How to break the ice in speaking english for the freshment at faculty of english, HOU

HA NOI OPEN UNIVERSITY
FACULTY OF ENGLISH
-----o0o----CODE: 28

GRADUATION THESIS
B.A DEGREE IN ENGLISH STUDY
HOW TO BREAK THE ICE IN SPEAKING
ENGLISH FOR THE FRESHMEN AT FACULTY OF
ENGLISH, HOU

Supervisor

: Pham To Hoa, M.A

Student

: Nguyen Thi Hang

Date of birth : 19/10/1994
Course

: 1271A04 (2012-1016)

Ha Noi – 2016


DECLARATION
TITLE: HOW TO BREAK THE ICE IN SPEAKING ENGLISH FOR
THE FRESHMEN AT FACULTY OF ENGLISH, HOU

(Graduation Paper submitted in Partial Fulfillment of B.A Degree in

English)

I certify that no part of the above report has been copied from any other
person’s work without acknowledgements and that the report is originally
written by me under instruction of my supervisor.

Hanoi, 15th April, 2016

Student

Nguyen Thi Hang

Supervisor

Pham To Hoa, M.A


ACKNOWLEDGEMENTS
This graduation paper could not have been completed without the timely
incentive and whole-hearted support and help of the teachers, friends and
relatives. Therefore, talking the opportunity, I would like to express my
sincere gratitude to them.
First and foremost, I would like to express my deep gratitude to my
supervisor, Mrs Pham To Hoa, M.A, for her enthusiasm, kindness and
precious instructions contributed greatly to completion of the thesis.
Special thanks also go to all teachers, who have been teaching for many
years at the Faculty of English, Hanoi Open University, always try to
impart their knowledge and experience to the students and that cannot be
expressed in words.
Thirdly, I would like to know sincere thanks to the President of Hanoi

Open University as well as the Dean and Leading Board of English
Faculty for giving me an opportunity to do the thesis.
Finally and most importantly, I would like to express my whole-hearted
gratitude to my family and relatives who always encourage, support and
take care of me so much during years of studying.
Hanoi, April, 2016

Nguyen Thi Hang


TABLE OF CONTENTS
DECLARATION
ACKNOWLEDGEMENTS
PART A: INTRODUCTION ................................................................... 1
1. Rationale ............................................................................................. 1
2. Aims of the study ................................................................................ 2
3. Scope of the study ............................................................................... 2
4. Research questions ............................................................................. 2
5. Methods of the study .......................................................................... 2
6. Design of the study ............................................................................. 3
PART B: THE DEVELOPMENT ........................................................... 4
CHAPTER 1: LITERATURE REVIEW ................................................ 4
1.1 Definition of communication............................................................. 4
1.1.1 Functions ...................................................................................... 6
1.1.2 Characteristics .............................................................................. 6
1.2 Definition of speaking skills .............................................................. 8
1.3 The importance of speaking skills .................................................. 10
1.3.1 Speaking is in daily communicative functions ............................ 10
1.3.2 Speaking is in integrating skills .................................................. 11
1.4 Summary .......................................................................................... 13

CHAPTER 2: THE STUDY .................................................................. 14
2.1 Methodology .................................................................................... 14
2.1.1 Survey questionnaire................................................................... 14
2.1.1.1 Aims of the survey................................................................... 14
2.1.1.2 Method of the survey............................................................... 14
2.1.2 Objects of the survey ................................................................... 15
2.1.3 Data collection ............................................................................ 15


2.2 Data collection and analysis ............................................................ 16
2.2.1 Students’ interest in speaking English ........................................ 16
2.2.2 Students’ attitude towards speaking skills................................... 16
2.2.3 Students’ English self-study skills............................................... 18
2.2.4 Students’ difficulties in speaking English................................... 20
2.2.5 Summary ..................................................................................... 22
2.3 Findings............................................................................................ 22
2.3.1 Lack of confidence ...................................................................... 22
2.3.2 Poor vocabulary .......................................................................... 23
2.3.3. Having negative attitudes towards English speaking................. 24
2.3.4 Lack of practicing ....................................................................... 24
2.3.5 The mispronunciation and misunderstanding in using grammar .. 24
2.3.6 Difficulties in getting the people’s attention ............................... 26
2.3.7 The lack of background knowledge and culture ......................... 27
2.3.8 Fear of making mistakes ............................................................. 28
2.3.9 Others .......................................................................................... 28
2.3.9.1 Memory loss while speaking English ...................................... 28
2.3.9.2 Fear of people’s laugh ............................................................ 28
2.3.9.3 Unfamiliar partner ................................................................. 28
2.3.9.4 The lack of motivation and flexibility in speaking English ...... 28
2.4 Summary .......................................................................................... 29

CHAPTER 3: SOME POSSIBLE RECOMMENDATION TO
OVERCOME DRAWBACKS ............................................................... 30
3.1 Improve English speaking skills ..................................................... 30
3.1.1 Stress ........................................................................................... 30
3.1.2 Intonation.................................................................................... 31
3.1.3 Individual sounds ........................................................................ 32


3.2 Enrich vocabulary ........................................................................... 32
3.3 Grammar practice ........................................................................... 34
3.4 Enrich knowledge ............................................................................ 34
3.5 Build self-confidence ....................................................................... 36
3.5.1 Overcome fear of making mistakes ............................................. 36
3.5.2 Make the conversation with others and native speakers ............. 37
3.5.3 Watch the English videos, films, ect............................................ 38
3.6 Join activities outside class .............................................................. 39
3.6.1 Taking part in English clubs or communicative groups regularly .. 39
3.6.2 Participate in some English competition..................................... 39
3.7 Improve English self-study skills .................................................... 40
3.8 Pair work and group work............................................................. 41
3.9 Others ............................................................................................... 42
3.9.1 Good personal appearance .......................................................... 42
3.9.2 Reading and listening regular..................................................... 42
3.9.3 Prepare the topic carefully .......................................................... 42
3.9.4 Learn deeply ................................................................................ 43
3.9.5 Playing games ............................................................................. 43
3.9.6 Telling stories .............................................................................. 44
3.9.7 Making eyed-contact ................................................................... 44
3.10 Summary ........................................................................................ 44
PART C: CONCLUSION ...................................................................... 45

REFERENCES ....................................................................................... 46
APPENDIX 1: SURVEY QUESTIONNAIRE ...................................... 48
APPENDIX 2: SOME USEFUL WEBSITES ....................................... 51


Graduation Paper
PART A: INTRODUCTION
1. Rationale
In today’s global world, no one can deny and ignore the importance of
English. It is the massive means of communication and the most common
language spoken internationally. With the help of advanced technology,
English has been playing a major role in many sectors including medicine,
engineering, education and so on. It is the official language of 54 different
countries and is spoken by over a billion and a half of people worldwide,
while another 1,000,000,000 still learning English. Speaking English
properly opens up many opportunities.
In fact, speaking English can help learners enhance interaction in the target
language for communicating with people around the world. Besides,
English will help people push their career forward such as gaining technical
knowledge learning computer, science, ect. Moreover, when people know
English, they can learn and enhance their knowledge about culture and
society of nations in the world by reading the printed English materials.
Simply English lets them feel various cultures and customs in the world
easily. Also, they can watch films, read famous books or listen music, ect.
Therefore, it is highly essential to know that English plays a vital role in our
life, and English is the best way to help us get a better life in the future.
There are four basic skills in English: speaking, listening, writing, and
reading. Among those skills, speaking is used as the major means of
communication. It seems to be the easiest and quickest. However, to
improve their speaking skill, students have to face a lot of difficulties.

The topic of this study resulted from a fact that the freshmen in Faculty of
English, HOU often gets troubles in speaking English. Therefore, the writer
decide to write about the topic to point out some difficulties in speaking of

Nguyen Thi Hang - 1271A04 - (2012-2016)

1


Graduation Paper
students at HOU and suggest some solutions that can help them improve
their English speaking skill better and more effectively.
2. Aims of the study
The purpose of this research is to improve the speaking skill for the
freshmen at HOU. The study is to attempt to:
- Give basic knowledge about speaking skill.
- Rise and point out some difficulties of students in learning speaking
skill.
-

Provide some solutions to help students improve their English
speaking skills.

3. Scope of the study
This study concentrates on speaking skills, factors that affect speaking skill
such as some common errors, some difficulties of student when speaking
English at HOU. Then, the writer makes some suggestions to improve
English speaking skill. The data will be collected and analyzed from the
result of the research.
4. Research questions

Some research questions as follow:
What are the difficulties of students in speaking skills?
What are the possible ways to improve English speaking skills for the
freshmen at HOU?
5. Methods of the study
- Survey questionnaire
+ Object: the freshmen in English Faculty, HOU
+ Questionnaire: data collection and analysis
- Observation

Nguyen Thi Hang - 1271A04 - (2012-2016)

2


Graduation Paper
6. Design of the study
The graduation paper is divided into three parts and three chapters.
• Part A: Introduction
This part includes rationale, aims, scope, research questions, methods
and design of the study.
• Part B: Development
This part contains three main parts:
Chapter 1: Literature Review
Chapter 2: The study
Chapter 3: Some possible recommendations to overcome drawbacks.
• Part C: Conclusion and recommendation

Nguyen Thi Hang - 1271A04 - (2012-2016)

3


Graduation Paper
PART B: THE DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Definition of communication
Communication is a slippery concept, and while we may casually use the
word with some frequency, it is difficult to arrive at a precise definition that
is agreeable to most of those who consider themselves communication
scholars. Communication is so deeply rooted in human behavior and the
structures of society that it is difficult to think of social or behavioral events
that are absent communication.
The word “communication” may be understood in many ways depending on
different goals. So the definition of communication ranges widely. There are
some point of view “communication” is defined as a process by which
information is exchanged between individuals through a common system os
symbols, signs, or behavior.
According to Nancy Ellen, “communication” is transfer of information from
one person to another, whether or not it elicits confidence but the
information transferred must be understandable to the receiver”.
Another dictionary- Oxford dictionary, declares that communication is
giving or exchanging information, signals, messages by talk or gestures or
writing. Yet another definition says that communication is social
intercourse. Communication is all this and much more. Communication is
giving, receiving, or exchanging ideas, information, signals or messages
through appreciate media, enabling individuals groups to persuade, to seek
information or to express emotion.
Communication is the articulation of sending a message, whether it is verbal
or nonverbal, so long as to produce understanding.

Nguyen Thi Hang - 1271A04 - (2012-2016)

4


Graduation Paper
Communication is the process by which any message is given or received
through talking, writing, or making gesture. There are auditory means, such
as speaking, signing, and sometimes tone of voice, and nonverbal, physical
means such as body language, sign language, paralanguage, touch, eye touch
or the use of writing.
This broad definition includes body language, skills of speaking and writing.
There are some definition of communication in the table below:
“Communication is the process by which we understand others and
in turn endeavor to be understood by them. It is dynamic, constantly
1

changing and shifting in response to the total situation.” Martin
Andersen, “What is communication?” Journal of Communication
9:5, 1959.
“Communication is the verbal interchange of thought or idea” John

2

B.Hoben, “English Communication at Colgate Re-Examined”.
Journal of Communication 4: 76-86, p77.
“Communication” is the process of conducting the attention of

3

another person for the purpose of replicating memories.” F.A.
Cartier and F.A. Harwood. “On definition of communication.”
Journal of Communication 3: 71-75, 1953, p.73.
“Communication” is the process that links discontinuous parts of

4

the living world to one another.” Jurgen Ruesch. “Technology and
Social Communication.” In Communication Theory and Research
(Edited by Lee Thayer). Springfield, III. “Charles C. Thomas, 1957.
“Communication” is the mechanism by which power is exerted.” S.

5

Schacter. “Deviation, Rejection, and Communication.” In Journal
of Communication 6: 147-53. 1956, p.148.

Nguyen Thi Hang - 1271A04 - (2012-2016)

5


Graduation Paper
1.1.1 Functions
Communication serves four vital functions in society
- Information function: the basic requirement of adapting and adjusting
oneself to the environment is information. There must be some
information about what is going on in the environment which concerns
the people. The receiving or giving of information underlines all

communication functions, either directly or indirectly.
- Commanding or Instructive function: those who are hierarchically
superior in the family, society, or organization, often initiate
communication either for the purpose of informing their subordinates
or for the purpose of telling them, what to do, how to do when to do,
etc. The command and instructive functions of communication are
more

observable

in

formal

organizations

than

in

informal

organizations.
- Influent or persuasive function: The sole purpose of communication
is to influence people. Persuasive function of communication i.e to
induce people is extremely important for extension in changing their
behavior in desirable direction.
- Integrative function: A major function of communication is
integration or of continuously offsetting any disintegration at the
interpersonal or at the organizational level. This helps in maintaining

individual, societal or organizational stability and identity.
1.1.2 Characteristics
Characteristics of communication are given below:
- Two or more persons: The first important characteristic of
communication is the appearances of two persons because no single
individual can make an exchange of ideas with himself. The second

Nguyen Thi Hang - 1271A04 - (2012-2016)

6


Graduation Paper
person who plays the listener, is necessary to receive one’s idea.
Therefore, there must be at least two persons to make communication:
the sender and the receiver.
- Exchange of Ideas: Communication cannot be thought of in the
absence of exchange of ideas. In order to complete the process of
communication, there must be an exchange of ideas, orders, feelings,
etc..among two or more than two persons.
- Mutual Understanding: Mutual understanding means the receiver
should receive the information in the same spirit with which it is being
given. In the process of communication, it is more important to
understand the information rather than carry it out.
- Direct and Indirect Communication: It is not necessary in
communication that the receiver and the giver of information should
be face-to-face with each other. Communication can be both direct and
indirect. Direct communication means face-to-face conservation, while
indirect communication is via other means of communication.
- Continuous Process: Communication is an endless process, as is the

case with business where the manager keep assigning work to his
subordinates, trying to know the progress of the work and giving the
directions,
- Use of words as well as Symbols: there are many means of
communication such as the written, the oral and the symbolic one. The
examples of symbolic communication are the ringing of bell for
closing a school or a college, saying something by the movement of
the neck, showing anger or disapproval through eyes, giving some
decision by the raising of a finger in cricket, etc…

Nguyen Thi Hang - 1271A04 - (2012-2016)

7


Graduation Paper
1.2 Definition of speaking skills
Speaking is the delivery of language through the mouth. To speak, we
create sounds using many parts of our body, including the lungs, vocal
tract, vocal chords, tongue, teeth and lips. Speaking in a second language
involves the developments of a particular type of communication skill.
Most of the non-English major student do not understand exactly “what
speaking is? ”. They only regard speaking as a simple, easy process by
speaking out words, ideas.
Speaking is an interactive process of constructing meaning that involved
producing and receiving and processing information. Its form and meaning
are dependent on the context in which occurs, including the participants
themselves, their collective experience, the physical environment and
proposes for speaking- Brown(1994); Burn and Joyce(1997).
Speaking is considered as a skill because it needs to be learned, practiced,

and developed. There are some definition help us understand more about
this. According to Harmer (1996, p14), speaking is a form of
communication, it is so important that what you say is conveyed in the
most effective way. How you say something can be as important as what
you say in getting your meaning across.
According to Cheung (1994) “Speaking skill is the ability to use oral
language appropriately and effectively in learning activities within the
classroom and in social interactions within the school.”
Speaking is an activity, which is done by a person to communicate with
others in order to express ideas, as well as options to achieve a particular
goal (Philip M. Brudden. 1995, p85).
In addition, there are two simple definitions is given in Webster’s Revised
Unabridged Dictionary (1913). The first is that “speaking is the utterance

Nguyen Thi Hang - 1271A04 - (2012-2016)

8


Graduation Paper
of intelligible speech”. The other shows that “speaking is delivering an
address to public audience.”
Chaney (1998, p13) indicates that speaking is the process of building and
sharing meaning using verbal and non-verbal symbols, in a variety of
context.
The definition of speaking is much diversified. In Cambridge dictionary,
speaking is defined quieted simply “to say words, to use voice, to have a
conservation with someone”. According Nunan (1985), speaking skill is
“the process of building and sharing meaning through the use of verbal and
non-verbal symbols, in a variety of contexts”.

In another study, Wright (1997) pointed out in his research that speaking
skill is “used by someone in daily life communication whether at school
outside, acquired by much repetition, primarily a neuromuscular and not
intellectual process.” Moreover, he said that speaking skill consists of
competence in sending and receiving message.
In general, Speaking is a form of communication that human beings try to
express feelings and ideas through oral production of language. It forms
and meanings are dependent on the context in which it occurs, including
the participants themselves, their collective experience, the physical
environment and the purpose for speaking.
In conclusion, the definition of speaking skills are innumerous because of
the complexity of this process. Speaking is a productive skill and the main
purpose of this process is to transfer information and communicative or to
express the speaker’s opinions and thoughts. It helps learners express their
ideas clearly and smoothly. Good speaking skill plays an important role to
help learners make a successful conservation. Therefore, learners should
make all their efforts to be effective speakers by becoming involved and
active in speaking.
Nguyen Thi Hang - 1271A04 - (2012-2016)

9


Graduation Paper
1.3 The importance of speaking skills
Speaking not only directly helps us to communicate, but also supports
other three language skill: listening, reading and writing because it is used
in coordination with them.
Speaking skill is built up on the grammar, vocabulary, structures and so
on. These factors provide learners a steady basic to develop speaking skill.

Namely, when speaking you are able to reinforce grammar, remember new
words and apply the structures have learnt into real situation.
As we know, speaking make it possible for people to communicative.
Without speaking, human beings cannot communicate perfectly.
Therefore, it plays a great roles in communicating.
By practicing speaking skill, learners can improve other skills. Speaking
skill helps the learners consolidate grammar, widen vocabulary and absorb
words, structures easier and more naturally. Hence, the learners can make
their reading and writing skills better. At the same time, listening also can
be improved significantly because pronouncing words well helps learners
to catch words, structures better when listening.
1.3.1 Speaking is in daily communicative functions
For most people, the ability to speak a language is synonymous within
knowing that language since speech is the most basic means of human
communication. Nevertheless, “speaking in a second or foreign language
has often been viewed as the most demanding of the four skills.” (Bailey
and Savage, 1994).
Besides, speaking is seen a center skills as well. According to Teaching
English as a Second Language of Mariance Celce Murcia (2001), in 1886,
during the same period that Direct Method first became popular in
Europe: the International Phonetic Association was established by scholar
Nguyen Thi Hang - 1271A04 - (2012-2016)

10


Graduation Paper
such as Henrry Sweet, Wilhem victor, and Paul Passy. These phonetic
made some of the first truly scientific contributions to language teaching
when they advocate principles in which the first principle is “the spoken

form of a language is primary and should be taught first.”
In addition to this, the main purpose of learning a language is using that
language to communicate. When considering why communication is
important, the bottom line is: if you are good communicator, you will
have better chances of success. You are able to persuade people, influence
others, negotiate effectively and provide valuable feedback. You can
inspire, motivate and encourage your staff and employees. You can
convey your ideas better to your boss, you can make interesting
conservation and network easier and you can speak to groups of people
with self-confidence and credibility. The better your communication
skills, the greater success you can achieve. The importance of
communication skills cannot be understated.
Communication is truly achieved when the sender and the receiver share
an understanding of the communication message. Many times, this is said
easier than done.
Communication has two parts. The first is the communicator and how
effectively she can convey her message to the listener. The second is how
well the listener of the communication receives the message. There should
be little or no misunderstanding, misinterpretation or confusion. If there is,
the communication is not successful
1.3.2 Speaking is in integrating skills
In learning English, speaking and other skills are inseparable and tightly
interconnected together to create successful communication. When

Nguyen Thi Hang - 1271A04 - (2012-2016)

11


Graduation Paper

speaking regularly, speaker can consolidate his grammar, remember words
and structures more clearly, or enlarge his vocabulary by brainstorming to
get ideas or noting the words he does not know, and then look up in a
dictionary.
To make the importance of speaking skill clearer, we should consider it in
connection with other skills. An important thing is that learners need to
know how to pronounce correctly. Apart from that, if they do not focus on
practicing or training their pronunciation competence from the beginning,
their ways of pronouncing will become a trail and no sooner it is easy to
form habits. It leads to the consequences of misunderstandings when
having conservations with native English speakers or practicing speaking
with their partners. No one can achieve success in short time.
Unlike the productive skills like reading and writing, speaking is a
receptive skill. In the learning of speaking, one can enrich his vocabulary
and improve the fluency as well as accuracy in spelling, intonation for
speaking. When reading aloud, the response to English words and the skill
of guessing new words are better. Then students can apply new words in
their speaking.
Similarity, when listening, we hear sounds, pay attention to them,
remember them, and finally imitate them. It is the same case in linguistics.
In fact, we cannot speak well if we cannot listen well and vice versa, we
cannot hear clearly if others pronounce badly. Thus, speaking and listening
must be practiced together in some ways, may be by repeating what you
have just listened or try to express the main ideas of the recording in your
own words and thinking. The more students widen their vocabulary, the
more their speaking is enhanced. Therefore, speaking skill helps student to
consolidate grammar and improve vocabulary and pronunciation as well.

Nguyen Thi Hang - 1271A04 - (2012-2016)

12


Graduation Paper
1.4 Summary
In this chapter, a brief overview of the previous materials about speaking
was presented that include the definition of communication, functions and
characteristics, the definition of speaking and the importance of speaking
in society. This information in this chapter serves a purpose of helping
students to understand more about speaking skill and from that, they will
understand the strategies of how to improve speaking skill during the
learning process, which is shown in the next chapter

Nguyen Thi Hang - 1271A04 - (2012-2016)

13


Graduation Paper
CHAPTER 2: THE STUDY
In this chapter, the survey questionnaire is designed to present statistics by
the first year students of faculty of English at Hanoi Open University.
Besides, the writer analyzes the data collected, and then comes up with
certain findings on the shyness and confidence factors affecting the
students in the speaking process. Moreover, the classroom observation
provides evidence to point out the obstacles that students always have.
After that, some suggestions to minimize the difficulties and improve
their speaking skill are pointed out as well.
2.1 Methodology
2.1.1 Survey questionnaire

2.1.1.1 Aims of the survey
The survey does not only help students and the writer of English
have a deep sight into speaking skill but also find out the difficulties that
make them shy. Due to the framework of a thesis, to map out the obstacles
given by students at all the educational levels is impossible. Therefore,
this thesis only focus on the difficulties in speaking skill that the freshmen
of faculty of English at Hanoi Open University often have.
2.1.1.2 Method of the survey
There are many ways to conduct this study and get information but in this
thesis, the writer chooses survey questionnaire and class observation.
These method will find the main factors which affect the study of English
especially speaking skill of freshmen in university.
The survey questionnaire is designed for the first year students in faculty
of English at Hanoi Open University and pay attention to the obstacles
they often meet when speaking English and how to get them away.

Nguyen Thi Hang - 1271A04 - (2012-2016)

14


Graduation Paper
In addition, class observation helps to collect information. To carry out
this method, the writer asked for permission of lectures in Hanoi Open
University to attend English speaking lesson of class K22A1 in four
weeks.
2.1.2 Objects of the survey
The number of students participating in the survey questionnaire is the
freshmen English major, so they have a lot of chances to speak English in
many subjects such as speaking lessons, presentation, listening, and so on.

Most of the students have been studying English for ten years. Some are
really good at speaking but others are not,
2.1.3 Data collection
This survey is carried out with the help of freshmen of faculty of English
at Hanoi Open University- K22. The writer chooses K22A1-A2, of which
includes 100 students.
The questionnaire consists of 10 questions for the freshmen at Hanoi
Open University. These survey questionnaires are designed to make out
the attitude of students towards English speaking skills and get more
information about the situation and problems of freshmen to help them
develop English skills in the process of language learning.
Students were asked to circle the most suitable answers in accordance
with their opinion. The questionnaire concentrates on finding:
• Students’ interest in speaking English
• Students’ attitude towards speaking skills
• Students’ difficulties in speaking English
• Students’ English self-study skills

Nguyen Thi Hang - 1271A04 - (2012-2016)

15


Graduation Paper
2.2 Data collection and analysis
2.2.1 Students’ interest in speaking English
Table 1
Do you like speaking English?

Answer

Yes, very much

59 %

Yes, pretty much

30 %

Yes, a little bit

8%

No

3%

The table above illustrates the difference among students’ interest in
speaking English. A large of number of freshmen think that speaking
English is very interesting (59 %) with the highest percentage. The latter
figure accounts for 30% percent in the number of learners who are pretty
interested in this skill. Only a few of the students are slightly interested in
this skill (8%) and just few (4%) of them admit that they do not like
speaking English at all.
2.2.2 Students’ attitude towards speaking skills
Table 2
Do you think English speaking skills are important to you?

Answer

Yes, very important

67%

Yes, rather important

22 %

Yes, little important

11%

Not important at all

0%

When being asked about the importance of English speaking skill, 67% of
the students believe that speaking skill is essential to them; 22% of them
say that it rather important while the figure considering it little important

Nguyen Thi Hang - 1271A04 - (2012-2016)

16


Graduation Paper
is very small, which only takes 11%, and none of the students denies the
salient role of English speaking skill. The reason for these positives
attitude towards English speaking skill derives from their understanding
that their country is on the way of the integration so that they need to use

English to communicate both in the students’ future. English is an
international language which is used all over the world and applied in
every field of life. Therefore, the more they study English, the more
opportunities they handles for future.
Table 3:
Are you confident to speak English in class?

Answer

Yes, very much

8%

Yes, pretty much

16%

Yes, a little bit

48%

No

28%

The third table shows that a majority of students feel not enough confident
to speak English in class (a little bit important: 48%; not important at all
28%) just a small number of students reply that they feel pretty confident
speaking English in class (16%) and only (8%) of them reply that they are
very confident.

This matter probably occurs due to lacking skills in the process of
learning and the traditional way of teaching and learning which mainly
applies teacher-centered methods. As the result, students become passive
and embarrassed and unable to develop reaction to communicate in
English class. Many of them are afraid that if they make a mistake, other
will laugh at them, so they try to avoid speaking English in front of
others. More to discuss, the large class size makes students feel nervous

Nguyen Thi Hang - 1271A04 - (2012-2016)

17


Graduation Paper
and anxious when they speak to the whole class. In general, they still have
many difficulties speaking the language confidently and fluently.
2.2.3 Students’ English self-study skills
Table 4
How long do you practice speaking English each day?

Answer

More than 1 hour

10%

30 minutes

14%

10 minutes

8%

None

68%

The fourth table present the time students spend speaking English each
day. It is clear from the table that the percentage of students not practicing
English is the highest (68%) 8% percent of them spend 10 minutes
practicing each day, the figure for students who perform the same task
within 30 minutes make up 14% and only 10% of the remaining students
spending more than 30 minutes each day for this skill.
It can be realized from this data that a majority of learners do not focus on
practicing English. They are quite lazy and lack of motivation to be more
passionate about this skill.
Table 5
Do you take part in any English clubs?

Answer

Often

56%

Sometimes

31%

Rarely

11%

Never

2%

Nguyen Thi Hang - 1271A04 - (2012-2016)

18


Graduation Paper
The table 5 illustrates that there are a great numbers of students who never
join in any English clubs with 2% and the percentage for students rarely
attend this study method accounts for quite big part (11%) as well. It is
uninteresting to see that very few students sometimes take part in this
effectively activity (31%) and even just only (56%) is often.
Table 6
Do you ever communicate with English native speakers?

Answer

Often

7%

Sometimes

10%

Rarely

13%

Never

70%

It is clear from the table that the number of student speaking to native
speakers is very small. Only 7% of them often attend this activity and
10% sometimes taking part in this kind of conversation. The number of
learners who are rarely interests accounting for 13% and the figure for
learners who have never tried on this activity making up 70%.
One obvious reason is that the environment surrounding does not create
chances for freshmen to interact with foreigners. Besides, they often feel
shy to start a conservation naturally and bad at remaining this dialogue till
the end with foreigners.
Table 7
What kind of materials do you use for self-study Answer
speaking skills?
Printed materials (books, newspapers, magazines,.)

20%

Online sources (English learning websites, English groups)

47%

Media sources ( video, TV program, movies, ect)

33%

Nguyen Thi Hang - 1271A04 - (2012-2016)

19