Effect of pedagogical environment on learning english in universities in hanoi

Effect of pedagogical environment on learning English in universities in Hanoi
Abstract ( research question ? / method ? )
The aim of this study is to investigate the impact that the learning environment has in learning English
listening and speaking skills including: Instructors, students, curriculum and textbook, teaching methods,
learning and teaching environment. To collect the data, the research was based on both qualitative and
quantitative techniques of research by using the case study in a non-public language institution and the
application of a questionnaire as instruments of research for a number of 50 students in some
universities in Hanoi. The findings were: 1. Students fear speaking English language in public and can’t
make a conversation, presentation in English easily. 2. Curriculum of listening and speaking does not
contain enough suitable exercises to practice the skills. 3. Instructors do not use strategies that develop
speaking and listening such as: role- play, debates, and presentation-assignment. 4. Less time devote to
listening and speaking skills. 5. Lack of modern labs used for teaching listening and speaking skills. 6.
More than 30 students are in listening/ speaking class. It has been strongly recommended: 1. Use
motivating teaching strategies such as: cultural debatable topics, discussions, role-play, and
presentations - assignment to develop speaking skill. 2. Teach Listening and speaking course in the
modern lab. 3. Increase the time of listening and speaking course. 4. Activate English club and societies
inside the colleges. 5. Reforming the textbooks is suitable for Vietnamese students. 6. Students’ number
in listening and speaking class must not exceed 30.
Introduction
In today’s globalized world, the most common language used is English. In general, English has become
the important language for communication, business, education and opportunity. According to
(Nagaraj, 2008): “English language learning was an effort directed at reaching as an approximation of
the native speaker model as possible”. Demand for English learnings is on the rise, more learners have
access to higher education, and vocational training programs are increasingly including English language
classes in their universities. Speaking and listening seems to be the most important skills of all the four
skills (listening, speaking, reading and writing) because people who know a language are usually referred
to as speakers of that language (Ur, 1996). The major goal of all English language teaching should be to
give learners the ability to use English effectively, accurately in communication (Davies & Pearse, 1998).
However, after many years studying English, not all English language learners can communicate fluently
and accurately because they lack necessary skills. One of the important reasons is due to effect of
pedagogical environment on learning English speaking and listening. The students can pass exams easily

but it is difficult for them to use English to communicate. To help the students improve the skills, it is
necessary to find factors that affect students ‘speaking and listening skills, so that the teachers can deal
with these factors to help the students improve English speaking and listening. However, up to now,
there is no research conducted about the issue in universities in Hanoi. In general, from the results of
the research, it was evident that the students deal with many problems in the English class. Moreover,
there are a lot of factors that contribute to their success and failure in learning speaking and listening
tasks. On the whole, the current teaching and learning of the skills in universities in Hanoi need to be
improved.


The research focus on two main issues:
1. What are the effects of pedagogical environment that the students in universities in Hanoi encounter
when they learn to speak English?
2. What are the factors that affect the students’ English speaking performance?
It would be helpful for universities’ teachers in Hanoi in particular and teachers in Vietnam in general to
formulate methods that enhance the English learning skills of the students. This researchers hope that
the study would bring results and recommendations that can be used to inform educators and teachers
about the effects in Hanoi on finding suitable ways to improve English speaking and listening of the
students. Hopefully, the study can contribute to the improvement of English teaching and learning in
Hanoi Science and Technology University.

Davies, P. &. (2000). Success in English Teaching. Oxford University .
Nagaraj, G. (2008). English in the world. In English Language Teaching: Approaches, Methods,
Techniques (p. 1). Orient Longman .
Ur, P. (1996). A course in Language Teaching. Practice and Theory . Cambridge : Cambridge University .