Zone of Proximal Development (ZPD) by Vygotsky (1978) ....................11

Figure 2. Cognitive Load Theory by Sweller (1988)................................................12

ix

Abbreviation LIST OF ABBREVIATIONS
EFL
ESL Meaning
IELTS English as Foreign Language
M English as Second Language
MOET International English Language Testing System
NFLP Mean score
SD Vietnam’s Ministry of Education and Training
SPSS National Foreign Language Project
TOEFL Standard deviation
ULIS Statistical Package for the Social Sciences
VNU Test of English as a foreign language
ZPD University of Languages and International Studies
Vietnam National University
Zone of Proximal Development

x

CHAPTER 1. INTRODUCTION

This initial chapter tries to clarify the research problems and rationales for the
study. The aims of the study are also stated with the research questions, and then the
study’s scope and significance of the paper are introduced. Last but not least, this
chapter provides a sketch of the organization of the paper to orient the readers.

1.1. Background of the study

English has become a global language and its significance as an international

means of communication has been increasing rapidly. English is spoken by more than
1.5 billion people worldwide, making it the most commonly spoken language in the
world (Cohen, 1990; Hedge, 2000; Carter & Nunan, 2001; Hui, 2011; Gan, 2012;
Minghe & Yuan, 2013). English is also the language of international business,
diplomacy, and academic research. For non-native speakers, learning English is
essential for communicating with people from different cultures, participating in
global business activities, pursuing higher education, and improving career prospects.
Therefore, learning English as a foreign language (EFL) has become a crucial aspect
of education in many countries, including Vietnam (Ngọc & Dung, 2020; Phương et
al., 2021; Nhung & Bửu, 2021; Nhung, 2022).

Speaking skills are an essential component of language learning, as they
facilitate communication and interaction in daily life. According to Phượng (2017),
the ability to speak English proficiently is crucial for students to participate in group
discussions, debates, and presentations, and it is a vital skill for academic success and
future employment opportunities. Nhung (2022) claims that English-speaking
proficiency is also essential for students who plan to study abroad or work in
international settings. Learning English has become increasingly important for non-
native English speakers, especially in countries where English is not the first
language. Despite this, many EFL learners face difficulties when it comes to speaking
in English (Mulugeta, 2021). These difficulties can arise due to a variety of reasons,
including a lack of confidence, insufficient exposure to English-speaking

1

environments, and limited English language proficiency (Rababah, 2005). Therefore,
it is essential to study English-speaking difficulties among EFL learners to find
effective solutions and improve their overall English proficiency. Additionally,

Linebaugh and Roche (2015) state that there are several factors that can impact a
student's English-speaking skills. These include affective factors such as motivation,
self-esteem, anxiety, and attitude; linguistic factors such as vocabulary, grammar, and
pronunciation; instructional factors such as syllabus and curriculum design, feedback,
and lack of speaking strategies; and other external factors such as learning
environment, cross-cultural awareness, and performance conditions (Thảo & Nguyệt,
2019; Sweller, 1998; Robin et al., 2001; Pollard, 2008; Nhung & Bửu, 2021; Pass et
al., 2003; Tuấn & Mai, 2015).
1.2. Statement of the problem and rationale for the study

Since the 1990s, as part of Vietnam's endeavors to integrate into the global
economy and advance international cooperation, English language instruction has
been a central component of the national education system (Tuấn & Mai, 2015;
Nhung & Bửu, 2021; Nhung, 2022). As the significance of Vietnam's role in
international affairs obtains international recognition, the demand for English
proficiency has skyrocketed. English is widely regarded as "a bridge to the future" in
Vietnam, both for the country and its citizens. Phượng (2017) advocates that due to
the perceived value of the English language, English language education has attracted
unprecedented attention and massive quantities of investment from all stakeholders,
including the Vietnamese government, instructors, students, parents, and the general
Vietnamese population. According to Vietnam's Ministry of Education and Training
(MOET), English is the most widely spoken foreign language in the country and is
required in secondary and high schools. In 2020, approximately 16 million students
were learning English in Vietnam, representing more than 17 percent of the
population. Over the past decade, the number of students acquiring English has
consistently increased, reflecting the growing significance of English proficiency in
the global economy (Thảo & Nguyệt, 2019; Phượng, 2017).

2

Despite years of formal language instruction, the English proficiency of
Vietnamese students, particularly in speaking, is far from adequate (Quyên et al.,
2018; Châu et al., 2022). In response to a demand for reform in English education,
MOET has issued a series of educational policies that revise the country's curricula,
syllabi, and instructional methods. Communicative competence is highlighted as the
primary objective of English instruction and study in Vietnam. According to Phượng
(2017), the goal of education in Vietnam is to cultivate students' ability to use English
in a well-rounded manner, specifically for communication. Besides, Thảo and Nguyệt
(2019) illuminate that new textbooks are being produced, and new teaching methods,
such as communicative language instruction, are being promoted extensively. As
English has become a core subject in the national curriculum, the emphasis on
evaluating speaking performance has increased in recent years.

MOET has emphasized the importance of speaking skills and has required
schools to include speaking tests in their English language assessment. In Vietnam,
English language proficiency is measured through the National Foreign Language
Project (NFLP), which includes four skills: listening, speaking, reading, and
writing. MOET has developed English language proficiency standards for each
grade level, and assessments are administered at the end of each term to evaluate
students' language proficiency. Regarding speaking tests, Nhung (2022) mentions
speaking skill is typically evaluated through oral exams or presentations in front of
the class. In some cases, schools may also administer standardized speaking tests,
such as the TOEFL Junior test, to assess students' speaking abilities. Nevertheless,
numerous studies have shown that secondary school students in Vietnam often
struggle with speaking English fluently and accurately. According to a report by
MOET, the average speaking score of students in the national English language
exams in 2018 was only 3.45 out of 10, indicating poor performance. This poor
performance is also reflected in the results of international language proficiency
exams such as the Test of English as a foreign language (TOEFL) and International
English Language Testing System (IELTS), where Vietnamese students typically

score lower than the global average. Moreover, many Vietnamese students lack the

3

confidence to speak English and often feel anxious or nervous when speaking in
front of others. Ngọc and Dung (2020), Phương et al. (2021), Châu et al. (2022) and
Phượng (2017) assert that these factors contribute to a negative cycle where students
avoid practicing their speaking skills, leading to further difficulty in improving their
performance. Therefore, it is crucial to investigate the factors that contribute to
students' poor speaking performance and develop effective strategies to help them
improve their skills.

In the contexts of Tan Thinh and Trung Vuong secondary schools in Thai
Nguyen Province, one of the primary challenges for secondary students is the limited
exposure to English outside the classroom. Many students may not have regular
opportunities to engage in authentic English conversations, which can hinder their
speaking skills. Without sufficient exposure to the language, students may struggle
to develop fluency, vocabulary, and confidence in speaking English. Furthermore,
secondary students often face a lack of speaking practice in the classroom. Traditional
teaching methods may focus more on reading and writing skills, leaving limited time
for speaking activities. This lack of practice can hinder students' ability to develop
fluency, spontaneity, and effective communication skills in English. In addition, the
fear of making mistakes is a common speaking difficulty among secondary students.
They may be hesitant to speak up or express themselves in English due to a fear of
being judged or ridiculed. This fear can significantly impact their confidence and
willingness to engage in spoken communication. Another challenge is the limited
vocabulary and expressive skills of secondary students. They may struggle to find the
right words or phrases to convey their thoughts and ideas accurately. This limitation
can result in difficulties expressing themselves clearly and effectively in spoken
English. Pronunciation and intonation can be challenging for secondary students.

They may have difficulty producing sounds, stress patterns, and intonation patterns
correctly. Poor pronunciation can affect their ability to be understood and may lead
to communication breakdowns.

Given the importance of English as a global language and the challenges that
many EFL learners face when it comes to speaking in English, the researcher has

4

decided to conduct a study on the topic “Difficulties and solutions to English
speaking encountered by secondary students in Thai Nguyen Province,
Vietnam”. This study aims to investigate the English-speaking difficulties that
students face in two secondary schools in Thai Nguyen, Vietnam. The study also
seeks to explore possible solutions to these difficulties. Through this research, it is
hoped that educators can gain a better understanding of the factors that impact EFL
learners' speaking abilities and design more effective approaches to teaching English
speaking skills.
1.3. Aims and research questions of the study

The primary goal of this research is to delve into the challenges students
encounter in English-speaking and explore viable solutions to address these issues.

The research seeks to offer a comprehensive understanding of the various
factors influencing students' English-speaking proficiency, encompassing affective,
linguistic, instructional, and external aspects.

The overarching aim is to pinpoint the most prevalent and formidable speaking
difficulties faced by students and propose practical solutions that can be seamlessly
integrated into English language teaching methods, with the ultimate objective of
enhancing students' speaking skills.

The outcomes of this study are anticipated to make valuable contributions to
the enhancement of English language teaching and learning, particularly within the
realm of secondary education, focusing on institutions such as Tan Thinh and Trung
Vuong Secondary School in Thai Nguyen Province, Vietnam.

Therefore, this study was guided by the research questions:
 What difficulties do secondary students in Thai Nguyen Province
encounter when speaking English?
 What are suggested solutions to tackle the difficulties?

1.4. Significance of the study
The significance of the study lies in the fact that it addresses an important issue

in English language education, namely the difficulties that students faced in speaking
English and the potential solutions to these obstacles. This study is significant

5

because it provides insights into the different factors that contribute to students'
English-speaking difficulties, including affective, linguistic, instructional, and
external factors. By exploring these factors, the study can inform the development of
effective strategies for teaching and learning English speaking. Furthermore, the
study has practical implications for teachers and curriculum designers, as it can
provide insights into the design of English language courses and materials that better
meet the needs of students. Finally, the study can contribute to the broader field of
English language education research by adding to our understanding of the complex
nature of English-speaking difficulties and the potential solutions to these difficulties.
1.5. Scopes of the study

The scope of this study is delimited to a focused exploration of English-
speaking difficulties among secondary school students, specifically within the
educational landscape of Tan Thinh and Trung Vuong Secondary School in Thai
Nguyen Province, Vietnam. The research will intricately investigate various facets
influencing students' proficiency in spoken English, encompassing affective
dimensions, linguistic intricacies, instructional methodologies, and external
determinants. Moreover, the current study only highlights speaking difficulties
encountered by students at two schools, not distinguishing specific types of
challenges by grades, or student levels of proficiency.

While this study aims to provide an in-depth understanding of the challenges
faced by students, its primary emphasis lies in identifying the most prevalent and
formidable speaking difficulties. Practical solutions derived from the findings will be
oriented towards seamless integration into English language teaching practices, thereby
contributing to the advancement of pedagogical approaches in the specified secondary
school context. The temporal and resource constraints inherent in this research will be
acknowledged, delineating the parameters within which the study operates.
1.6. Definition of key terms
1.6.1. Speaking

Speaking can be defined as the process of producing and conveying
meaningful messages through spoken language (Carter & Nunan, 2001; Fulcher,

6

2003; Baker & Westrup, 2003). It involves using linguistic and paralinguistic
features, such as words, grammar, intonation, facial expressions, and gestures, to
express oneself in different social contexts. Speaking is a crucial aspect of language
learning and communication, as it allows individuals to interact with others, express
their ideas and opinions, and negotiate meaning.

1.6.2. Speaking skills

Speaking skills refer to the ability to communicate effectively and
appropriately in various social and professional situations using spoken language
(Carter & Nunan, 2001; Nunan, 2015). It involves not only the ability to produce and
pronounce words accurately but also the ability to use grammar and vocabulary
appropriately, organize ideas coherently, and convey messages clearly to the listener.
Speaking skills require a range of sub-skills, such as pronunciation, intonation,
fluency, grammar, vocabulary, and discourse organization (Thornbury, 2007).
Effective communication through speaking is a crucial component of language
learning and proficiency, as it allows individuals to express themselves, exchange
information, negotiate meaning, and establish social connections.
1.6.3. Affective aspects

Affective factors refer to emotional and psychological components that can
influence an individual's ability to learn and use a language, including English
speaking skills (Yaorm, 2019; Yaseen, 2019; Verah, 2012). These factors include
attitudes, motivation, anxiety, self-esteem, personality traits, and learning styles.
They can have a significant impact on language learning outcomes, including
speaking proficiency. For example, a positive attitude towards speaking English can
lead to greater motivation to practice and use the language, resulting in improved
speaking skills. Conversely, high levels of anxiety or low self-esteem can inhibit
learners from engaging in speaking activities or from taking risks, limiting their
ability to develop proficiency in speaking. Understanding and addressing affective
factors is important in designing effective language instruction and supporting
learners in developing their speaking skills.

7