(Luận văn thạc sĩ) an action research on methods to improve students’ confidence in speaking english at nguyen ba ngoc lower secondary school

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ TUYẾT ANH

AN ACTION RESEARCH ON METHODS TO IMPROVE STUDENTS’
CONFIDENCE IN SPEAKING ENGLISH AT NGUYEN BA NGOC
LOWER SECONDARY SCHOOL

Nghiên cứu hành đô ̣ng nhằ m nâng cao khả năng tư ̣ tin
trong tiế ng anh của ho ̣c sinh lớp 9 tại trường
Trung ho ̣c cơ sở Nguyễn Bá Ngo ̣c

M.A. MINOR PROGRAMME THESIS

FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111

HA NOI 2014


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ TUYẾT ANH

AN ACTION RESEARCH ON METHODS TO IMPROVE STUDENTS’
CONFIDENCE IN SPEAKING ENGLISH AT NGUYEN BA NGOC
LOWER SECONDARY SCHOOL

Nghiên cứu hành đô ̣ng nhằ m nâng cao khả năng tư ̣ tin
trong tiế ng anh của ho ̣c sinh lớp 9 tại trường
Trung ho ̣c cơ sở Nguyễn Bá Ngo ̣c

M.A. MINOR PROGRAMME THESIS

FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111
SUPERVISOR: PROF.DR. HOÀNG VĂN VÂN

HA NOI 2014


DECLARATION
I hereby declare that this thesis is the results of my own research and that the substance of
the thesis has not, wholly or part, been submitted for a degree to any other university or
institution.
Hanoi, June, 2014
Nguyễn Thị Tuyết Anh

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ACKNOWLEDGEMENTS
In completing my thesis, I have received warmly help from my supervisor,
teachers and students of Nguyen Ba Ngoc Lower Secondary School, family and friends.
First and for most, I would like to show my deep gratitude to Prof. Dr. Hoàng Văn
Vân who directly guides me. Thanks to his useful advice and detailed comments in the
preparation as well as the correction. Besides he always supported and created favorable

conditions for me to complete this thesis.
Secondly, I would also like to express my deep thanks to the staff of the Faculty of
Post- graduate Studies ULIS for their help and for their interesting lectures and support,
which are really useful for this research.
Thirdly, I would like to send my sincere thanks to the headmaster of Nguyen Ba
Ngoc Lower Secondary School for giving a chance to talk and exchange ideas with the
teachers and students.
Fourthly, I also would like to send my special thanks to all English teachers at my
school who take part in my talks and share their experience.
Finally, I would like to express my deepest appreciation to my family and my
friends for their supports and encouragement. Without them I might not have been able to
complete the research.

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ABSTRACT
This research is conducted with the purpose to improving students‟ confidence in speaking
skill at Nguyen Ba Ngoc Lower Secondary School. The subjects of the study are 65 ninth
graders of Nguyen Ba Ngoc Lower Secondary School. The data are collected through talks
with colleagues, students‟ pre- questionnaire and post- questionnaires and analysis of the
textbook. The research was conducted during the first semester of the school year.
The study shows that most students at Nguyen Ba Ngoc Lower Secondary School
experience many difficulties in speaking English. They are not confident when they speak
or talk with their teachers and their friends. To make situation better, an action plan was
made which focus on using warm up activities, group work and project - based activities to
help students to improve speaking skill.
I hope that the study will be helpful to English teachers who share the same aspiration to
help students to solve their problems in improving their students‟ confidence in speaking
English.

Nguyễn Thị Tuyết Anh

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LISTS OF CHARTS
CHARTS
Chart 1: Students‟ evaluation on their confidence
Chart 2: Factors making students lack of self confidence
Chart 3: Teaching method‟s affection
Chart 4: Students‟ impression on the textbook and English speaking lessons
Chart 5: Students‟ frequency of speaking English in class
Chart 6: Students‟ frequency self- study at home after school
Chart 7: What makes students interested in learning English speaking skill best.

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TABLE OF CONTENTS
Page
Declaration ............................................................................................................................... i
Acknowledgements .................................................................................................................. ii
Abstract .................................................................................................................................... iii
List of charts and tables ........................................................................................................... iv
Table of Contents ......................................................................................................................v
PART I: INTRODUCTION .................................................................................................. 1
1. Rationale of the research...................................................................................................... 1
2. Aims of the research ............................................................................................................ 2
2.1. Aim ............................................................................................................................... 2
2.2. Objectives ..................................................................................................................... 2

3. Scope of the research ........................................................................................................... 2
4. Research questions ............................................................................................................... 2
5. Methodology ........................................................................................................................ 3
6. Design of the study .............................................................................................................. 3
PART II: DEVELOPMENT ................................................................................................. 4
Chapter I: literature review .................................................................................................. 4
1.1. Speaking skills .................................................................................................................. 4
1.1.1. Definitions of speaking and speaking skill ................................................................. 4
1.1.1.1. What is speaking? .................................................................................................. 4
1.1.1.2. What is speaking skill? ........................................................................................... 5
1.1.2. The difficulties in teaching and learning English speaking ........................................... 6
1.1.3. Types of speaking .......................................................................................................... 8
1.1.3.1. From-focused speaking ............................................................................................ 8
1.1.3.2. Meaning-focused speaking ...................................................................................... 8
1.1.3.3. Fluency-focused speaking........................................................................................ 8
1.1.4. Definition of confidence ................................................................................................ 8
1.5. The importance of students‟ confidence in language learning .......................................... 9
1.1.6. Main factors affecting students‟ English speaking ........................................................10
1.1.6.1 Fear of mistake .........................................................................................................10
1.1.6.2 Shyness ......................................................................................................................10

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1.1.6.3 Anxiety ........................................................................................................................11
1.1.6.4 Lack of confidence ......................................................................................................11
1.1.6.5 Lack of motivation .....................................................................................................11
1.1.6.6 Vocabulary ................................................................................................................. 12
1.1.6.7 Pronunciation .............................................................................................................12
1.1.6.8. Accent ........................................................................................................................12

CHAPTER II : THE METHODOLOGY .............................................................................13
2.1.Context of the study ............................................................................................................13
2.1.1. An overwiew of teaching and learning English at Nguyen Ba Ngoc Lower
Secondary School .....................................................................................................................13
2.2. English teaching staff ........................................................................................................13
2.3. The student .........................................................................................................................13
2.4. English learning and teaching condition ...........................................................................13
2.5. Textbook ............................................................................................................................14
2.6. Participants.........................................................................................................................14
2.7. Data collecting instruments ...............................................................................................15
2.7.1. Talks with colleagues and personal class observation ................................................15
2.7.1.1. Talks with colleagues ...............................................................................................15
2.7.1.2. Personal class observation ........................................................................................15
2.7.2. Pre-Questionnaire table for students ...........................................................................15
2.7.3. Post-trying out questionnaire ......................................................................................15
2.8. Research procedure ............................................................................................................16
2.8.1. Phrase 1: Diagnosing ...................................................................................................16
2.8.2. Phrase 2: Action planning .............................................................................................17
2.8.3. Phrase 3: Taking action .................................................................................................17
2.8.4. Phrase 4: Evaluating .....................................................................................................17
2.8.5 Phrase 5. Specifying learning .........................................................................................18
2.9. Summary ............................................................................................................................18
CHAPTER III: DATA ANALYSIS AND FINDINGS ........................................................19
3.1. Diagnosing data ................................................................................................................19
3.1.1. Analysis of the textbook ..............................................................................................19
3.1.1.1. English 9 ...................................................................................................................19
3.1.2. Analysis of talks with colleagues....................................................................................19

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3.1.3. Analysis of class observation .........................................................................................20
3.1.4. Analysis of students‟ pre-questionnaires ........................................................................22
3.1.5. Drawing a plan of action to solve the problem ...............................................................30
3.1.6. Some suggested solutions ...............................................................................................31
3.1.7. Acting stage ....................................................................................................................32
3.1.7.1. Lesson using the warm up, work group and project – based activities ..................32
3.1.8. Action research evaluation .............................................................................................37
3.1.8.1. Post-questionnaire evaluation ..................................................................................37
3.1.9. Major findings and discussions.......................................................................................40
PART III: CONCLUSION ....................................................................................................41
1. Recapitulation .......................................................................................................................41
2. Conclusions ...........................................................................................................................41
3. Recommendations .................................................................................................................42
4. Limitations and suggestions for further study ......................................................................42
REFERENCES ........................................................................................................................43
APPENDICES ......................................................................................................................... I

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PART I: INTRODUCTION
CHAPTER I: INTRODUCTION
1. Rationale of the research
Nowadays, with the increasing development of international relations among
countries, learning English, especially learning English speaking is playing a more
and more important role. People use English for communication and discussion at
the world forums and in different aspects of life. Learning a foreign language
represents one of the essential requirements of today‟s society. Besides other skills
and knowledge, it is considered as one of the most influencing factors while

applying for a job or sustaining in a particular work position under the condition of
advancing the language level. In Vietnam, English speaking is also very essential
for people who want to find a good job. Thus, learning English speaking has
become more important than ever. English teaching and learning in Vietnam has
been developing at an unprecedented speed. It has become the number one foreign
language to be taught both inside and outside the formal educational system of
many countries. As a lower secondary English teacher, I know that how English
has become one of the compulsory subjects in the curriculum and how Vietnamese
education system appreciates the importance of English learning nowadays. Most
language teachers, following a traditional, test-oriented teaching approach, often
concentrate on teaching English vocabulary, grammar, and sometimes on
pronunciation, all the language elements covered in the textbooks. Therefore
students do not spend much time on speaking and as a result they lack their
confidence when speaking the language.
In order to study English as a foreign language and to be successful with it,
students must be helped by the teacher to acquire skills in the four language skills,
namely: speaking, listening, writing, and reading. Of these four skills, speaking is
the skill secondary school students need great support. In my teaching experience, I
have found that one of the aspects that they really need is to build their confidence
in speaking English. That is why in this thesis I want to find out the factors that

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affect their confidence in speaking, and help them over come it and speak English
better. That is the reason why I choose this research.
2. Aims and objectives of the research
2.1. Aim
The overarching aim of this research is to find out ways to help students at
Nguyen Ba Ngoc Lower Secondary School gain confidence in speaking English.

2.2. Objectives
The above over archiving aim can be broken down into the following objectives:
 finding out in the literature the factors that affect students‟ confidence in
speaking a foreign language;
 finding out the factors that affect Nguyen Ba Ngoc School students‟
confidence in speaking English; and
 offering some techniques (activities) for students to gain confidence in
speaking English so that they can improve their speaking skill.
3. Scope of the research
The present study focuses on improving the ninth graders English majors
speaking skill at Nguyen Ba Ngoc Lower Secondary School. In fact, there are lots
of techniques the teacher can use to teach students to speak English well. However,
due to the limitation of time, resources and knowledge of mine as well as some
other conditions, this thesis only focused on using “Warm up activities, work
group and project-based activities” in teaching English to ninth graders at
Nguyen Ba Ngoc Lower Secondary School in the first term of the school-year
of 2013-2014".
4. Research questions
In order to achieve the aims and the objectives of the study, the following
research questions are formulated:
1. What are the factors that affect students’ confidence when speaking a
foreign language?
2. What are the factors that affect Nguyen Ba Ngoc Lower Secondary School
students’ confidence in speaking English?
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3. What should be done to help students at Nguyen Ba Ngoc Lower Secondary
School gain confidence in speaking English?
5. Methodology

Action research
- Personal class observation and talks with colleagues: conducted at the
beginning of the study to find out students‟ problems in speaking skill.
- Textbook analysis: the analysis focuses on the speaking tasks in the textbook
to see whether they are suitable and interests the students. Then some adjustments
could be made.
- Pre-questionnaires for students (10 questions): conducted with 65 students
to find out problems and their expectations.
- Trying out “warm up activities, work group and project - based
activities”
- Post- questionnaire for evaluation (4 questions)
6. Design of the study
The thesis consists of three parts as follows:
Part I: Introduction – provides the basis information such as rationale for the
study, aims and objects of the study, research questions, scope of the study, methods
of the study and design of the study.
Part II: Development – consists of three chapters.
Chapter 1 is literature review in which the theoretical background relevant to
the purpose of the study is discussed.
Chapter 2 is concerned with the methodology of the study in which a detailed
description of how the study is conducted is provided.
Chapter 3 provides a report on the data of the research.
Part III: Conclusion – summarizes what has been studied. Then
recommendations are proposed, some limitations of the study are pointed out, and
some suggestions for further study are offered.

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PART II: DEVELOPMENT

CHAPTER I: LITERATURE REWIEW
The aim of this chapter is to review the literature relevant to the issues under study.
1.1. Speaking skills
1.1.1. Definition of speaking and speaking skill
1.1.1.1. What is speaking?
Definition of what speaking is attracted a lot of attention and concern from
researchers. There are several definitions on speaking presented in language
learning methodology. Bums & Joyce (1997), for example, define speaking as an
interactive process of constructing meaning that involves producing and receiving
and processing information. Its form and meaning are dependent on the context in
which it occurs, including the participant themselves, their collective experiences,
the physical environment and the purpose for speaking.
Another definition of speaking is that "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
includes two forms: formal and informal. Informal speaking is typically used with
family and friends, or people you know well. Formal speaking occurs in business or
academic

situations,

or

when

meeting

people

for

the

first

time

(lishclub)Besides, Nunan and Carter (2001) develop the idea that
speaking in a second language involves the developments of a particular type of
communication skill. It has occupied a special position in the history of language
teaching, and only in the last two decades has it begun to emerge as a branch of
teaching, learning and testing in its own right, rarely focusing on the production of
spoken discourse. In the field of action, speaking is the action of: conveying
information or expressing one‟s feelings in speech, the activity of delivering
speeches, communicating in a specified language, conveying meaning as though in
words ( />Furthermore, there is also another definition of speaking which states that
“Speaking and the art of communication are a productive skill”. Good speaking skill
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is the act of generating words that can be understood by listeners.
( is_the_definition_of_speaking_skills).
Brown (1994) also shares the opinions that speaking ability is integrated
closely to writing, reading, and listening. So, in language teaching, it is of great
importance to emphasize the interrelationship of skill. From the above definitions
and explanations of speaking in second language or foreign language learning, the
definition of speaking in this study is summarized as the process of building and
sharing meaning through the use of verbal and non-verbal symbols, in a various
context to express ideas, opinions, or feelings to others by using words or sounds of
articulation in order to inform, to persuade, and to entertain that can be learnt by

using some teaching learning methodologies.
1.1.1.2. What is speaking skill?
Speaking is the productive skill in the oral mode. It, like the other skills, is more
complicated than it seems at first and involves more than just pronouncing words.
There are three kinds of speaking situations in which we find ourselves:
Interactive, partially interactive, and Non-interactive. Interactive speaking
situations include face-to-face conversations and telephone calls, in which we are
alternately listening and speaking, and in which we have a chance to ask for
clarification, repetition, or slower speech from our conversation partner. Some
speaking situations are partially interactive, such as when giving a speech to a live
audience, where the convention is that the audience does not interrupt the speech.
The speaker nevertheless can see the audience and judge from the expressions on
their faces and body language whether or not he or she is being understood. Some
few speaking situations may be totally non-interactive, such as when recording a
speech for a radio broadcast. Here are some of the micro-skills involved in
speaking. The speaker has to:
- Pronounce the distinctive sounds of a language clearly enough so that people
can distinguish them. This includes making tonal distinctions.
- Use stress and rhythmic patterns, and intonation patterns of the language
clearly enough so that people can understand what is said.
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- Use the correct forms of words. This may mean, for example, changes in the
tense, case, or gender.
- Put words together in correct word order.
- Use vocabulary appropriately.
- Use the register or language variety that is appropriate to the situation and the
relationship to the conversation partner.
- Make clear to the listener the main sentence constituents, such as subject,

verb, object, by whatever means the language uses.
- Make the main ideas stand out from supporting ideas or information.
- Make the discourse hang together so that people can follow what you are
saying.
1.1.2. Difficuties in teaching and learning English speaking
It is a commonly recognized that achieving proficiency in foreign language
speaking in classroom conditions is not an easy task. Even advanced learners often
finish a language course with the conviction that they are not sufficiently prepared
for speaking beyond the classroom. This difficulty results basically from the
character and inadequate frequency of speaking opportunities in the classroom in
comparison to the abundance of natural varieties and genres of oral communication.
In fact, selecting the most appropriate types of spoken discourse for classroom
practice in a particular language course is a very hard decision which, unfortunately,
hardly ever reflects the natural occurrence and distribution of communicative
situations. Other problems that are commonly observed in the language classroom
are related to individual learners' personalities and attitudes to the learning process
and learning speaking in particular. They can be shown as the inhibition which is
the fear of making mistakes, losing face, criticism or shyness. The second thing is
that learners have problems with finding ideas to speak, formulating opinions or
relevant comments. The third one is the low or uneven participation and this is often
caused by the tendency of some learners to dominate in the group. The last one is
about the mother-tongue use which is particularly common in less disciplined or

6


less motivated classes, learners find it easier or more natural to express themselves
in their native language (Ur1995: 121).
In addition, as many teachers‟ observations indicate, the above situations occur
in language classrooms regardless of the level of proficiency or the number of

students in the group. Moreover, every learner enters any learning and
communicative environment with his or her entire personality additionally shaped
by their prior learning and communicative experiences, both positive and negative.
This individual dimension is particularly noticeable among older and more
advanced learners who often have a good insight into the nature of their individual
difficulties, an accurate assessment of the skills they have already developed and,
consequently, clearly defined needs.
( )
The fact is that English is used for communication among people in the world. As
an international language, it is necessary for us to learn it. But we know that
studying English as a foreign language is not easy. Therefore, the students should be
taught English from elementary level. English skills are divided into four skills.
They cannot be separated each other. So, in teaching and learning process the four
skills must be taught in integration. In the process, it is possible that many problems
rise in every skill and need the attention to give the solution for it.
Finally, the non linguistic problems are limited reference, limited time in
practicing English, less frequency in studying English, never have partner in
practicing English, never have chance to speak English with native speaker, simply
shame and there is no habit in practicing English. In coping with the problems there
are no significant different ways, these are asking to friend or teacher, opening the
dictionary, practicing with partners, reviewing the lesson at home, and trying to
always be active in speaking activities.
().

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1.1.3. Types of speaking
In speaking class, according to Brun & Joyce (1997), students must be exposed
to three key items:

1.1.3.1. Form- focused speaking
Form-focused instruction, that is, attention to detail of pronunciation grammar,
vocabulary, and so on. When learners begin speaking in another language, their
speaking will need to be based on some form- focused learning. An effective way to
start is to base speaking on some useful, simple memorized phrases and sentences.
These may be greetings, simple personal description, and simple questions and
answers. As their proficiency and experience in the language develop, most of these
sentences and phrases may be re-analyzed and incorporated into the learner‟s
system of knowledge of the language; language use based on memorization can be
the starting point for more creative use of the language.
1.1.3.2. Meaning-focused speaking
Meaning-focused instruction, that is, opportunities to produce meaningful
spoken messages with real communicative purposes. In addition to form-focused
speaking, language learners should be exposed to and given chances to practice and
use meaning-focused communication, in which they must both produce and listen to
meaningful oral communication.
1.1.3.3. Fluency-focused speaking
Fluency in speaking is the aim of many language learners. Signs of fluency
include a reasonably fast speed of speaking and only a small number of pauses.
These signs indicate that the speaker does not have to spend a lot of time searching
for the language terms needed to express the message.
1.1.4. Definition of confidence
Self-confidence is the most significant in language learning. It provides learners
with the motivation and energy to become positive about their own learning. It also
creates the drive in them to acquire the targeted language, enjoy the learning
process, and experience real communication. “At the heart of all learning is a
person‟s belief in his or her ability to accomplish the task” (Atsuta, 2003). “In
8

general, successful language learners appear to have higher self-esteem than those
who are unsuccessful” (Richard-Amato, 2003). Lack of belief in one‟s ability
hinders him from achieving that task-pursuing a targeted language accomplishment.
Moreover, it is widely believed that once students gain self-confidence, it
progressively expands, in conjunction with experiencing success and satisfaction as
well as good relationships.
1.1.5. The Importance of students’ confidence in language learning
In language learning, especially speaking, students‟ confidence is one of the
factors to improve their learning (Kelly and Watson, 1986, p. 4). Dornyei (2001)
suggested the ways to promote students‟ confidence were through providing
experience of success, encouraging the learners and reducing anxiety.
Gander (2006, pp. 13-14) argued that many individuals appear most satisfied and
successful when they have gained at least the independent or fluent levels of
proficiency, where they feel confident in their work.
Keller has developed a model that specifies four kinds of strategy (as cited in Aik &
Tway, 2006, p. 31). This is called the ARCS model (Attention, Relevance,
Confidence and Satisfaction) and was summarized and discussed by Small (as cited
in Aik & Tway, 2006, p. 31).
Confidence strategies help students develop positive expectations for successful
achievement of learning objects. One confidence strategy is to inform the learner
about the learning and performance requirements and assessment criteria. A second
confidence strategy is to provide challenging and meaningful opportunities for
successful learning. A third strategy is to link learning success to personal
responsibility, for example, providing positive feed back to the learner about his or
her efforts to learn.
Saetan (1991, p. 8) identified self-confident learners as likely to rely on selective
monitoring or none whereas others tend to rely on use of the monitor. It means
students who are self-confident learners tend to choose ways to self-check their
learning whereas others require someone to check their understanding of language
learning. Sjoberg (2006, p. 53) saw that less confident learners, or shy members

9


may initially be gently encouraged to participate by the facilitator and introduced to
a few of the other more confident members.
Students‟ confidence in language learning, especially speaking, is one of the
main factors to drive or to inspire students to reach their goals.
1.1.6. Main factors affecting students’ English speaking
* Psychological factor
1.1.6.1 Fear of Mistake
According to Robby (2010) the fear of mistake becomes one of the main factors
of students' speaking in English in the classroom. With respect to the fear of making
mistake issue and this fear is linked to the issue of correction and negative
evaluation. In addition, this is also much influenced by the students' fear of being
laughed at by other students or being criticized by the teacher. As a result, students
commonly stop participating in the speaking activity. Therefore, it is important for
teachers to convince their students that making mistakes is not a wrong or bad thing
because students can learn from their mistakes.
1.1.6.2 Shyness
Shyness is an emotional thing that many students suffer from at some time
when they are required to speak in English class. This indicates that shyness could
be a source of problem in students' learning activities in the classroom especially in
the class of speaking. Therefore, paying attention on this aspect is also quite
important in order to help the students do their best in their speaking performance in
the classroom (Gebhard, 2000). In line with this, Baldwin (2011) further explains
that speaking in front of people is one of the more common phobias that students
encounter and feeling of shyness makes their mind go blank or that they will forget
what to say. This theory is also supported by the result of this research in which
most students fail to perform the speaking performance at their best. As they say,
their inability to show their ability in speaking is also influenced much by their

feeling of shyness. In other words, it can be said that shyness plays an important
role in speaking performance done by the students.

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1.1.6.3 Anxiety
(Horwitz et al cited in Nascente, 2001) sees anxiety as a feeling of tension,
apprehension and nervousness associated with the situation of learning a foreign
language. Further Nascente mentions that, among other affective variables, anxiety
stands out as one of the main blocking factors for effective language learning.
In other words, anxiety influences students in learning language. Therefore,
paying attention to this factor of learning should also be taken into consideration.
The fact that anxiety plays an important role in students' learning is also shared by
other researchers like Horwitz (1991). He believes that anxiety about speaking a
certain language can affect students' performance. It can influence the quality of
oral language production and make individuals appear less fluent than they really
are. This explanation suggests that teachers should make an attempt to create a
learning atmosphere which gives students more comfortable situations in their
learning activity.
1.1.6.4 Lack of confidence
It is commonly understood that students' lack of confidence usually occurs
when students realize that their conversation partners have not understood them or
when they do not understand other speakers. In this situation, they would rather
keep silent while others do talking showing that the students are lack of confidence
to communicate. In response to this, Nunan (1999) says that student who lack of
confidence about themselves and their English necessarily suffer from
communication apprehension. This shows that building students‟ confidence is an
important part of teacher‟s focus of attention. This means that the teacher should
also learn from both theories and practical experience on how to build the students'

confidence. Therefore, teacher should create a comfortable atmosphere in which
learners are encouraged to talk in English and are praised for talking.
1.1.6.5 Lack of motivation
Nunan (1999) stresses that motivation is important to notice in that it can affect
students' reluctance to speak in English. In this sense, motivation is a key
consideration in determining the preparedness of learners to communicate. Zua
11


(2008) further adds that motivation is an inner energy. She says that no matter what
kinds of motivation the learners possess it will enhance their study interest. It has
been proven in many studies that students with a strong motivation to succeed can
persist in learning and gain better scores than those who have weaker motivation of
success showing that building students' motivation to learn is urgent for every
teacher.
1.1.6.6 Vocabulary
Learning vocabulary is very important for the students who learn English as a
foreign language. That is why everybody who learns English or a certain language
should know the words. Rich vocabulary can support them in speaking when they
are communicating to people can write and translate the meaning of words when
they definite English. If they do not know the meaning of words, they will not be
able to speak, write and translate anything in English.
1.1.6.7 Pronunciation
It is quite common for non-native speakers of English to mispronounce English
words. This can lead to misunderstand or even some more serious consequences.
What we should do is to try our best to learn more and practice more to improve our
pronunciation.
1.1.6.8. Accent
Everyone has an accent. Accent usually reflects the place where a person comes
from. Accent is also one of the main reasons why people have a hard time

understanding each other, and thus many people strive to change their accent. There
is a fact that people hardly can get rid of their accent. They just can actually change
their accent a bit by studying another accent and imitating it.

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CHAPTER II
THE METHODOLOGY
2.1. Context of the study
The study was carried out at Nguyen Ba Ngoc Lower Secondary School where I
have been working for about six years. The discription of the study‟context is given
as follow.
2.2. An overwiew of teaching and learning English at Nguyen Ba Ngoc Lower
Secondary School
Nguyen Ba Ngoc Lower Secondary School was established in 1977. In the past
French had been taught as the foreign language for over 22 years. When French
wasn‟t popular and nessesary for students‟study It could be replaced by English
Since teachers of French did not teach that language any more in 2009.What a pity
French is also an interseting language. Now Nguyen Ba Ngoc Lower Secondary
School has been developing rapidly. The Leaders of the school always are interested
in well- qualified teachers, encourage and give good learning and studying
atmostphere for teachers and students anytime.
2.3. English teaching staff
English language teaching at Nguyen Ba Ngoc Lower Secondary School is
undertaken by the English Department‟s of 11 teachers whose age range from 25 to
51. They graduated from Hai Phong University. Most of them are enthusiastic and
experienced teachers. They love both their job and their students. Most of teachers
have at least five years of teaching experience with great enthusiasm and interest in
their work.

2.4. The student
The school has 1016 students divided into 31 classes, in which 233 are ninth
graders which are enrolled in 7 classes. Students are intelligent, dynamic and
interested in learning English. They are step by step familiar with speaking skill.
Many students can understand quite well the English accent in the tape. Most of
them can make sentences easily appropriate with teacher‟s requirement. Some
students had a skill, high technique in learning process. However, many students
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have a little opportunity to talk, exchange, and access to public information in order
to practice speaking English. Some students feel shy when speaking English
because they are afraid of making mistake. English speaking is a new subject to
students. Therefore, they get many confuses in keep up with the speed of understand
what foreign says in cassette. The number of students in some class is big. Besides,
the class is so noisy that teachers have to spend much time on controlling the
students and cannot have enough time to conduct more speaking activities.
2.5. English learning and teaching condition
Nguyen Ba Ngoc Lower Secondary School of Le Chan District Hai Phong City.
School has five big blocks with many modern techniques. Classes are large and
clear in which tables and chairs are suitable size with most of the student. Each
room has decorated a Projector for teaching and learning.
Besides, the students always learn hard and have big effort in learning.
However English is the subject which students do not have to take to the entrance of
the high school. So students learn this subject with less motivation than Math and
Literature.
A lot of students spend most of their time studying Math and Literature. Some
consider English as a sub - subject. So most of teachers are trying their best to find
out the most suitable methods and techniques in order to teach it well and make
students understand the importance of this subject so they will love it and learn it

with high motivation.
2.6. Official textbook
Tiếng Anh 9 is a textbook which continuously improves English speaking level
of the students by combining it with to listening, reading and writing skill in higher
rate. In one lessons which has a vivid and various content. It includes 10 units for
60 periods. Each unit consists of the following parts:
- Getting started and Listen and read
- Speak
- Listen
- Read
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- Write
- Language focus
2.7. Participants
The participants of the research were 65nine - graders (15-16 years old) and 4
teachers of Nguyen Ba Ngoc Lower Secondary School The research was carried
out at the beginning of the first term of the year 2013-2014 at Nguyen Ba Ngoc
Lower Secondary School.
2.7.1. Data collecting instruments
2.7.1.1. Talks with colleagues and personal class observation
2.7.1.1. Talks with colleagues
I have conducted some talks with my colleagues at the beginning of the research
in order to identify the difficulties in learning speaking skill. In the talks, the topics
were also about the students‟ interest in learning English in general and speaking in
particular, in perspective of their teachers. The difficulties in learning speaking skill
as well as solutions to improve it were also discussed.( For more details, see
Appendix 1,2,3)
2.7.1.2. Personal class observation

I spent 45 minutes (one period) on teaching speaking in my class at the
beginning of the first semester. I myself wanted to identify the major reasons why
my students aren‟t good at speaking skill.
2.7.2. Pre-questionnaire table for students (10 questions)
Questionnaires for students were made and conducted to find out the problems,
difficulties which the students have to cope with in learning English. And also
understand their hope and expectation. Basing on these things teacher makes plan of
next step. (see Appendix 4)
2.7.3 Post-trying out questionnaire
The Post-trying out questionnaire is designed to find out the students‟ speaking
skill through warm up activities, work group, project- based activities” can be
improved or not so teacher can evaluate the result of the student and the research.
(see Appendix 8)
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2.8. The research procedure
Action research
The research is carried out and developed during 9 weeks from week 5 to week
14 of the second semester. The subjects of the study were 65 students who took part
in from the beginning to the end. Data were collected at both the pre- action and
during the action stage. The research action was conducted using the action research
cycle suggested by Gerald Susman (1983).
The action research consisted of five main stages: diagnosing, action planning,
taking action, evaluating, specifying learning.
2.8.1. Phrase 1: Diagnosing
- Personal class observation and talks with the colleagues were made to identify
problems and causes of the problems:
* The students‟ lack of confidence due to many factors is also important
problem that effect students‟ learning competence.

Some difficulties are clear to be seen but there may be some difficulties that
need to investigate deeply. That leads me to the second research question: “What
are the factors that affect students’ confidence when speaking a foreign language?”
In order to identify the problem, I conducted some talks with two colleagues and
personal class observation about teaching English especially English speaking skill.
Some problems are listed:
-

Some students were willing to speak any thing that their teacher asked.

-

Many students were shy to speak.

-

Some students were shivering and gabbling, they stood up without saying
full sentence.

-

Few students didn‟t pay attention to the lesson, they made noise, did what
they like.

-

In order to consolidate my conclusion, after one week I continued to survey
10 questionnaires for my students to get the certain information for the third
research question, “What are the factors that affect Nguyen Ba Ngoc Lower
Secondary School students’ confidence in speaking English?”

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