NHỮNG NHÂN TỐ ẢNH HƯỞNG ĐẾN KHẢ NĂNG NÓI TIẾNG ANH CỦA SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC NÔNG LÂM – ĐẠI HỌC THÁI NGUYÊN

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<b>Tập 183, số 07, 2018</b>

Tập 183

, Số 07

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Tạp chí Khoa học và Công nghệ

CHUYÊN SAN KHOA HỌC XÃ HỘI – NHÂN VĂN – KINH TẾ

Môc lôc

Trang

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tổng tiến công Mậu Thân năm 1968 69

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Journal of Science and Technology

183

(07)

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<i>Nguyễn Lan Hương và Đtg </i> Tạp chí KHOA HỌC & CƠNG NGHỆ 183(07): 135 - 140

135

DETERMINANTS AFFECTING ENGLISH SPEAKING PERFORMANCE

OF THE FIRST-YEAR STUDENTS AT THAI NGUYEN UNIVERSITY

OF AGRICULTURE AND FORESTRY

<i> </i>

Nguyen Lan Huong*, Van Thi Quynh Hoa

<i> TNU - University of Agriculture and Forestry </i>

SUMMARY

Spoken language production is often considered one of the most difficult aspects of language
learning. In real life, many language learners find it difficult to express themselves in spoken
language in the target language. Each student has their own problems. The purpose of this study
was to investigate determinants affecting their speaking performance of the first - year students at
Thai Nguyen University of Agriculture and Forestry. The descriptive method of research was used
in the study, using questionnaire as the main instrument of the data collection. The subjects of the
study were one hundred and forty-five first- year students. Based on the research findings, some
recommendations were made. The study was expected to help students improve their performance
in speaking classes.

<i>Key words: determinants, speaking performance, speaking problems, English language, first-year </i>

INTRODUCTION *

Speaking seems to be the most important
skills of all the four skills (listening, speaking,
reading and writing) because people who
know a language are usually referred to as
speakers of that language [1]. The major goal
of all English language teaching should be to
give learners the ability to use English
effectively, accurately in communication [2].
Not all language learners after many years
studying English can communicate fluently
and accurately although they have memorized
hundreds of words and many grammar rules.
At Thai University of Agriculture and
Forestry, students often translate from
Vietnamese into English before they speak;
therefore, it makes them difficult to express
their opinions in English. There is a big
influence of Vietnamese language on the
students’ learning. Students have difficulties
with pronunciation when they learn English
because spelling and pronunciation are very
different. Moreover, students lack motivation
in learning English. Mother tongue also
affects heavily because most students come
from different mountainous provinces where

*

<i>Tel: 016863233307; Email: </i>

they usually use mother tongue, which is easy
to use and understand. There are some reasons
why students use mother tongue in class.
Firstly, when the students have to discuss
something about a topic that they are incapable
of, they will use their own language. Another
reason is that the use of mother- tongue is a
natural thing to do. In addition, it is easy to use
the first language to explain something to
another if there is no encouragement from the
teachers. Finally, if teachers frequently use the
students’ language, the students will feel
comfortable to speak in class. [3].

During the lessons, learners listen, take notes,
read textbook, do exercises… but they rarely
talk. In addition, they sometimes read aloud;
however, they cannot speak English outside
the classrooms. Some students may get good
marks in grammar test but they say nothing
when they meet foreigners who speak English.
Learners often complain that they cannot think
of anything to say. [4].

It is necessary to find ways to improve their
speaking skills of the students. Moreover, the
teachers need to know the determinants that
affect their students’ speaking performance so
that they can deal with these factors to help

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136

performance. However, until now, there is no
research conducted at this school about these
areas so the researcher is motivated to
conduct this study.

SUBJECTS, RESEARCH METHODOLOGY

The descriptive method was used in this
study. It describes the nature of a situation as
it exists at the time of the study and explores
the causes of particular phenomena [5].
The participants of the study were one
hundred and forty-five first-year students who
were chosen randomly from three classes of
three faculties: faculty of Natural Resources
Management, faculty of Agronomy, Faculty
of Environment at Thai Nguyen University of
Agriculture and Forestry.

The research instrument employed to collect
data for this study was questionnaire. For the
validation of the constructed questionnaire, it
was submitted to some reputable experts in
the field of study for review, suggestion and
recommendations. Revisions were made after

the checking and validation. The

questionnaire has two parts. Part 1was
designed to get their motivation in speaking

such as integrative motivation and

instrumental motivation. Instrumental

Motivation refers to the desire to learn a
language because it would fulfill certain
utilitarian goals, such as getting a job, passing
an exam… Integrative motivation refers to the
desire to learn a language in order to
communicate with people from another
culture that speak that language; the desire is
also there to identify closely with the target
language group.

Part 2 in the questionnaire was used to get
features of classroom activities in terms of
Pair/ Group work, Interview/ Survey,
Role-play and Problem solving.

Each item is rated on a five-point Likert scale
rating from 1 (strongly disagree) to 5
(strongly agree).

Rating Range Description

5 4.21 – 5.0 strongly agree

4 3.41 – 4.20 agree

3 2.61 – 3.40 moderately

agree

2 1.81 – 2.60 disagree

1 1.0 – 1.80 strongly

disagree

FINDINGS AND DISCUSSION

The presentation of the major finding follows
the order in accordance with how the statement
of the problem was presented namely: mean
level of speaking motivation in term of

Integrative Motivation and Instrumental

Motivation, the significant relationship of
motivational factors and student speaking
performance.

Mean level of speaking motivation in term
of Integrative Motivation

It can be seen in the table 1 that Integrative
Motivation with regard to the students
“Agree” on the items enumerated with an
average weighted mean of 3.64. Among the
items, item number 1 “I want to learn English
to communicate with foreigners fluently” and
item number 5 “I want to learn English to
appreciate speaking in English” were ranked
first with a weighted mean of 3.7 described as
“Agree”. Item number 2 “I want to learn
English to travel to other countries”, item
number 3 “ I want to learn English to know
other English speaking countries” and item
number 4 “I want to learn English to
understand thoughts, emotions and behaviors
of some great English writers” with a mean of
3.60 also interpreted as “agree”. Therefore,

integrative motivation is appreciated.

<i>Table 1. Mean level of speaking motivation in term of Integrative Motivation</i>

Indicators

I want to learn English… WM Rank Interpretation

1. to communicate with foreigners fluently. 3.7 1 Agree

2. to travel to other countries. 3.6 2 Agree

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137

Indicators

I want to learn English… WM Rank Interpretation

4. to understand thoughts, emotions and behaviors of some

great English writers. 3.6 2 Agree

5. to appreciate speaking in English. 3.7 1 Agree

Average weighted mean 3.64 Agree

Mean Level of Speaking Motivation in Term of Instrumental Motivation

<i>Table 2. Mean Level of Speaking Motivation in Term of Instrumental Motivation </i>

Indicators

I want to learn English… WM Rank Interpretation

1. To get a good job 4.2 2 Agree

2. Togo abroad (study, job, travel...) 4.3 1 Strongly agree

3. To get a high salary. 4.2 2 Agree

4. To be promoted in a higher position 4.1 3 Agree

5. To be well known in the community. 4.1 3 Agree

Average weighted mean 4.18 Agree

The Instrumental Motivation which is

illustrated in table 2 shows that the student
respondents “agree” on the indicated items.
Among the items, item number 2 “to go abroad
(study, job, seminars, conferences…)” was
ranked first with a weighted mean of 4.3
described as “strongly agree”. Item number 4
“to be promoted in a higher positio6n” and
item number 5 “To be well known in the
community or in the profession” with the same
weighted mean of 4.1 obtained “Agree”. The
same interpretation of “agree” can be seen for
the item number 1 “to get a good job” and
number 3 “to get a high salary” with a
weighted mean of 4.2. Therefore, Instrumental
Motivation really plays a very important role

to help students learn and use language.

Perceived Mean Features of Classroom
Activities in Term of Pair/ Group work

The perceived mean in term of students'
attitude toward Pair/ group work was
interpreted “agree” with the mean score of
3.78. Among the items, item number 4
“provides changes and variety” was ranked
first with a mean of 4.1 interpreted as “agree”.
As for the item number 2 “gives students the
space to exchange idea”, the respondent said
that they “agree” with a weighted mean of 3.8
Least-rated was item number 5“ Promotes
communicate interaction among learners”
with a mean of 3.70 also interpreted as
“agree”. The findings imply that the student
respondents agree that pair/group work
helped them speak better.

<i>Table 3. Perceived Mean Features of Classroom Activities in Term of Pair/ Group work </i>

Pair/Group Work <i>WM </i> <i>Rank Interpretation </i>

1. provides students opportunities to talk more 3.7 3 Agree

2. gives students the space to exchange idea 3.8 2 Agree

3. enhances steam spirit 3.7 3 Agree

4. provides changes and variety 4.1 1 Agree

5. promotes communicate interaction among learners 3.6 4 Agree

Average weighted mean 3.78 Agree

Perceived Mean Features of Classroom Activities in Term of Interview/ Surveys

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138

“strengthen cooperative learning, discussion groups, and functional activities” was ranked first with
a mean of 4.3 interpreted as “strongly agree”. The respondents said that they “agree” with a
weighted mean of 4.2 for number 1 “reduce stress and anxiety”. Item number 4 “represent a very
powerful view of EFL curriculum.” and item number 5 “promote students’ social development”
were interpreted as “agree”. On the other hand, item number 2 “promote students a lot.” was rated
the least with the mean of 3.5 also interpreted as “agree”. The findings imply that the student
respondents agree that Interview/ Surveys encouraged them speak English better.

<i>Table 4. Perceived Mean Features of Classroom Activities in Terms of Interview/ Surveys </i>

Interview/Surveys <i>WM </i> <i>Rank </i> <i>Interpretation </i>

1. Reduce stress and anxiety. 4.2 2 Agree

2. Promote students a lot. 3.5 4 Agree

3. Strengthen cooperative learning, discussion groups,

and functional activities. 4.3 1 Strongly Agree

4. Represent a very powerful view of EFL curriculum. 4.2 2 Agree

5. Promote students’ social development. 4.2 2 Agree

Average weighted mean 4.1 3 Agree

Perceived Mean Features of Classroom Activities in Term of Role- Play

<i>Table 5. Perceived Mean Features of Classroom Activities in Term of Role- Play </i>

Role-Play WM Rank Interpretation

1. encourages me to communicate fluently. 3.9 3 Agree

2. uses variety of techniques such as discussions, reading, debate,
brainstorming and list- making, so I can have opportunity to explore a
topic fully.

3.6 2 Agree

3. provides vocabulary and structures related, which helps me easy to

speak in public. 3.6 2 Agree

4. gives evaluation and feedback during a creative process so I can

arrange my ideas logically. 4.2 2 Agree

5. focuses on the process not only the final product so I am not afraid
to express my ideas.

4.3 1 Strongly

Agree

Average weighted mean 3.92 Agree

The findings as shown in table 5 revealed that
activities in term of role-play were rated
“agree” by the students with the score mean
of 3.92. Among the items, item number 5
“focuses on the process not only the final
product so I am not afraid to express my
ideas.” was ranked first with the mean of 4.3
interpreted as “strongly agree”. Most items
had the mean ranging from 3.6 to 4.2 and
described as “agree”. Least-ranked were item
number 2 “uses variety of techniques such as
discussions, reading, debate, brainstorming
and list- making, so I can have opportunity “
and item number 3 “provides vocabulary and
structures related, which helps me easy to
write an outline.” with the same mean of 3.6
also interpreted as “agree”. It is assumed that
most of the students are very much interested

in Role-play. It helps them to be more active

to learn the language.

Perceived Mean Features of Classroom
Activities in Term of Problem-solving
The findings as shown in table 6 revealed that
activities in term of Problem-solving were
rated “Agree” by the students with the score
mean of 3.94. Among the items, item number
5 “is used to develop highly creative solutions
to a problem” was ranked first with the mean
of 4.3 interpreted as “strongly agree”. Most
items had the mean ranging from 3.6 to 4.2 and
described as “agree”. Least-ranked was item
number 2 “appeals to reluctant speakers.” with
the mean of 3.6 also interpreted as “agree”.

The findings imply that the student

respondents agree that Problem-solving

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139

<i>Table 6. Perceived Mean Features of Classroom Activities in Term of Problem-solving </i>

Problem-solving _WM _Rank _{Interpretation}

1. encourages creativity of thoughts _3.9 ₃ _Agree

2. appeals to reluctant speakers 3.6 5 Agree

3. appeals to the more ‘physical’ learner 3.7 4 Agree

4. reinforces understanding of language as a way to

communicate meaning 4.2 2 Agree

5. is used to develop highly creative solutions to a problem. 4.3 1 Agree

Average weighted mean 3.94 Agree

Test of Correlation for the Relationship between the Motivational Factors and Students’
Speaking Performance

<i>Table 7. Test of Correlation for the Relationship between the Motivational Factors </i>

<i>and Students’ Speaking Performance </i>

Variables tested for relationship r-value P-value Verbal

interpretation

Integrative Motivation 16.050 0.373 _NS

Instrumental Motivation 25.827 0.637 NS

Pair/ group work 24.515 0.037 S

Interview/ Surveys 22.095 0.050 S

Role- play 24.519 0.038 S

Problem-Solving 13.806 0.114 NS

<i> p>.05-not significant p< .05-significant </i>

The findings revealed that significant
relationship exist between students’ speaking

performance and perceived level of

classroom activities with regards to

pair/group work, interviews/surveys and
role-playing with p-values of 0.037, 0.050
and 0.038 respectively being less than the
threshold value of 0.05 level. Integrative
motivation, instrumental motivation and
problem solving with p-values of 0.373,
0.673, and 0.114 respectively being greater
than the threshold value of 0.05 levels are
found not significant. It implies that not all
variables used in this study can significantly
affect the students speaking performance.

CONCLUSIONS AND RECOMMENDATIONS

The results of the study indicate that

motivation in speaking (Integrative

Motivation and Instrumental Motivation)
have no effect on the speaking performance
of students but Classroom activities in term
of Pair/group work, Interview/ Surveys,

Role-play have significant effect on the
speaking performance of the first – year
students at Thai Nguyen University of
Agriculture and Forestry.

Basing on the results of the study, some
recommendations were made for both the
teachers and the students. As for the teachers,
English teachers should use communicative
classroom activities to adapt to the needs of
the learners; hence, it is recommended that
teachers should take part in more seminars,
workshops on Teaching Speaking. Another
suggestion is that the teachers should give
students more opportunities to speak English
in class by using some speaking activities:

pair/group work, role-play, and

interview/surveys. Finally, the teachers

should create an English speaking

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<i>Nguyễn Lan Hương và Đtg </i> Tạp chí KHOA HỌC & CÔNG NGHỆ 183(07): 135 - 140

140

As for the students, they should first
understand the importance of speaking skills.
Secondly, students had better practice
speaking English in the classroom more often
by doing the speaking tasks in the textbook
through pair/group work, role-play, and
surveys. Finally, students try to use English in
the class instead of Vietnamese to make it a
habit. Hopefully, the study can contribute to
the improvement of English speaking
teaching and learning at Thai Nguyen
University of Agriculture and Forestry.

REFERENCES

<i>1. Ur, P. (1996), A course in Language Teaching. </i>

<i>Practice and Theory. Cambridge: Cambridge </i>

University Press .

<i>2. Davies, P., &Pearse, E. (2000), Success in </i>

<i>English Teaching, Oxford University Press </i>

<i>3. Harmer, J. (1991), The Practice of English </i>

<i>Language Teaching. The 3th Edition, Oxford </i>

University Press.

4. Littlewood, <i>W. (2007), Communicative </i>

<i>Language Teaching. Cambridge: Cambridge </i>

University Press

<i>5. Sevilla, (1994), Research Method. Manila. Rex </i>
Book Store Inc.

TÓM TẮT

NHỮNG NHÂN TỐ ẢNH HƯỞNG ĐẾN KHẢ NĂNG NÓI TIẾNG ANH
CỦA SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC NÔNG LÂM
– ĐẠI HỌC THÁI NGUYÊN

Nguyễn Lan Hương*, Văn Thị Quỳnh Hoa

<i>Trường Đại học Nông Lâm - Đại học Thái Nguyên</i>

Kĩ năng nói thường được coi là một trong những kĩ năng khó nhất của việc học ngôn ngữ. Trong
thực tế, nhiều người học ngơn ngữ cảm thấy rất khó diễn đạt bằng ngơn ngữ nói. Mỗi người học
đều có khó khăn riêng khi học nói. Mục đích của nghiên cứu này là để tìm ra các nhân tố ảnh
hưởng đến khả năng nói tiếng Anh của sinh viên năm thứ nhất tại trường Đại học Nông Lâm – Đại

học Thái Nguyên. Nghiên cứu sử dụng phương pháp mô tả và câu hỏi điều tra là cơng cụ chính để
thu thập dữ liệu. Dựa trên kết quả nghiên cứu, tác giả đã đưa ra một số kiến nghị và tác giả cũng hi
vọng rằng nghiên cứu này sẽ giúp sinh viên năm thứ nhất trường Đại học Nông Lâm – Đại học
Thái Nguyên nâng cao khả năng nói tiếng Anh.

<i>Từ khóa: nhân tố, khả năng nói, vấn đề nói, tiếng Anh, năm thứ nhất </i>

<i>Ngày nhận bài: 24/4/2018; Ngày phản biện: 09/5/2018; Ngày duyệt đăng: 29/6/2018 </i>

*

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<i>oµ </i>

<i>soT</i>

Tạp chí Khoa học và Công nghệ

SOCIAL SCIENCE – HUMANITIES – ECONOMICS

Content

Page

Hoang Thi Phuong Nga - Literature tourism model “the old Vu Dai village” 3

<i>Pham Thi Thu Hoai, Tran Thi Thanh - Slang in Van Thanh Le's stories about education problems </i>9

Ngo Thi Thanh Nga, Pham Thi Hong Van - A brief description of the modes of expressing conjugal

sentiments in the Vietnam medieval literature 15

Nguyen Thi Tham, Nguyen Minh Son - The opposite view of Nguyen Ngoc Tu to Vietnamese traditional

<i>literature via the main female characters in Khong ai qua song </i> 21

Dang Thi Thuy, Nguyen Dieu Thuong - The logic of “non logic” phenomenon in Vietnamese folk verses, proverbs 27

Dinh Thi Giang - Factors affecting current lifestyle of Vietnamese people in the northern delta 33

Nguyen Dieu Thuong, Nguyen Thi Lan Huong - Mechanisms creating implication in satirical jokes 39

Nguyen Thu Quynh, Vi Thi Hien - Household vocabulary of Thai language in Dien Bien province 45

Nguyen Thi Thu Oanh, Hoang Thi My Hanh - Position, role of the communist party of Vietnam in the period

1954 – 1975 and some lessons learned 51

Do Hang Nga, Pham Quoc Tuan - Collection of taxes in the villages through material of reformist village

convention in Thai Nguyen province 57

Le Van Hieu - The efficiency of the model "propaganda department" in communes, wards, township and

"commander" in villages, cities at the current period in Lao Cai province 63

Thai Huu Linh, Nguyen Thi Thu Hien, Nguyen Thi Thanh Ha - The role of the rear Bac Thai in the 1968

general offensive 69

Pham Anh Nguyen - The attraction in “Hai dam” of Phan Khoi 73

Nguyen Thi Huong, Nguyen Thi Mao, Nguyen Tuan Anh - Enhancing the efficiency of extracurrucular

activities in teaching civic education at high schools in thai nguyen city these days 79

Nguyen Van Dung, Dao Ngoc Anh - Physical status of non-sports students at Thai Nguyen University of Education 85

Tran Bao Ngoc, Le Ngoc Uyen, Bui Thanh Thuy et al - The reality of degree classification in
non-examination students at University of Medicine and Pharmacy – Thai Nguyen University in the period from

2013 to 2017 91

Nguyen Thuc Canh - The need for buiding an exercise system with practical content to teach mechanics

to high school 97

Ha Thi Kim Linh, Chu Thi Bich Hue - Educate legal knowledge for ethnic minority women in Vo Nhai

district, Thai Nguyen province 105

Nguyen Thi Thanh Hong, Nguyen Thi Khanh Ly, Vu Kieu Hanh - Improve students’ participation in
English learning activities in large mixed ability classes of the freshman students at Thai Nguyen University of

<i>Medicine and Pharmacy </i> 111

Pham Thi Huyen, Vu Thi Thuy - Manipulate exemplary style according to the President Ho Chi Minh’s

thought in building work style for key caders at present period 117

Dam Quang Hung - Science lesson planning for grade 4, 5 according to experimental research 123

Hoang Thi Thu Hoai - Difficulties in teaching and learning ESP vocabulary for nursing students at Thai

Nguyen Medical College and some solutions 129

Nguyen Lan Huong, Van Thi Quynh Hoa - Determinants affecting English speaking performance of the

<i>first-year students at Thai Nguyen University of Agriculture and Forestry </i> 135

Journal of Science and Technology

183

(07)

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Vu Kieu Hanh - Determinants to the reading comprehension performance level of the second- year students at

Thai Nguyen University of Agriculture and Forestry 141

Nguyen Thi Que, Hoang Thi Nhung - Asking the right question for successful self-studying and cooperative

learning - towards independent language learners in the context of ASEAN community and global integration 147

Ngo Thi Thu Ha, Nguyen Thi Hoai Thu - Apply interactive teaching methods to improve the quality of

teaching and learning Vietnamese to international students at Military Technical Academy 153

Duong Van Tan - An assessment of the effectiveness in application of games in general physical development

for students at Thai Nguyen University of Technology 159

Bui Thi Huong Giang - Improving intercultural communicative competence in foreign language teaching

<i>and learning </i> 165

Tran Hoang Tinh, Nong La Duy, Pham Van Tuan - Building self-managed platoon in disciplinary education

for students at the center for defense and security education in the current phase 171

Tran Thi Yen, Khong Thi Thanh Huyen - Improving academic writing performance for english majors

through intensive reading 177

Do Thi Hong Hanh, Hoang Mai Phuong - Vocational training for rural workers in Cho Moi district, Bac

Kan province 183

Tran Thuy Linh, Tran Luong Duc, Nguyen Thi Thuy Trang - European union competition law approach on

exploitative abuses 189

Nguyen Thi Thanh Ha, Pham Viet Huong - Setting up an appropriate set of economic criteria and indicators

for evaluating sustainable forest management in Dinh Hoa district 195

Dinh Thi Hoai - Marketing promotion for information - library product and service at the Learning Resource

Center of Thai Nguyen University 201

Nguyen Thi Thanh Xuan - Factors affecting customer satisfaction in hotels at Thanh Hoa province, Vietnam 207

Duong Thi Tinh - Contributions of goods export to the economic growth of Yen Bai province 213

Le Minh Hai, Tran Viet Khanh - Tourism space organization of Thai Nguyen province 219

Ha Van Vuong - Apply the ergonomics theory in working environment organization at the office of Song Cong

grarment branch II – TNG Investment and Trading Joint Stock Company 227

Mai Anh Linh, Nguyen Thi Minh Anh - Assessing service quality and customer satisfaction: an empirical

study at Lan Chi supermarket, Thai Nguyen city 233

Dinh Hong Linh, Nguyen Thu Nga, Nguyen Thu Hang - Applying logarithmic function to evaluate the

business efficiency of Vietnam banks 239

</div>

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