Giảm thiểu yếu tố tâm lý cản trở Học viên Quân sự thực hành nói tiếng Anh

PHƯƠNG PHÁP GIẢNG DẠY v

GIẢM THIỂU YẾU TỐ TÂM LÝ
CẢN TRỞ HỌC VIÊN QUÂN SỰ
THỰC HÀNH NÓI TIẾNG ANH
ThS. BÙI THỊ HỒNG NHUNG1
Học viện Kỹ thuật Quân sự ✉
Ngày nhận: 10/01/2017; Ngày hoàn thiện: 25/01/2017; Ngày duyệt đăng: 26/01/2017
Phản biện khoa học: ThS. TRẦN LÊ DUYẾN
1

TÓM TẮT
Kỹ năng nói tiếng Anh là một trong những kỹ năng ngôn ngữ quan trọng vì nó thể hiện trực tiếp
và rõ ràng trình độ của người học. Tuy nhiên, kỹ năng nói của người học, đặc biệt là học viên quân
sự khối các ngành kỹ thuật, còn hạn chế. Để tìm hiểu nguyên nhân và đưa ra giải pháp cho vấn
đề này cần có một nghiên cứu quy mô trên diện rộng. Trong khuôn khổ bài báo này, người viết sẽ
tổng hợp lại các yếu tố tâm lý cản trở người học nói chung trong việc thực hành nói tiếng Anh. Từ
đó, người viết đưa ra đề xuất nhằm giảm thiểu các trở ngại tâm lý đó cho học viên khối quân sự
đang học tập tại Học viện Kỹ thuật Quân sự thông qua việc xây dựng môi trường thực hành ngôn
ngữ tự nhiên, thiết kế bài giảng với các chủ đề và các hoạt động thực hành nói phù hợp với trình
độ của người học.
Từ khóa: chủ đề, công cụ, hoạt động, môi trường thực hành tiếng, rào cản tâm lý

I

n the teaching of English, speaking is a productive
skill considered to be challenging both for students
to learn and for teachers to teach. This is because
learning to speak remains to be the greatest
challenge for language learners (Pinter, 2006) whereas
most students deem their speaking proficiency as the

success outcome of their learning process and the
effectiveness of their English course (Richard, 2008).
Even in the ideal case of equal training and exposure
to speaking opportunities, students have different
levels of readiness and ability to speak, and there is a
high chance that any teachers of English must at least
face “unresponsive students” (Paul, 2016), or even
unresponsive groups in their class.
Vietnamese students, especially army students at the
Military Technical Academy, are found to be generally
quiet and shy. This might be a result of the education
system in Vietnam, which was deeply affected by the

Confucian teachings. In addition, they are often afraid
of making mistakes and being embarrassed in front
of class. Research also finds that lack of confidence
and motivation prevents students from speaking
(Boonkit, 2010 and Juhana, 2012). The aim of this
article is to summarize the causes of these inhibiting
psychological factors and suggest possible solutions
to improving army students’ speaking skills.
1. LITERATURE REVIEW
Besides writing, speaking is a very important
productive skill needed for effective communication
and might be the most important required skill
(Zaremba, 2006). It is crucial for the development of
communicative skills which are sometimes prioritized
over work experience and/or academic records in
the recruitment process. However, English learners
generally have limited opportunities to practice

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speaking both in and outside class (Zhang, 2009).
Besides, learners from Asian countries are often shy,
afraid of “losing face” and making mistakes (Lihua,
1990; Juhana, 2012 and Zhao, 2016). Also, anxiety,
lack of confidence and motivation were common
factors identified by Schwartz and Thornbury (cited
in Juhana, 2012) as undermining learners’ speaking
competence. These psychological factors are
categorized into five main types as follows:
Shyness
As teachers and researchers from Asia, (Lihua, 1990;
Juhana, 2012 and Zhao, 2016) all state shyness as
a source of problem that limits learners’ speaking
ability. Learners, especially those with quiet nature
(Bowen, 2006 and Kukurs, 2010) are intimidated
when they have to speak in front of people and
this phobia makes their mind go blank. Aside from
personality, shyness is also resulted from learners’
fears of being laughed at by their peers and corrected
by their teachers. This insecure feeling makes learners
who are aware of their low ability become even more

unresponsive in class.
To remove shyness, Pesce (2011) points out that
teacher should make classrooms an open and friendly
environment and thus make students less stressed
about making mistakes in their learning. Meanwhile,
Chinmoy (2007) suggests teachers encourage
learners to consider shyness as a thing to overcome
and make them believe it is totally alright to make
mistakes.

learners’ nervousness during class.
Anxiety
As stated in Juhana (2012), there are three causes
of students’ anxiety in learning a foreign language:
they do not understand the language (limited
communication apprehension), they are scared of
being tested and giving wrong answers (test anxiety)
and they are afraid of getting negative comments
from teachers (fear of negative evaluation). This
suggests that teachers can lower students’ anxiety by
motivating students, creating an ease environment
and particularly accepting a variety of answers
(Juhana, 2012).
Lack of confidence
Lack of confidence is believed to stem from students’
self-built perception that their English is not good.
This opinion seems to be strengthened every time
learners fail to make their conversation partners or
teachers understand their message (Juhana, 2012).
The students’ lack of confidence is due to the lack

of encouragement from the teacher (Brown, 2001
cited in Juhana, 2012). This urgently calls for teachers
to make learning more of a motivating, rather than
demotivating process.
Regarding ways to boost students’ confidence,
teachers need to “maximize students’ exposure to
English” (Ye Htwe, 2007 cited in Juhana, 2012) and
create a “relaxed atmosphere” (Lihua, 1990).

Fear of mistake/ “losing face”

Lack of motivation

Researchers have long argued that students are
reluctant to speak in class because they are afraid of
making mistakes and losing face and “this fear is linked
to the issue of correction and negative evaluation”
(Juhana, 2012). The main reason for this fear is that
learners do not want to look or sound foolish in front
of class (Juhana, 2012).

Motivation is of all time an “inner energy” that makes
a very good preparation for learners to communicate
(Juhana, 2012). To keep learners active and responsive
in speaking class, it is urgent to build their motivation.
The lack of motivation usually results from the failure
of teachers to inspire students, to make an effective
use of teaching materials and to create an overall
stimulating learning environment (Nunan, 1999).

With regard to addressing the fear of mistake, Zua
(2008) says that it is needed that teachers build
“emotional bonds” with students. By doing this, they
can make students feel comfortable and believe that
the teacher can help them correct their mistakes
and improve their English. Zua (2008) also calls for a
supporting learning atmosphere to be built to reduce

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To keep learners motivated, it is suggested that
teachers provide “constant encouragement and
support” (Aftat, 2008 cited in Juhana, 2012) and
promote students’ awareness of the importance of
English and thus enhance their interest in learning
the language.


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2. RECOMMENDATIONS
Studies on psychological barriers facing students
when they converse in English offer a departure point
for me to think of practical ways to help students,
particularly low-level army students, overcome these
barriers.

In this paper, I would like to suggest some key points
for teachers to make their students speak. They are
summarized from my experience and observations of
what works in a speaking class.
Recommendations would be focused on three areas:
how to create a good language environment, how to
plan a speaking lesson and how to deliver a speaking
lesson.
2.1. Good language environment
A good language environment is a relaxed learning
atmosphere in which learners are exposed to English
as much as possible, yet without fears of making
mistakes and/ or negative evaluation. To make
speaking classes less of an intimidating experience
for learners, it is extremely needed to make speaking
a routine/ a habit for learners. Teachers should act as
follow:
– Speak English most of the time and only resort to L1
after efforts to elicit/ clarify concepts have all failed.
– Develop a “bank” of functional language for
students from the start. This language bank is to be
used frequently and authentically in class, and thus
forms the basis for learners to start interacting. The
language bank might include various groups of
expressions, for example: (1) needs (I’ve not finished.
I need more time, etc.); (2) permissions (May I go out?
May I come in?, etc.); (3) requests (Can I have more time?
Can you repeat that? Can you help me with this? Could
you please speak more slowly/ turn up the volume?,
etc.); (4) apology (Excuse me!, I’m sorry for coming late,

etc.); (5) agreeing/ disagreeing (I agree/ disagree, I
want/ don’t want to…, That’s correct/ incorrect, etc.); 6)
asking for interruption (Excuse me, but…, I’m sorry
to interrupt but…, Could I stop you for a second? etc.).
When students constantly repeat these phrases, they
do not have to hesitate and automatically form a
habit of speaking in English.

– Establish simple routines that make students to
speak English in class (greetings, ask or say similar
things every day before class, i.e. How are you today?
– Great, and you; How was your weekend? What did you
see on TV yesterday? etc.; writing the date, etc.)
– Let students have five minutes free talk in pairs
at the beginning of the class. They can talk about
anything, from what they did the night before to fun
news/ stories they read today.
All these tips build an encouraging atmosphere in
which students deem speaking part of their everyday
doings and feel less shy.
2.2. Lesson plan
In order to make students speak, teachers should pay
close attention to the lesson plan. A good preparation
of teaching/ learning activities should meet two
criteria: intriguing topics and varied activities.
2.2.1. Interesting and familiarized topics
Since textbooks are mostly developed by the
Westerns, it is quite common for teachers to come
across materials (a text, a quiz, a recording, etc.) that
require not only language but also socio-cultural

knowledge.
An example of this is File 6C, English File Elementary
3rd edition by Oxford, page 48. The lesson takes
a music quiz as a context to a grammar point of
distinguishing between be and do. Teachers then can
hardly expect students, especially army students who
have little knowledge of different music genres, to
discuss anything or even do the quiz as they listen.
Since the built-in speaking activity is also a music
questionnaire, teachers should “work their way
around” the topic.
First, teachers should relate discussion topics to
students’ lives and make them speak from their
own experience. In this situation, a speaking activity
around the music topic can help. Teachers should
ask students to name their favourite singer, and then
write some guiding questions on board:
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Who is your favourite singer? - My favourite singer
is …
What is the person like? - He/she is very handsome/beautiful/kind/cool, etc.
Why do you like the person? - I like this person

because …
After letting students ask and answer those questions
in pairs for some minutes, teachers can screen
pictures of some singers and ask questions, write
students’ feedback on board and underline the verbs
is and like. This can be a smooth way to introduce
the grammar point (distinguishing between be and
do) and finally a freer, less-controlled practice of
speaking about the singers.
Second, teachers should sometimes give students
different topics and allow them to choose their
favourite ones. After the allotted time for pair
discussions, students will work in a bigger group,
practicing ask and answer questions to and from
other groups.
Teachers can ask students to select some of the
topics they like to talk about from the following list:
Animals, Body and health, Classroom items and rules,
Clothes, Colors, Daily activities, Dreams, Hobbies,
Holidays, House and home, Family and relationship,
Food, Transportation, Work and jobs, Pets, Sports,
Travel, Festivals, etc. The tasks for students vary,
from recovery dialogues, role plays to monologues
or debates on a certain statement relating to the
suggested topics.
2.2.2. Varied activities (tasks)
Choosing a topic is important but another factor to
stimulate students to speak is the desire to complete
a task. Based on each class’s ability, teachers should
try to modify a guided speaking activity and turn it

into a communicative task. Here are a few things for
setting up a speaking task:
2.2.2.1. Levels of controlledness
Speaking tasks vary in forms but can be flexibly
carried out through three phases, representing the
controlledness of the task or the different levels of
students’ independence in language use as follows
(Becker and Roos, 2015, p.7):

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With beginning classes, teachers should start with a
closely guided speaking task where fixed expressions
are provided beforehand with thorough drilling.
Such a guided task allows low-level students to
speak imitatively and participate from their low levels.
Guided, controlled activities help motivate students
and strengthen their confidence.
With higher level classes, teachers should ask
students to perform more creatively with phrases/
expressions provided. Finally, at the top level, learners
are free to use their individual linguistic repertoire in
a meaningful context.
In conclusion, a speaking task should move gradually
towards providing opportunities for the negotiations of
meaning. This is to stimulate learners to make the most

of the language available to them to convey meanings.
By doing this frequently, students develop creativity
in finding alternative ways of expressing themselves,
thereby extend their communicative competence.
Based on the model of communicative speaking
developed by Becker and Roos (2015), I would like to
suggest a few speaking activities which I have applied
in different classes as follows:
Routine warm-up/wake-up speaking tasks: free talk
(teachers ask a question and let students freely
discuss with partners before the lesson); speaking
and acting (teachers give orders and class act as
soon as possible, i.e. shake your head, touch your
ears, close your eyes, etc.);


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Reproductive language use (controlled): dialogues,
story retelling; guessing game or twenty questions
game; picture description; find someone who …
game; interviews with a questionaire;
Creative language use (semi-controlled): spot the
difference between two pictures, talking about
the picture (give students some pictures and let
them describe, using the grammar point learnt in
the lesson), gapped dialogues, partly scripted
information gaps, story skeletons, role playing
with some pre-given situations/expressions, etc.
Creative & productive language use (free): story telling

(provide students with situation and characters/
cartoon pictures, etc. and let them invent improvised
stories); short plays (give students some reading
texts/pictures/situations and characters and ask
them to make a short play), discussions and debates
(choose a debatable topics, let students discuss in
pairs before forming two oppositional groups for
the debate); watch and speak (students watch parts
of a cartoon/film/TV show, etc. without any sound,
guess the meaning and talk about it; or student A
tells what is on the screen for student B to answer
questions given on a piece of paper, etc.); acting as
an interpreter (one student acts as an interpreter
and one as a foreigner and some as local people. They
communicate through interpretation to do shopping,
renting a bike, bargaining, etc.); etc.

important role in making the class lively and effective
by their guide and the atmosphere they create both
before, during and after speaking activities are done.
2.3.1. Different techniques
To make students speak, teachers have to draw their
interest into the topic, provide them with useful
language to communicate and make the language
sink in their mind. In order to do so, teachers should
conduct the scaffolding steps as follows:
– Personalize the story to draw attention. For
example, to demonstrate a memorable night (English
File Elementary, 3rd edition, Oxford, Unit 7C), teachers
could tell the class about their special holiday night.

Keep it short and slow. Use simple grammar and
vocabulary so that students can understand. Other
visual tools can be used to provide students with
something to lean on for their speaking, such as
flashcards, posters or graphic organizers.

2.2.2.2. Patterns of interaction

– Double check by asking questions to make sure
students understand and make them better memorize
the details/vocabulary/expressions. Teachers could
check by asking concept checking (yes/no) questions
and questions for details. For example: Was it in July
or August? Did I go on holiday alone or with my family?
Where did I go? How long did I stay? Was the weather
good or bad? etc. By asking questions for details,
teachers help students to memorize the details of the
story.

To remove students’ nervousness and anxiety,
teachers should remember to:

– Give written record of the useful words and phrases
students will need to tell the story themselves.

– Let students work in pairs first. After some time
talking with their partners, students are prepared both
mentally and linguistically to join in a larger group
discussion or make a presentation. Different patterns
of interaction give students a better chance to improve

their language, in terms of both grammar and fluency.

– Ask for a reproduction of the story by asking a few
students (whose language competence is better) to
retell a story. They could do this with the help of the
language input written on the board.

– Avoid forcing presentations without students’
consent/content. This will scare away students with
low speaking competence and make them even
more unresponsive in class.
2.3. Lesson delivery
In addition to topics and activities, teachers have an

– From the students’ demonstration, remind the class
of the tense and vocabulary they need to use.
– Give preparation time for students to think about
and note down the words and phrases they will need
for the speaking task.
– Monitor the class as they are speaking, note
down both good uses of language and mistakes, be
available for support at any time students need.
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2.3.2. Feedback
In order to make students feel safe and motivated
to speak, teachers should make the classroom an
encouraging place where students feel free to try
things out without fears of criticisms.
Teachers should ask students to focus on fluency
over accuracy in speaking class. Explain to them
that focusing too much on grammar will impede
their fluency and create unnecessary fears of making
mistakes, which are detrimental to speaking in general.
To mitigate students’ fear of mistakes, teachers should
accept more than one answers and/ or create activities
that promote students to diversify their expressions,
make them try best with the available language
to get the tasks done (for example: taboo word
description, listen and guess, twenty questions, etc.)
In terms of giving feedback, teachers should do as follows:
Avoid correcting students as they are talking. Make
the necessary corrections after they finish.
During the speaking time, teachers should walk
around the pairs/ groups, take notes of what the class
has done, give students praise for the good language
use and corrections for mistakes.
For on-the-spot feedback, teachers should avoid
negative comments like no, you’re wrong, incorrect, etc.
For good answers, teachers should give compliments
such as well-done, very good, excellent, great, etc. For
answers that need further work on, teachers might
say: thank you but …, good try, yes but it is more correct

to say…
For delayed feedback, start with a positive comment
of the overall completion of the task. Then write
common mistakes (around ten) on the board without
saying who made them to avoid embarrassment.
Give students some minutes to correct the sentences
themselves. As they read their correct versions,
teachers correct the sentences on the board. By doing
this, the students can recall their mistakes and better
memorize the things they have learned.
3. CONCLUSION
Learning a foreign language is difficult and learning
to speak is even more challenging, given various
psychological factors such as shyness, anxiety, lack of

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confidence and motivation. Speaking requires a lot of
confidence and preparation from students. To firm up
their sense of security and self-confidence and make
them motivated to speak, teachers must create a
relaxed, encouraging English speaking environment
in which English is used chiefly to communicate in
authentic situations, students are free to express their
ideas without fears of being wrong and criticized.
In addition, teachers should organize different

activities to let students practise speaking in class.
These activities must be conducted in a scaffolding
fashion to make sure students not only apprehend
but can efficiently use the phrases and expressions to
communicate.
Last but not least, teachers should develop a good
rapport with students and act positively by keeping
their smiles and pleasant facial expressions to create
a positive atmosphere for the class./.
References:
1. Becker, C. & Roos, J. (2015), “An approach to creative
speaking activities in the young leaners’ classroom.“
[Online] Available: cation-inquiry.
net/index.php/edui/article/view/27613 (December
30, 2016).
2. Boonkit, K. (2010), “Enhancing the development
of speaking skills for non-native speakers of English.”
Procedia Social and Behavioral Science 2, 1304-1309.
3. Bowen, T. (2005), “Methodology: Shy Students;
An Article Offering Suggestions And Advice On
TeachingShyStudents.” [Online] Available: http://
w w w.onestopenglish.com/suppor t/ask-the experts/methodology questions/methodology-shystudents/146385.article (March 15, 2011)
4. Charles, P. (2016), “Encouraging students to speak.”
[Online] Available: co m / m e t h o d o l o g y / m e t h o d o l o g y / te a c h i n g approaches/encouraging-students-to-speak/154596.
article> (Last accessed on February 20, 2017).
5. Chinmoy, S. (2007), “How to Overcome Shyness.”
[Online] Available: co.uk/2007/07/how-to-overcome-shyness.html.>
(February 17, 2011)

6. Juhana, (2012), “Psychological Factors that Hinder
Students from Speaking in English Class (A case study


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in a senior high school in South Tangerang, Banten,
Indonesia)”, Journal of Education and Practice, Vol.3,
No.12.
7. Kukurs, R. (2010), “Conquer Your Fear of Making
Mistakes when Speaking English.” [Online] Available:
< (March
15. 2011)
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speaking English.” [Online] Available: google.com.vn/webhp?sourceid=chrome-instant&io
n=1&espv=2&ie=UTF-8#> (December 26, 2016)

11. Pinter, A. (2006), Teaching Young Learners. Oxford:
Oxford University Press.
12. Richard, J.C. (2008), Teaching Listening and
Speaking: From Theory to Practice. Cambridge:
Cambridge Press University.
13. Zaremba, A.J. (2006), Speaking professionally.
Canada: Thompson South-Western.

9. Nunan, D. (1999), Second Language Teaching &
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14. Zhao, B. (2016), “How to motivate students

to speak English.” [Online] Available: www.google.com.vn/webhp?sourceid=chromeinstant&ion=1&espv=2&ie=UTF-8#> (December 26,
2016)

10. Pesce, C. (2011), “Speak Up! Sure-fire Ways to
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REDUCING MILITARY STUDENTS’ PSYCHOLOGICAL BARRIERS TO SPEAKING ENGLISH
BUI THI HONG NHUNG
Abstract: Speaking is a crucial skill of the four macro skills because it clearly shows learners’ language
ability. However, the speaking skill of learners, particularly military cadets of technical specialties at the
Military Technical Academy, remains limited. It takes a macro study to find the reasons for and solutions
to this problem. Within the limited scope, this article summarizes the psychological factors that prevent
learners from speaking English in class. Then it suggests possible solutions that teachers should
take to motivate low-level military cadets to speak and improve their overall speaking competence.
Keywords: topics, tools, activities, language environment, psychological barriers.

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