Using some extra activities to improve english speaking skill of first year non english major students at thuong mai university

ACKNOWLEDGEMENTS
On completing this graduation paper, I would like to send my deepest and
most sincere gratitude to many people for their invaluable help during the conduct
of the research.
First and foremost, I would like to send my heartfelt gratitude towards my
supervisor Ms. Do Bich Dao for her encouragement, guidance and her critical
comments, without which I could not have finished my thesis. She also offered me
great help in term of ideas and materials.
I am also grateful to all lectures at the English Faculty Department of
Thuong Mai university for their valuable lectures from which I have had such a
great motivation and benefited a lot in the writing of this thesis.
I would also like to say the sincerest thanks to those first-year non English
major students who have enthusiastically participated in the study. Their
participation has been crucial to the completion of the research.
On a personal note, I express my truly gratitude to my family and friends
who emotionally and spiritually comforted me through the challenging time of
conducting the research. The study could not have been completed without their
continual encouragement.

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ABSTRACT
Among four language skills, speaking, which can be regarded as the
challenging skill, is very important in daily-life communication and foreign
language learning. Therefore, it is necessary for learners to acknowledge that
speaking learning is a process that requires time and dedication to practice not only
inside the class, but also in other environment. This study aims at describing firstyear non English major student’s attitudes toward English speaking skill and
exploting some extra activities such as language games and storytelling to improve
this skill. In order to achieve the aims, the questionnaire was employed to 30 firstyear non English major students from three classes. The results from the study
showed that students were aware of the significance of speaking skill, the level of

difficulty of speaking skill compared to three other language skills . The findings
from the study are hopefully of benefit not only for teachers interested in the
speaking area but also students by raising their awareness of their own study.

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS.....................................................................................i
ABSTRACT.............................................................................................................ii
TABLE OF CONTENTS.......................................................................................iii
LIST OF TABLES AND FIGURES.......................................................................v
CHAPTER 1: OVERVIEW OF THE STUDY......................................................1
1.1.Rationale............................................................................................................1
1.2. Previous studies................................................................................................2
1.3. Aims of the study..............................................................................................3
1.4. Research Subjects.............................................................................................3
1.5. Scope of the study.............................................................................................4
1.6. Research methodology......................................................................................4
1.7. Organization of the study.................................................................................6
CHAPTER 2 : LITERATURE REVIEW..............................................................7
2.1. The definition of speaking................................................................................7
2.2. The Significance of Speaking in Language Learning.....................................8
2.3. Major types of speaking extra-activities.........................................................8
2.3.1. Language Games............................................................................................8
2.3.2. Storytelling...................................................................................................11
2.4. The Importance of Using Extra-activities in Teaching and Learning........13
2.4.1. Extra-activities improve the personal development.......................................13
2.4.2. Extra-activities influence the social behaviour..............................................14

CHAPTER 3 : RESEARCH FINDINGS.............................................................15
3.1. The reality of Teaching and Learning English speaking skill at Thuong Mai
University...............................................................................................................15
3.1.1. The teaching staff..........................................................................................15
3.1.2. The students...................................................................................................15
3.1.3. English teaching and learning condition at Thuong Mai University.............16
3.2. Data analysis...................................................................................................16
3.2.1. Students’attitudes towards English learning...............................................16
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3.2.2. Student’s perspectives toward teacher using language games and
storytelling in speaking lessons.............................................................................22
CHAPTER 4: SOME SUGGESSIONS TO IMPROVE ENGLISH SPEAKING
SKILL OF THE FIRST YEAR NON ENGLISH MAJOR STUDENTS AT
THUONG MAI UNIVERSITY............................................................................27
4.1.1. Sample language games to apply in speaking lesson.................................27
CONCLUSION......................................................................................................33
REFERENCES......................................................................................................34

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LIST OF TABLES AND FIGURES
Figure 3.1 : Perspectives of four language skills
Figure 3.2 : Students’ Level of Interest in Learning English speaking skill
Figure 3.3 : Students’ attitudes toward the importance of speaking skill
Figure 3.4 : Student’s paticipation in speaking lessons
Figure 3.5 : Teacher’s extra-activities gave in speaking lessons
Figure 3.6 : Types of language games the teacher apply in speaking lessons

Figure 3.7 : Student’s attitudes towards languages games
Figure 3.8 : Student’s attitudes towards storytelling
Figure 3.9 : The purpose of using language games and storytelling in
speaking lessons
Figure 3.10 : Student’s attitudes after taking part in language games and
storytelling.

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CHAPTER 1: OVERVIEW OF THE STUDY
1.1.Rationale
Nowadays, we cannot deny that English becomes the language dominates the
world over. Therefore, the number of students from non-speaking English countries
chooses to learn English as their second or foreign language has increased.
However, not all of the students in these cases can master this powerful language by
just attending several English classrooms.
In the process of learning English language, learners are usually encouraged
to master four skills, namely speaking, reading, listening and writing. Among these
four skills, speaking skill is often regarded as the most important because it related
to communication. It requires a wide range of knowledge and ability: knowledge of
grammar, phonology, semantics of the language in use, culture of its people, the
variety of using vocabulary, the ability listening to maintain converse, etc.
In other country, from elementary pupils to students, people usually study
English with their interest and enthusiasm. In Viet Nam, despite teachers’ efforts to
provide students with opportunities to develop their communicative skills, how to
teach and learn speaking effectively is still a challenging question to both teachers
and students. Students have a lot of difficulties in studying and practicing English
speaking skill, especially the 1st year non English major students. When speaking
English, they often fall into confusion, lack of professional knowledge, confidence,

and the good learning method as well. Moreover, the learning environment passive
with the same and boring lessons without the interesting extra- activities preventing
them from practicing and improving English. In general, learning English language
and speaking learning in particular requires students to spend time and dedication
practicing not only inside the class, but also on their own. That is the main reason
why they do not achieve the effective result in learning English, especially the
English speaking skill.

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One of my suggested method is to study English speaking is using extraactivities. I hope that this can help the first year non English major students will
study English better in the near future. That is the reason why I decide to conduct a
study on “Using some extra- activities to improve English speaking skill of firstyear non English major students at Thuong Mai University”.
1.2. Previous studies
Firstly, I have read a study of Thanyalak Oradee that was “Developing
Speaking Skills Using Three Communicative Activities (Discussion, ProblemSolving, and RolePlaying)”. The purposes of his research with a view to: Study and
compare speaking skills of Grade 11 students using three communicative activities.
And study the students’attitude towards teaching English speaking skills using the
three communicative activities. The sample group included 50 students at a
secondary school in Udon Thani, classified by high, medium, and low according to
their abilities of English speaking proficiency level. The design of the research was
mixed method design. The quantitative data came from the speaking test and the
students’ attitude towards teaching English speaking. The research instruments were
8 lesson plans, an English speaking ability test, and an attitude questionnaire.
Secondly, Urrutia & Vega (2006) conducted an action research project on
the understanding and actions taken to improve speaking skills through games in a
public school called “Federico Garcia Lorca” in Colombia. The participants in this
study were twenty girls and twenty boys from 14 to 18 years old. The researchers
implemented activities focused on oral games for promoting the development of

students’ speaking skills. Questionnaires, teacher’s journals and video recordings
were used as data collection instruments. The researchers analyzed the data by using
charts which included the percentages of student’s answers about the most difficult
skill for them, how often they speak in English during the class and the factors that
interfere at the time to speak, such as, shyness, lack of vocabulary, fear of
humiliation, among others.

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Finally, Hamzah & Ting (2009) conducted a qualitative and action research
study on success of using group work in teaching speaking in English classroom in
a school called “SMK Damai Jaya” in Malaysia. The participants in this study were
33 students and 3 English teachers. The researchers conducted three oral activities
where students were observed then they received questionnaires and three
experienced teachers where observed as well. Questionnaires, observations and
interviews were used as data collection instruments. The researchers carried out a
series of questionnaires in Malay language were students could provide their
opinions about the group work activities to improve speech skills and their
consciousness of participation in those activities; the observations were analyzed to
understand the participation and the behavior of students during the lessons, and the
interviews were carried out with the three English teacher.
1.3. Aims of the study
Initially, the researcher desires to explore the attitudes of first year non
English major students of Thuong Mai University toward using extra-activities.
Secondly, some good techniques, especially the extra- activities will be given out in
order to improve their speaking skill. More specifically, the study is an attempt to
answer the two research questions:
• What are the attitudes of first year non English major students toward
speaking skill?

•What types of techniques suitable for first year non English major students
to improve speaking skill?
1.4. Research Subjects
The research was carried out at Thuong Mai University with the participation
of 30 students whose majors are Marketing and Manage human resource. To those
students, English was not their majors but a compulsory subject at university. All of
the surveyed students have learned English for at least six years, especially some of
them have learned English for nine years. Most of them can do grammar very well

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but they have difficulties in mastering four language skills. Of the four skills, as
many of them revealed, they find speaking especially important yet challenging
one. That was the reason why most of students feel bored and unmotivated in
speaking lesson.
1.5. Scope of the study
Due to the small scale of the study as well as the limitation of time and
experience, the study concretely places a focus on the first year non English major
students at Thuong Mai University.
In this study, the sample group consisted of 30 students classified by high,
medium and low according to their abilities of English speaking proficiency level.
I hope that this study is a good reference material for the English non major
as well as all students who wish to achieve the higher speaking skill.
1.6. Research methodology
In order to achieve the aims and objectives mentioned above, action research
procedures were used in this study. Firstly, a survey questionnaire was delivered to
30 students of the first year non English major at Thuong Mai university to
investigate their problems in learning speaking skills. The information from
questionnaire can help to draw a general picture about the reality of teaching and

learning speaking skills and to find out an effective solution that is using extra
activities to improve the student’s speaking skill.
1.6.1. Description of the questionnaire
All the information received from the questionnaires would by all means be
strictly kept confidential. The questionnaire consists of two question group, group 1
at finding the answer to the first research question. That is the students’ general
attitudes towards English language and speaking skill. The focus of 4 questions in
group 1 is the students’ level of interest in learning English and the importance of

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speaking skill. While that of question 5 is the participants’ opinion about the
method which their teacher using in the speaking lesson.
Group 2 with 4 questions (from 6 to 10), is the students’ attitides toward
using language games and storytelling to improve their speaking skill.
1.6.2. Procedure of data collection
The procedure of collecting data was divided into two main phases as follow:
Phase 1: Preparation
In the first phase-preparation, the questionnaire-as the study’s data collection
instrument was formed. After that, the researcher arranged the question in
accordance with the two research questions and carefully designed the layout of the
questionnaire in a reader-friendly way, so that the students would feel comfortable
while doing the questionnaire. Then, the researcher invited first -year non English
major student who volunteered to do the questionnaires for the researcher’s trial
purpose. The results of these two piloted questionnaires were taken into great
consideration to produce the final drafts. For instance, more careful instructions
were provided to ensure that the participants understand the questions clearly.
Phase 2: Administering the questionnaires
The questionnaire was administered to three chosen classes (randomly

selected 10 students from each class). This decision was made based on the idea that
the relation between the questionnaire’s topic and the skill of participants . It makes
them feel more encouraging to give responses. After a short time for permission, the
researcher approached students and also, did not forget to ask for the class cooperation. According to Nguyen (2007, p. 38) “participants are quick to pick up
their superiors’ attitude toward the survey”; therefore, support from the teachers
would make students more willing to participate in. Then, students were asked to
finish the questionnaires for about ten minutes under observation and with
encouragement of their teachers. Therefore , the questionnaires would not be a
distorted reflection of their actual perception.

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1.7. Organization of the study
With a view to help readers to have a clear overview of the research
proposal, the study contains four more chapters as follows:
Chapter 1:Overview of the study
This chapter presents the rationale, previous studies, aims, scope, research
subjects, research methodology of the study.
Chapter 2 : Literature Review
this chapter introduces a literature on speaking skill and extra-activities ,
including the key terms together with the content of related studies.
Chapter 3: Research Findings
This chapter refers to the analysis and the findings achieved from the survey
questionnaires.
Chapter 4: Recommendations and Suggestions
This chapter suggest favorable techniques to teach and study English
speaking skill for the first year non English major students.
References and Appendices are presented in the last pages of the study.

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CHAPTER 2 : LITERATURE REVIEW.
2.1. The definition of speaking
Speaking is crucially important for the whole learning process. “Speaking
makes you a more fluent language user, speaking is a chance to notice the gaps
between what you want to say and what you can say, it is a chance to test
hypotheses about language.” The terms ‘speaking” catches much attention of
linguistics. Therefore, many definitions have been offered to this term so far.
Based on Nguyen and Nguyen (2001), speaking is meant under two aspects:
accuracy and fluency. “Accuracy involves the correct use of vocabulary, grammar
and pronunciation.” Whereas fluency can be thought of as “the ability to keep going
when speaking spontaneously”. When speaking fluently, language learners should
be able to get message across whatever resources and abilities what they’ve got,
regardless of grammatical and other mistakes. Meanwhile, many educators believe
that in a communicative lesson “it is not necessary to teach conversational features
or push students to communicate accurately” and that “fluency can be developed by
simply providing students with lots of conversational practice”. Therefore, the
requirements of language fluency and accuracy may differ variably due to each
stage of language learning.
Speaking, as Bygate (1987) defines, involves not only the use of the right
sounds in the patterns of rhythm and intonation, but also the choice of words and
inflections in the right order to convey the right meaning.
Speaking, a productive skill, is known to have two main types of
conversation namely dialogue and monologue, which are rather different. In
monologue, you give uninterrupted oral presentation while in dialogue you interact
with one or more other speakers for transactional and international purposes.

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It is noticeable from the two productive language skills that speaking is
different from writing in both processing conditions and reciprocity conditions.
“First, spoken language is affected by the time limitations, and the associated
problems of planning, memory, and production under pressure. Second, it is
reciprocal activity, which has a crucial effect on the kinds of decisions to be made.”
(Bygate, 1987: 11-12).
2.2. The Significance of Speaking in Language Learning.
Language is a tool for communication. We communicate with others, to
express our ideas, and to know others’ ideas as well. Communication takes place,
where there is speech. Without speech we cannot communicate with one another.
The importance of speaking skills, hence is enormous for the learners of any
language. Without speech, a language is reduced to a mere script. The use of
language is an activity which takes place within the confines of our community. We
use language in a variety of situations. People at their work places, i.e. researchers
working either in a medical laboratory or in a language laboratory, are supposed to
speak correctly and effectively in-order to communicate well with one another. Any
gap in commutation results in misunderstandings and problems.
In-order to become a well rounded communicator one needs to be proficient
in each of the four language skills listening , speaking, reading and writing, but the
ability to speak skillfully, provides the speaker with several distinct advantages. The
capacity to express one’s thoughts, opinions and feelings, in the form of words put
together in a meaningful way, provides the speaker with these advantages. The joy
of sharing one’s ideas with others is immense. When we speak to others we come to
have a better understanding of our own selves, as Robert Frost ( 1985) once said: ‘‘I
am a writer of books in retrospect, I talk in order to understand, I teach in order to
learn.’’ Undoubtedly, the clarity in speech reflects clear thinking.
2.3. Major types of speaking extra-activities.
2.3.1. Language Games

2.3.1.1. The definiton of Language Games
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Language games mean games related to language. If games helps to improve
different aspects such as intellectual ability, patience, then language games also help
to develpoe language skills. Greenal (1984) defined language games as one kind of
“ activity which is used to consolidate language already taught or required and
occurs during the free stage of lesson or during occasions such as English club
meeting,etc.” When playing these language games , students not only have fun but
can also practise English enjoyably, which helps to motivate students.
While Mc Cabe ( 1992) defined a language game as spoken routine for two
or more players, meant to repeated many times. This implies that such repetition
will enable the chidren to communicate effectively since playing language games
will help the children to develop language and thought.
Byrne (1995) gave the definition to language games as a form of play
governed by rules. They should be enjoyed and fun. They are not just a diversion, a
break from routine activities, but a way of getting the learner to use the language in
the course of the game. Similarly, Jill Hadfield (1990) defined language games as
"an activity with rules, a goal and an element of fun."
From the definition above, it can be seen clearly that language games do not
only povide supportive activities and relax ,that can motivate the students to
interact and communicate, but games can also create opportunities for students to
acquire the language in a meaningful way.
There are a great number of language games. So teachers have a variety of
choices. However, in deciding which language games to use in a particular lesson
and which language games will be most appropriate and most successful with their
students, teachers must take many factors into account.
2.3.1.2. The purpose of Language Game.
Lee (1979) holds that most language games make learners use the language

instead of thinking about learning the correct forms. He also says that games should
be treated as central, not scop to the foreign language teaching programme.

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There are many advantage of using games “ Game can lower anxiety, thus
making the acquisition of input more likely” ( Richard-Amato 1988:147). They are
highly motivating and entertaining and they can give students more opportunities to
express their opinion and fellings. They also enable learners to acquire new
experiences within a foreign language which are not always possible during a
typical lesson. It helps students to relax , remmember things faster and better.
With the demand of changing the teaching methods nowadays, most of the
teachers have made efforts to change a variety of techniques, one of this way is
using games. A good game can enhance students’ motivation in language classes
and partly contributes to increase the quality of language classes.
According to Lightbrown and Spada (1999) “If we can make our classrooms
places where students enjoy coming because the atmosphere is supportive and nonthreatening, we can make a positive contribution to students’ motivation to learn.”
With a view to create such a learning atmosphere, using language games, it has
some advantages . Firstly , language games also help the teachers to create contexts
in which the language is meaningful and useful. The students want to take part in , it
means they must understand what others are saying and they must speak in order to
express their own point of view or give information. Secondly, the variety and
intensity that language games offer may lower anxiety and encourage students to
take part in speaking classes positively, especially when games are played in small
groups. Besides , language games help many students to maintain their interest and
studying habit . Maintain interest can mean maintain effort. After all, learning
language involves long tem effort.
2.3.1.3. Types of language games
Hadfield (1987) also classified language games into many more categories as

follows:
Sorting, ordering or arranging games. For example, students have a set of
cards with different products of them, and they sort the cards into products found at
a grocery store and products found at a department store.

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Information gap game: In this activities, students are supposed to be working
in pairs. One student will have the information that other partner does not have and
the partners will share their information. Information gap activities serve many
purposes such as sloving a problem or collecting information. Also, each partner
plays an important role because the task can not be completed if the partners do not
provide the information the others need. These activities are effective because
everybody has the opportunity to talk extensively in the target language.
Guessing games: These are a variation on information gap games. One of the
best known examples of a guessing game is 20 Questions, in which one person
thinks of a famous person, place, or thing. The other participants can ask 20 Yes/No
questions to find clues in order to guess who or what the person is thinking of.
Matching games: As a name applies, participants need to find a match for a
word, picture or card
Labeling games: These are form of matching, in that participants match labels
and pictures
Puzzle-solving games: The participants in the game share or pool information
in order to solve a problem or a mystery.
Role play games: The terms role play, drama and simulation are sometimes
used interchangeably but can be differentiated (Kodotchigova, 2002). Role play can
involve students playing roles that they do not play in real life, such as dentists,
while simulations can involve students performing roles that they already play in
real life or might be likely to play, such as a customer at a restaurant. Dramas are

normally scripted performances, whereas in role plays and simulations, students
come up with their own words, although preparation is often useful.
2.3.2. Storytelling
2.3.2.1. The definition of storytelling

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Storytelling is to retell the story having read or heard by using the
storytellers’own words based on their understanding about the story. According to
Zaro and Saberri in Akhyak and Indramawan (2013: 20), storytelling is an activity
involving the interaction between storyteller and audience and between an
individual and the listener in the certain level.
Next, Safdarian (2013: 208) defines storytelling as the way of the students to
retell stories in a different word construction after being told the stories by the
teacher. Then, Ebrahiminejad, Azizifar, Gowhary, and Jamalinesari (2014: 43) say
that storytelling is one teaching method by using short stories.
According to Ling in Julia (2015: 14), storytelling as a learner-centered
method helps the students to use the information and delivers the messages to
others. Thus, it can be said that storytelling is a teaching method in which the
students are asked to retell the content of the stories in different word constructions
by involving a certain interaction between the storyteller and the listener.
Meanwhile, Samantaray (2014: 42) describes the procedures of storytelling a
follows: Step 1 the teacher hangs different written stories with colorful papers on
the white board. Step 2 the teacher asks the students to make groups of five. Step 3
the teacher asks every group take a paper from the white board. Step 4 the teacher
asks them to develop a story in 15 minutes. Step 5 the teacher asks them to retell
their story based on the group discussion, and step 6 the teacher gives award to the
group considered as the best group.
Additionally, Fikriah (2016: 96) presents the procedures of storytelling as

follows: Step 1 the students are asked to sit in the groups. Step 2 then, the students
make a story based on a sequence of pictures having some key sentences given by
the teacher, and step 3 the teacher asks the students to tell the story based on the
result of their discussion in front of the class.
2.3.2.2. The purpose of Storytelling

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Storytelling is the original form of teaching (Pederson, 1995). Many
researchers believed that storytelling plays an important role in students’ language
development (Hsu, 2005). All kinds of interesting storytelling are used in different
situations which depend on students’ age and situation.
As Jianing (2007) reported that using storytelling in English classroom is one
of good activities to encourage students to study English. Storytelling also can help
learners become more self-confident to express themselves spontaneously and
creatively (Colon-vila, 1997). Moreover the storytelling is not only assisting to
stimulate students’ imagination, but also developing their language abilities (Koki,
1998).
According to Strong & Hoggan (1996), storytelling is a process that offers
opportunities to practice organizing, categorizing, and remembering information
concurrently with practice in predicting, summarizing, comparing and contrasting
information. The process of connection language and imagery is the basic element
involved in oral and written language comprehension, language expression, critical
thinking (Bell, 1991), increased listening and reading comprehension (Applebee,
1978), greater language fluency, and increased vocabulary (Wellhousen, 1993).
Storytelling is almost used in the kindergarten, elementary, primary school,
and higher education respectively. Besides the storytelling includes the use of
computer in the language learning process. A tool which can also improve the
students’ integrated English skills and more interesting is now requiring . The

interesting tool “Storytelling” which has an impact on students’ learning and
motivation through technology integrates with language learning.
2.4. The Importance of Using Extra-activities in Teaching and Learning
Extracurricular activities literally mean “activities supplementary to a course
of study,” but it is essential to every student’s learning experience.
2.4.1. Extra-activities improve the personal development.

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Extra-activities allow the development of critical life-skills. One important
benefit from extra-activities is building solid relationship and interpersonal skills,
especially in team-oriented clubs and activities. They allow for the development of
working skills, in addition to interpersonal and people skills. The ability to manage
extracurricular activities in addition to school and course work requires the
development of time-management and organizational skills.
Extra-activities not only enhance learning, but they also seek to educate,
inspire and encourage student’s interest .It helps students to manage their time
better, make more informed , thoughtful decisions, and improve their ability to
communicate (Kotts, 2011 apund. Warren 1997).
That ways, students do not feel the pressure and burden when it comes their
term to present a presentation, speak out their ideas, feeling, etc. The extraactivities also reduce the anxiety , raise the interest and the excitement when
students practise English speaking skill. Through the extra- activities, the students
will get more opportunities to express their opinion and feeling.
2.4.2. Extra-activities influence the social behaviour.
Extra- activities are action oriented and based on experience. Action can be
exposed in three parts including the act of doing, the experience received in the
doing process and the learning accumulated from the experience (Pittaway, 2010;
Rae, 2000). Extra- activities engage students in action and whether this action
encourages students to acquire much knowledge about their behaviour.

As we know, extra- activities require the solidaration, the knowledge among
the member in group. The extra- activities really have the effectiveness only when
all members know how to interact, encourage and support to each other. Therefore,
it can be said that the extra- activities directly and indirectly influence the social
bahaviour of students. The extra- activities improve the atmosphere in the
classroom, create dynamic and help build a relationship between students, between
the teachers and students.

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CHAPTER 3 : RESEARCH FINDINGS
3.1. The reality of Teaching and Learning English speaking skill at Thuong Mai
University
In my opinion, teaching is interdependent relationship between the teacher
and the students. In addition, teaching and learning conditions are also very
important. All these are the factors that decide the success of the lecture.
3.1.1. The teaching staff
Thuong Mai University has a large teaching staff with lots of experience and
enthusiam. All of them are graduated from university, most of them have an M.A
degree. They are interested in teaching profession and always define clearly the
importance of education for the human development and get to know student’s
expectations. Therefore, they work enthusiatically , act responsibly and try their
best to give the most effective lectures to students. However, some of them still
have the traditional teaching method such as: teaching speaking with the old topic,
the passive lectures, teaching English not using activities, etc. So, I think that
beaside the high quality, techers should apply some interesting extra activities in the
lecture to draw the attention and the interest of the students.
3.1.2. The students
As I concerned, the number of the first year non English major students in

each class is large, approximately 35-40 students. In the fact that they have just left
the high school , they come from different places , had different experience in
learning condition . When they came to the new environment, they are still

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passive .Their basic knowledge in English level is not equal. That is the most
difficult problem. However, they are get acquainted with the new learning
environment at the university as well as aware of the fact that English is really
important and necessary for their future work. So they always have a positive
attitide in learning English .

3.1.3. English teaching and learning condition at Thuong Mai University.
At Thuong Mai University, each classroom of the first year non English
major students is equiped with a radio and many cassettes in English lesson.
Additionaly, in speaking lesson the teachers always give some new topic such as
the weather, hobby, social news ,etc to encouage student to show their opinion, this
can make the atmosphere in class more interesting and funny. Besides,the teachers
often organize a funny game in English for studenst to express their abilities.
Moreover, there are many useful activities such as oragnizing some small festivals
such as: Hallowen, Christmas, Valentine, etc to play together, exchange knowledge
and relax. Sometimes, they have many chance to talk and study with foreigners.
This is an outstanding advantage and a good condition to help them improve their
English speaking skill. It can be said that, the learning conditions are convenient for
them to study English effectively. These factors have great influence on the results
of the students in general and the first year non English major students in particular.
3.2. Data analysis
3.2.1. Students’attitudes towards English learning
With the aim of finding out the real situation of learning speaking skill as

well as students’ preferences and expectations in speaking lessons, thirty ballots of
the survey questionnaires were distributed to students from three non English major
classes .The data of the survey questionnaire will be analyzed based on this target
population.

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 Students’ perspectives towards English learning (Question 1)

A. Listening

B. Speaking

C. Reading

D. Writing

Figure 3.1 : Perspectives of four language skills
According to the data presented in the chart above, there are 17 students out
of 30 students accounted for 56,5% of the participants reveal that listening is the
most troublesome language skill. Followed are 11 students accounted for 37% of
the participants who have difficulties in speaking. The numbers of students who
claim reading as the most problematic constitute 2%. Only 3 students reveal that
writing is the most challenging language skill.

 Students’ Level of Interest in Learning English speaking skill (Question 2)

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Very much

26.83%

33.57%

Much
Not much
Not at all

16.08%
23.52%

Figure 3.2 : Students’ Level of Interest in Learning English speaking
skill
As it reveals in this chart among 30 students asked, 10 is the number of
students who like learning English speaking skill very much , which accounts for
33,40% of the participants. A lower percentage (23,4%) is for the situation in which
students like learning English speaking skill much. Whereas, 5 students occupying
roughly 16% of the population said that they not much interest learning English
speaking skill. The numbers of students who declare not at all interest in learning
English speaking skill constitute 4.55% of the first year student.
Generally, from the aforementioned analyses, it can be induced that most of
first-year non English majors students at Thuong Mai university are well aware of
the significance of speaking skills in communication and their foreign language
learning. However, most of them do not have strong feeling about learning this skill.
In other words, they find it not so interesting to learn and practice speaking.
Additionally, the informants acknowledged that among four language skills,
speaking is regarded as the second difficult skill to learn; thus, using extra activities

is necessary for those who wish to better this skill.

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 Students’ attitudes toward the importance of speaking skill ( Question 3)
20.00%
3.30%
Very important
50.00%
Important
Normal
Not important at
all

26.70%

Figure 3.3 : Students’ attitudes toward the importance of speaking skill
The above table shows the information about first-year non English majors’
attitudes toward the importance of speaking skills. First to mention, to the view that
speaking is one of the important skill as they help learners have successful real-life
communication, a large proportion of participants entirely agree with this idea. In
details, of 30 people, there are 15 students, accounting for 50% of the informants
totally advocate the importance of speaking skill to communication. Meanwhile, 8
participants, making up only 26,7% of the first-year students, for some reasons,
simply say “important” with this point of view. Besides, 20% of the participants
who say “normal” forward attitude toward this viewpoint. Only 1 person choose “
not important at all” account for 3,3%. However, it can be generally concluded that
almost all of the first-year students have a positive attitude toward speaking skill’s
values in daily-life communication and language learning.

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 Student’s paticipation in speaking lessons (Question 4)
17.51%

always49.46%
willing
sometimes
never willing
33.04%

Figure 3.4 : Student’s paticipation in speaking lessons
The students’ level of participation is measured with question 4. The number
of the participants, who are willing to join speaking lessons , accounts for 50%.
Meanwhile half of students voice that sometimes they find it interesting and
motivating to participate in these speaking lessons . There are 10 respondents
accounts for 33,4%.
When being asked “So what is your reasons for unwillingness to speak?”
those who chose B or C in question 4 raised their voices. Being affected by their
learning experiences at high school, many participants answered that they were not
accustomed to speaking in front of the crowd. During the speaking lessons, they just
keep silent and listen to others speaking as they are too shy to express their ideas. A
number of informants confess that they are afraid of being laughed at by their
classmates because they may pronounce words incorrectly or they may not speak
fluently. Some of the students complain that the speaking activities are either boring
or difficult. In addition, the teaching way is not interesting enough. These factors
discourage them to be reluctant to join the speaking lesson despite their awareness
of its great importance.

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