TAY DO UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

SPEAKING DIFFICULTIES FACED

BY ENGLISH-MAJORED FRESHMEN
AT A UNIVERSITY IN MEKONG DELTA

Supervisor: Ms. Dang Thi Bao Dung Group :

1. Lai Hoang Bao
2. Trinh Thi Thu Thao
3. Nguyen Thi Thanh Truc
Class: English 18B

November, 2024
 ACKNOWLEDGEMENTS

The successful completion of this research project, which investigated the

speaking difficulties faced by English-major freshmen at a university in the Mekong
Delta, was made possible through the significant support and contributions of various
individuals and institutions. Firstly, sincere appreciation is extended to the freshmen
participants of the study. Their willingness to provide detailed insights and share their
experiences through questionnaires and interviews was critical to the data collection
process. The transparency and openness of these participants enabled a
comprehensive understanding of the challenges they encounter in learning to speak
English. Furthermore, the cooperation and assistance provided by the faculty and staff
of the English department are gratefully acknowledged. Their approval to conduct
research with their students, along with their insightful recommendations, greatly
facilitated the research process. Special recognition is also given to my supervisor,
Dr. Dang Thi Bao Dung, for her guidance and unwavering support throughout this
project. Her expertise, patience, and constructive feedback were pivotal in refining
the research design and ensuring the rigor and validity of the study. Lastly, I extend
my gratitude to all those mentioned for their invaluable contributions to the success
of this research project.

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 COMMENTS

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 TABLE OF CONTENTS

TAY DO UNIVERSITY FACULTY OF FOREIGN LANGUAGES ....................................................... 1

ACKNOWLEDGEMENTS .............................................................................................1
COMMENTS ....................................................................................................................2
TABLE OF CONTENTS .................................................................................................3
ABSTRACT ......................................................................................................................5
CHAPTER 1: INTRODUCTION ................................................................................... 6
1.1 Rationale ....................................................................................................................6
1.2. Organization of the research.....................................................................................7
CHAPTER 2: LITERATURE REVIEW .......................................................................8
2.1 Overview of speaking...............................................................................................8
2.2 Factors influencing speaking abilities ....................................................................11
2.3 Related studies........................................................................................................17
CHAPTER 3: RESEARCH AIMS – RESEARCH QUESTIONS – HYPOTHESIS
..........................................................................................................................................19
3.1. Research aims .........................................................................................................19
3.2. Research questions .................................................................................................19
3.3. Research hypothesis ...............................................................................................19
CHAPTER 4: RESEARCH METHODOLOGY .........................................................23
4.1. Research Design .....................................................................................................23
4.2. Participants .............................................................................................................23
4.3. Instruments .............................................................................................................23
4.3.2 Interviews .............................................................................................................24
4.3.1. Classroom Observations......................................................................................24
4.4. Data Analysis .........................................................................................................24
4.5. Procedure................................................................................................................24
CHAPTER 5: EXPECTED OUTCOMES ...................................................................27
5.1 Listening Comprehension ....................................................................................27
5.2 Grammatical accuracy ...........................................................................................27
5.3 Vocabulary and Pronunciation ................................................................................28
5.4 Psychological factors ..............................................................................................28
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 Limitations of the research ..........................................................................................29
REFERENCES ........................................................................................................................................ 30
APPENDIX A..................................................................................................................33
QUESTIONAIRE FOR STUDENTS ...................................................................................................... 33

APPENDIX B ..................................................................................................................37
STUDENTS’ INTERVIEW QUESTION ................................................................................................ 37

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 ABSTRACT

Spoken language production is widely recognized as one of the most challenging aspects
of language acquisition (Brown & Yule, 1983). In practice, many language learners
struggle to express themselves verbally in the target language, with each student facing
unique challenges. This study aims to investigate the speaking difficulties experienced by
English-major freshmen at a university in the Mekong Delta and to identify the underlying
causes of these difficulties. An experimental methodology was employed, integrating both
quantitative and qualitative approaches, to accurately capture the speaking challenges
faced by these students. Interviews were designed and administered to the study sample,
allowing for a detailed examination of individual speaking difficulties and their causes.
The findings indicate that students encounter several obstacles in speaking, such as fear of
making mistakes, lack of self-confidence, shyness, difficulties in listening comprehension,
as well as issues related to grammar, vocabulary, and pronunciation. Based on these
findings, the study proposes several recommendations, the most significant of which is the
establishment of a supportive environment that encourages students to speak English more
frequently. It also suggests that further research should be conducted to explore speaking
difficulties among English language learners in greater depth.

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 CHAPTER 1: INTRODUCTION

1.1 Rationale
English has emerged as a global language, widely used for communication, exchange
of ideas, and sharing of knowledge across cultures. Recent reforms in Vietnam’s
educational system have highlighted the significance of English as a mandatory subject,
taught from elementary through university levels. Consequently, a strong command of
English is essential for students to succeed academically. However, among the four English
language skills, speaking is considered one of the most challenging for students, as it
requires effective communication and interaction with others (Khamkhien, 2010). Many
freshmen at the studied university in the Mekong Delta face difficulties in speaking
English, including issues related to pronunciation, vocabulary, grammar, fluency, and
comprehension.
The global influence of English is undeniable. As the language of international
business, politics, and culture, English proficiency is increasingly valued by employers and
educational institutions (Kumar, 2009). This is particularly relevant for English majors in
Vietnam, whose future careers depend on their ability to communicate effectively
(Grayson, 2019). Research indicates a direct correlation between strong communication
skills and employability and career advancement (Agyur, 2011).
Despite their grammatical knowledge, many students struggle with spoken English.
Their emphasis on vocabulary and grammar often overshadows the primary objective of
communication (Ellis, 2005). This misalignment can result in frustration and stagnation,
even after years of study (Macintyre, 2010).
This research seeks to address this critical issue. By focusing on the speaking
difficulties faced by English-major freshmen at a university in the Mekong Delta, the study
aims to identify the root causes of these challenges. Understanding these obstacles will
enable both educators and students to develop targeted strategies to enhance
communication skills and bridge the gap between theoretical knowledge and practical
application.

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Significance of the research
This study directly tackles the spoken English difficulties encountered by first-year
English majors at a university in the Mekong Delta. By identifying the root causes behind
these challenges, the research aims to empower students with the awareness and strategies
needed to overcome their weaknesses and improve their overall communication skills.
Ultimately, the study bridges the gap between problem identification and the provision of
practical solutions, equipping students with the tools necessary to become more effective
communicators.
1.2. Organization of the research
The research is structured into five key chapters:
Chapter 1: Introduction provides the foundation for the study, outlining the
rationale, research questions, aims, and the significance of the investigation. It also
offers an overview of the research structure.
Chapter 2: Literature Review explores the theoretical background of spoken
English, covering various definitions of speaking, its importance, and the factors
contributing to speaking difficulties faced by learners.
Chapter 3: Methodology describes the research design, detailing the methods
employed, including participant selection, data collection instruments, and research
procedures.
Chapter 4: Results and Discussion presents the findings of the research, analyzing
the data to identify specific speaking difficulties and examining the underlying
factors contributing to these challenges.
Chapter 5: Conclusion summarizes the research findings and discusses their broader
implications. This chapter also acknowledges the limitations of the study and offers
recommendations for future research.

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 CHAPTER 2: LITERATURE REVIEW

2.1 Overview of speaking

2.1.1 Definition of speaking
Speaking is a vital component of daily life, serving as a primary means for
individuals to communicate their ideas and thoughts orally. To effectively enable students
to communicate, it is essential to apply language in real-life contexts. Gert and Hans
(2008:207) define speaking as the production of speech or utterances with the intention of
being understood by the listener, who processes these utterances to interpret their meaning.
Similarly, Rebecca (2006:144) notes that speaking is the first mode through which children
acquire language; it forms a part of everyday language activities and drives language
evolution. It also provides critical data for understanding bilingualism and language
contact.
Speaking is one of the foundational skills in learning a foreign language, alongside
listening, reading, and writing. Despite being introduced as early as elementary school, it
remains a challenging skill for many students when it comes to communicating in English,
as they often need to think more consciously while speaking. Brown and Yule (1999:14)
suggest that speaking is influenced by the complexity of the information being
communicated. Students may find it difficult to articulate their thoughts clearly due to this
complexity.
From these definitions, it can be concluded that speaking is a productive skill that
involves the ability to communicate with others. The primary goal of speaking is to convey
thoughts effectively, requiring students to comprehend and express meaning clearly. It
involves producing words to express and deliver thoughts, ideas, and feelings.
In learning a foreign language, speaking is one of the fundamental skills, along with
listening, reading, and writing. However, it is not an instantaneous skill and requires a long
developmental process. Rubi and Thomson (1994:9) state that language is a complex
system, with each language system requiring a reorganization of students' thinking,
coupled with extensive exposure. Therefore, students need practice to become successful
language learners.
Regarding the functions of speaking, Richards (2008:21) classifies them into three
categories: talk as interaction, talk as transaction, and talk as performance. Talk as
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interaction refers to conversations used in social interactions, such as exchanging
greetings, engaging in small talk, or recounting experiences during daily activities. Talk
as transaction focuses on situations where the primary aim is to convey specific
information or a message, such as a teacher instructing students. In contrast, talk as
performance involves public speaking, where information is communicated to an
audience, such as in classroom presentations, public announcements, or speeches.
From these definitions, speaking can be viewed as the activity through which
individuals express thoughts, feelings, opinions, and exchange information using verbal
communication. As it is a fundamental tool for communication, it is crucial for individuals
to develop strong speaking skills.
2.1.2 The importance of speaking
The demand for proficiency in English-speaking skills has significantly increased
due to the growing role of English as a global language for international communication
(Nazara, 2011). Language is essential for conveying ideas, emotions, and thoughts;
without it, communication would not be possible. Speaking, therefore, is a critical
component of communication. Given its importance, EFL (English as a Foreign
Language) learners strive to achieve competence in speaking. Language is fundamental
to society, and without speaking, human language cannot exist. Speaking skills are
essential in daily life, whether at work or in leisure activities, and effective
communication promotes understanding among people, preventing communication gaps
that could lead to problems.
For any system to function smoothly, it is crucial that individuals possess strong speaking
skills. Mastery of productive and receptive skills, particularly speaking, attracts attention
and builds connections. The proverb "a person is hidden under his tongue" underscores
the idea that one's speech reflects their intellect and character. Speech offers several
benefits, such as developing good relationships, sharing thoughts for mutual enjoyment,
improving job prospects, and understanding others more clearly. It is often said that clear
speech reflects clear thinking; those with strong speaking skills can effectively engage
and captivate their audience, ensuring that their message is communicated effectively.
Speaking skills also play a significant role in career success and social interactions.
Moreover, speaking skill is crucial for achieving specific goals and objectives
using appropriate language (P. S. Rao, 2019). As English has become the dominant
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international language, spoken worldwide, it enables people from diverse regions,
countries, and continents to communicate effectively. In the context of acquiring a
foreign or second language, speaking is a crucial active skill. Brown and Abeywickrama
(2010) emphasize that speaking is often the primary skill upon which learners are judged
in real-life situations. Unfortunately, it often receives less instructional focus, with EFL
learners frequently taught to memorize dialogues or repeat drills rather than developing
real communicative competence. The advanced world demands that learners master
communication skills, which can be achieved if EFL instructors teach in a manner that
helps learners develop and refine their speaking abilities. Improved speaking skills
enable students to perform more effectively in real-life situations.
Speaking is challenging for EFL learners because it requires the ability to
construct sentences spontaneously, without pre-planning. This task becomes even more
difficult without a solid understanding of grammar and sentence structure. A rich
vocabulary is also necessary for effective speaking, as vocabulary is central to language
learning. Akhter, Tribhuvan, and Qureshi (2020) argue that vocabulary is the heart of
language, while Akhter, Anwar, and Qureshi (2019) note that vocabulary acquisition is
one of the most challenging tasks in a foreign language classroom. Non-native English
speakers often face numerous difficulties when learning grammar and vocabulary.
Nevertheless, speaking is a crucial skill for communication, and learners strive to acquire
it to connect with people globally.
This communicative skill is also essential for career success. During job interviews,
candidates are often assessed based on their speaking abilities. Those who can effectively
communicate their ideas are perceived as talented. Many applicants are selected based
on their speaking skills. An individual with strong communication abilities can impress
interviewers, supervisors, audiences, and others in influential positions. Words possess
the power to captivate and engage an audience. A skilled speaker can create a compelling
and engaging experience, holding the audience's attention and making them fully
immersed in the message being delivered. In essence, speaking skill is crucial, and the
manner and style of speech also play a vital role in how effectively a speaker conveys
their ideas.
Speaking skills are particularly important for individuals who aspire to learn
English. This skill is vital for those seeking better job opportunities or aiming to expand
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their businesses. It helps boost confidence, enabling people to participate in debates,
discussions, and speech competitions. It fosters social relationships and creativity and
prepares individuals to handle challenging interviews and deliver impressive
presentations. EFL learners can develop their speaking skills through practice in the
classroom. Once they achieve competency, they will be able to communicate effectively
both inside and outside the classroom.
2.2 Factors influencing speaking abilities
2.2.1 Listening Comprehension
Listening comprehension is a fundamental skill necessary for effective English
communication. A common mistake made by non-native English speakers is focusing
primarily on developing their speaking skills without first assessing and improving their
listening comprehension. Many of these individuals may have a good grasp of grammar
and the ability to construct complex sentences. However, when they are asked questions,
they often experience difficulty and come to a halt, indicating a gap in their listening skills.
Some non-native speakers struggle to understand questions due to the speaker’s speed
or accent, such as those from Australian or British speakers. As a result, they may ask the
speaker to repeat the question multiple times or to speak more slowly before they can
comprehend it. Conversely, some learners may respond fluently and with few grammatical
or pronunciation errors, only to realize later that they misunderstood the question and thus
provided an inappropriate response.
The concept of Communication Apprehension is considered one of the primary
factors influencing learners’ oral performance. Horwitz, Horwitz, and Cope (1986) define
communicative apprehension as “a type of shyness characterized by fear or anxiety about
communicating with people…, particularly stemming from the awareness that one will
likely face difficulties in understanding others and in being understood” (pp. 127, 128).
McCroskey (1977) further defines it as “the individual’s level of fear or anxiety associated
with either real or anticipated communication with another person or persons” (pp. 78, 96).
This concept is linked to learners' fear, shyness, and self-perception, affecting their
communication confidence.
In general, learners may be willing to participate in oral sessions but find it difficult
to translate their thoughts into words, which impacts their participation. Consequently,
learners may exhibit quiet behavior in the classroom. Friedman (1980) describes this

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phenomenon, stating that “when the ability and desire to participate in discussion are
present, but the process of verbalizing is inhibited, shyness or reticence is occurring.” He
further notes that the degree and range of situations in which shyness manifests can vary
greatly among individuals.
2.2.2 Grammatical Accuracy
Grammatical accuracy is often questioned, particularly because even native English
speakers make grammatical mistakes. However, native speakers have an advantage due to
their deep familiarity with the language, allowing them to communicate without much
difficulty. If a native speaker struggles to express a thought in a particular way, they can
simply use alternative expressions. Errors may occur, but they usually do not alter the
intended meaning of their sentences, making it easier for listeners to understand.
In contrast, when non-native speakers make grammatical errors, these mistakes often
change the intended meaning of their sentences, leading to misunderstandings. This is why
non-native speakers need to focus more on studying grammar compared to native speakers.
Among linguistic challenges, grammar has been identified as one of the most
significant difficulties faced by ESL/EFL learners when acquiring speaking skills. A
Chinese ESL/EFL learner expressed uncertainty about which tense to use when speaking,
while another from Taiwan shared similar concerns about verb forms. This speaker
explained that in Chinese, verbs remain in a single form, and words like “today,”
“yesterday,” and “tomorrow” are used to indicate time instead of changing the verb. For
instance, she would say, “I go to the supermarket today” and “I go to the supermarket
yesterday.”
Learners also encounter challenges with prepositions, articles, and modal verbs in
English. ESL/EFL learners from Pakistan and Sri Lanka highlighted the complexity of the
English article and modal verb systems as particular obstacles. To address these issues,
some learners, as noted by Steinberg and Horwitz (1986, cited in Macintyre and Gardner,
1991: 296), simplify their language use, avoiding complex or interpretative forms. These
difficulties can create the perception that anxious learners lack proficiency in their second
language, as they hinder fluency in speech (Macintyre & Gardner, 1991: 296). One teacher
noted that learners become apprehensive whenever they anticipate encountering these
grammatical challenges, impacting their confidence in speaking.
2.2.3 Vocabulary and Pronunciation
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 Vocabulary constitutes a critical area of knowledge that significantly influences
language acquisition. It is often regarded as the most vital factor affecting learners' listening
abilities. Thornbury (2002) asserts that while grammar allows for some communication,
vocabulary is essential for conveying meaning: "Without grammar, very little can be
conveyed; without vocabulary, nothing can be conveyed." In essence, when learners
engage in listening activities, their comprehension hinges on their vocabulary knowledge.
Listening comprehension is defined as the ability to recognize sounds through auditory
organs and assign meaning to those messages (Azmi et al., 2014). A lack of vocabulary
impedes understanding, making it challenging to grasp the meaning of spoken sentences.
During the listening comprehension process, learners frequently encounter difficulties
related to word choice, linking words, and specialized terminology..
Vocabulary is a fundamental skill necessary for both teaching and learning foreign
languages. It underpins the development of all other skills, including reading
comprehension, listening comprehension, speaking, writing, spelling, and pronunciation.
For learners, vocabulary serves as the primary tool for effective communication in English.
Whether interacting with native speakers, watching movies without subtitles, listening to
English songs, reading texts, or writing letters, students must utilize vocabulary actively.
This introductory chapter will explore the importance of vocabulary, the factors that
contribute to the difficulty of certain words, reasons for vocabulary retention issues, and
techniques to enhance vocabulary retention. Linguist David Wilkins emphasized the
significance of vocabulary acquisition, stating, "Without grammar, little can be conveyed;
without vocabulary, nothing can be conveyed." Clearly, the ability to express oneself in
any language relies on vocabulary
From my experience as a teacher, I have observed that students often struggle to speak
English fluently. Many find speaking and writing tasks exhausting due to a limited range
of expressions and vocabulary, leading to interruptions in their conversations when they
cannot recall the right words. This communication challenge predominantly stems from
inadequate vocabulary. Additionally, some students forget words shortly after learning
them, whether through direct instruction or dictionary use, further illustrating the impact
of insufficient vocabulary. The more words students learn, the easier it becomes for them
to retain and use them.
Another factor complicating English vocabulary acquisition is pronunciation. Research
13
indicates that words that are difficult to pronounce pose additional challenges for learners.
Many students struggle with words containing clusters of consonants, such as "health" or
"crisps." The length or complexity of words also contributes to their difficulty; longer
words are generally harder to memorize than shorter ones. Variability in word stress, as
seen in the terms "necessary" and "necessity," can further complicate pronunciation and
comprehension. Additionally, the overlapping meanings of certain words can create
confusion among learners. For instance, the verbs "make" and "do" share similar meanings
but are used in distinct contexts—one "makes a decision" but "does homework," leading
to potential misunderstandings.
Good pronunciation should be prioritized in English language learning. While
learners can communicate with simple vocabulary and grammar structures, there is no
substitute for clear pronunciation. Poor pronunciation can lead to significant
communication barriers, as even grammatically correct sentences may not be understood
if mispronounced. Thus, mastering pronunciation is crucial for effective communication in
English.
2.2.4 Fear of mistake
Numerous theorists argue that fear of making mistakes is a significant factor
contributing to students' reluctance to speak English in the classroom (Tsui & Nunan, 1999;
Yi Htwe, 2007; Robby, 2010). In discussing the issue of fear related to mistakes, Aftat
(2008) notes that this fear is closely linked to concerns about correction and negative
evaluation. Students often fear being laughed at by their peers or criticized by their
teachers, leading to a common withdrawal from speaking activities (Hieu, 2011).
Consequently, it is essential for educators to reassure students that making mistakes is a
normal part of the learning process and that these mistakes provide valuable opportunities
for growth.
Waston & Friend (1969, p. 448) define this phenomenon as the "apprehension of
others' evaluation, distress over their negative evaluations, avoidance of evaluative
situations, and the expectations that others would evaluate oneself negatively." This
reflects the stress and anxiety associated with concerns about how one is perceived and
judged by others. In a similar vein, Macintyre (1995, p. 93) explains that fear of negative
evaluation arises from "the prospect or presence of interpersonal evaluation in real or
imagined social settings." This fear is not limited to formal assessments; it can manifest in
14
various social contexts, such as singing in public, acting in theater, or participating in job
interviews. Aydin (2008, p. 423) emphasizes that this fear is particularly relevant for
foreign language learners who feel incapable of making a positive social impression,
leading to apprehension regarding evaluations by others.
Students who are highly concerned about the impressions formed by their peers often
adopt behaviors that minimize the likelihood of unfavorable evaluations (Gregersen &
Horwitz, 2002, p. 562). A learner experiencing this fear may be preoccupied with their
performance during oral activities, such as responding to teachers' questions or expressing
personal opinions (Ely, 1986). This heightened anxiety can result in decreased self-
confidence.
Furthermore, fear of making mistakes serves as a barrier to students speaking in front
of their classmates and teachers. A learner who is uncertain about the accuracy of their
statements may fear being ridiculed or criticized, leading to feelings of humiliation. Aftat
(2008) emphasizes that this fear is directly related to negative evaluation. Specifically, a
learner's perception of how others may judge them—whether as foolish, inadequate, or
weak—can create a reluctance to speak, thereby avoiding potential embarrassment.
2.2.5 Lack of self confidence – shyness
Self-confidence, generally defined as the trust in one’s own abilities and the belief
in the potential for success despite anticipated obstacles, plays a crucial role in a learner's
achievement. Adalikwu (2012) characterizes self-confidence as "the belief that individuals
have in their ability to succeed at a task, based on whether or not they have been able to
perform that task in the past" (pp. 5-6). Consequently, learners must cultivate a belief in
their capabilities, regardless of previous experiences, to reach their ultimate goal of success.
Burton and Plate (2006) further emphasize that "confidence is the ability to take appropriate
and effective action in any situation, however challenging it appears to you or others." This
perspective highlights the necessity for learners to embrace risk-taking and participate in
activities, even when they seem daunting.
A lack of self-confidence manifests as a reluctance to trust one’s abilities and an
inability to undertake challenging tasks. This absence of confidence can significantly
hinder individuals from pursuing their dreams and goals, often leading to a pervasive fear
of the future and hesitation in decision-making. Wright (2009, p. 24) identifies several
characteristics of students with low self-confidence, including:

15
 a. Fear of Change: Students may worry excessively about future outcomes, often
expecting negative results.
b. Pessimism: Such students tend to adopt a negative outlook, focusing on
challenges rather than opportunities.
c. Communication Difficulties: They struggle to articulate their desires and
objectives clearly, viewing achievements as daunting tasks.
d. Desire to Please Others: Low self-confidence may lead students to prioritize
others' approval over their authenticity, resulting in a negative self-image and aversion to
risk-taking.
e. Insecurity and Victimhood: They may gravitate towards others who also perceive
themselves as victims, engaging in "destructive and toxic relationships" that further
diminish their self-worth.
Shyness is an emotional condition that many students experience, particularly when
required to speak in English classes. This phenomenon can significantly hinder students'
learning activities, especially in speaking contexts (Gebhard, 2000). Baldwin (2011) posits
that speaking in front of an audience is one of the more common phobias students
encounter, leading to blank minds or a fear of forgetting their points. This observation is
corroborated by research findings, which indicate that students often fail to perform
optimally in speaking tasks due to feelings of shyness. Consequently, it can be concluded
that shyness plays a critical role in influencing students' speaking performance, often
leading to reluctance in participating in speaking activities.
To address the challenges associated with shyness, Chinmoy (2007) recommends that
educators encourage students to view shyness as a hurdle to overcome rather than a barrier,
advocating for a mindset that embraces both failure and success in speaking contexts.
Shyness, defined as a psychological challenge faced by foreign language learners, is
characterized by feelings of embarrassment and confusion, which may cause students to
avoid speaking even when they desire to participate. Izard (1972) describes shyness as a
profound and distinct emotion marked by signs of panic and stress in learners. Henderson
(1992) further elaborates on chronic shyness as "a fear of negative evaluation that inhibits
participation in desired activities and significantly interferes with the pursuit of personal
or professional goals." Thus, fear of negative evaluation plays a critical role in exacerbating
shyness and confusion among learners.
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 The prevalence of shyness among learners can be attributed to various internal
factors, such as low self-confidence, fear of public speaking, and lack of preparation, as
well as external factors, including large class sizes and critical audiences. Therefore, it is
imperative for students and teachers to collaborate effectively to overcome this challenge,
as addressing shyness is essential for enhancing students' speaking abilities and overall
academic performance.
2.3 Related studies
This section reviews previous studies relevant to the current research, particularly those
identifying factors affecting students' speaking performance and the challenges they face
while speaking.
Samira Al Hosni (2014) posits that speaking involves the active use of language to
convey meaning, serving as a crucial medium for young learners to encounter, understand,
practice, and learn a new language. In this context, oral skills transcend being merely one
aspect of language learning; instead, the spoken form within the classroom serves as a
primary source of language acquisition. However, speaking challenges can significantly
hinder effective foreign language learning and communication. Despite their knowledge of
English, learners of English as a Foreign Language (EFL) frequently encounter various
speaking difficulties. Numerous studies indicate that the development of oral language
skills has often been overlooked in educational settings, with classroom discourse
predominantly dominated by teachers rather than students. Consequently, even the oral
language utilized by educators seldom facilitates students' knowledge acquisition or idea
exploration. To effectively address oral communication challenges within an EFL
framework, it is essential for researchers to first comprehend the nature of these challenges
and the contexts in which they arise.
Park and Lee (2005) investigated the relationships between second language learners’
anxiety, self-confidence, and speaking performance. Their study involved 132 Korean
college students enrolled in English conversation classes. The findings revealed a negative
correlation between learners’ anxiety levels and their oral performance. Similarly, Tanveer
(2007) explored the factors contributing to language anxiety among 20 language learners,
specifically concerning their speaking skills. His results echoed those of Park and Lee,
indicating that feelings of stress, anxiety, or nervousness could impede language learning
and performance capabilities, summarizing that "the higher the anxiety, the lower the
17
 performance."
Macintyre et al. (1998) examined the influence of self-confidence on oral performance,
concluding that learners' willingness to communicate was partially determined by their
self-confidence levels. Consistently, Park and Lee's (2005) findings further affirmed that
self-confidence significantly affects L2 learners' oral performance, suggesting that greater
confidence correlates with improved oral communication abilities.
Lukitasari (2008) conducted a study focusing on students’ strategies for overcoming
speaking challenges in class, targeting first-semester students at Muhammadiyah
University of Malang in Indonesia. The study identified several speaking issues faced by
students, including inhibition, lack of content to express, uneven participation, and reliance
on their mother tongue. The results indicated that students’ speaking performance was
subpar due to inadequate mastery of essential speaking elements, namely vocabulary,
grammar, and pronunciation.
In summary, the existing literature highlights that previous researchers have
concentrated on students' difficulties in speaking, the factors contributing to these challenges,
and the strategies employed by students to mitigate these difficulties. In contrast, the current
research specifically focuses on identifying the factors that contribute to students’ difficulties
in English speaking.

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 CHAPTER 3: RESEARCH AIMS – RESEARCH QUESTIONS –
HYPOTHESIS

3.1. Research aims

This study investigates the challenges encountered by English-majored freshmen at
Mekong Delta University in mastering spoken English. The primary aim is to identify the
underlying causes of these difficulties, thereby fostering greater self-awareness among
students regarding their speaking challenges. This enhanced understanding is intended to
empower students to choose appropriate strategies for improvement, ultimately enhancing
their communication skills more effectively.

Additionally, the findings from this research will serve as a valuable resource for
educators. By gaining insight into the specific challenges faced by students, teachers can
refine their instructional methods and develop targeted interventions that significantly
improve teaching efficacy and support students in their journey toward fluency.
3.2. Research questions
This study is designed to address the following research questions:
- Do English-majored freshmen at Mekong Delta University experience challenges
in their speaking abilities?
- What factors contribute to the speaking difficulties encountered by these students?
3.3. Research hypothesis
Freshmen majoring in English at Mekong Delta University frequently identify
speaking as a significant obstacle in their language acquisition process. This observation
underpins the hypothesis of this study, which posits that speaking difficulties among these
students stem from a combination of interrelated factors. Effective communication is a
multifaceted process that requires the integration of several key components. Foremost among
these is linguistic competence, encompassing accurate grammar usage and a broad
vocabulary, both of which are essential for clear self-expression and comprehension. Equally
critical is listening comprehension, which involves the ability to fully interpret and understand
spoken messages. Furthermore, possessing sufficient background knowledge related to the
discussion topic provides a contextual foundation for grasping deeper meanings and nuances.
Lastly, psychological factors such as anxiety and fear of making mistakes can impede
communication by inhibiting both expressive abilities and receptive listening.
19
 CHAPTER 4: RESEARCH METHODOLOGY

4.1. Research Design

To thoroughly investigate the speaking difficulties encountered by English-majored
freshmen at Tay Do University, this study adopts a mixed-methods research design.
Quantitative data is obtained through the administration of questionnaires, enabling
students to articulate their perceptions of the challenges they face. Complementing this,
qualitative data is collected via semi-structured interviews with a randomly selected cohort
of participants, facilitating an in-depth exploration of their personal experiences.
Additionally, observational methods are employed to gather contextual information,
thereby enriching the dataset and enhancing the overall validity and reliability of the
research findings.
4.2. Participants
The study involves a sample of 80 English-majored freshmen from classes 18A and
18B at Mekong Delta University. The participants, aged between 18 and 20 years,
predominantly come from rural areas and have Vietnamese as their first language. Despite
having received at least seven years of formal English instruction, their high school
education provided limited opportunities for speaking practice. As a result, many students
encounter substantial challenges in oral communication upon entering university, despite
their specialization in English. To investigate these difficulties, the participants are required
to complete questionnaires and participate in interviews that explore their experiences with
spoken English
4.3. Instruments
To comprehensively examine the factors affecting freshmen's spoken English
proficiency, this study utilizes a triadic methodology comprising questionnaires, semi-
structured interviews, and direct observations. The questionnaires serve to efficiently
collect background information and identify general speaking challenges. Semi-structured
interviews allow participants to provide detailed insights into specific obstacles, generating
rich qualitative data. Observations complement these methods by offering contextual
insights through the direct observation of speaking interactions, enabling the researcher to
capture how these challenges manifest in real-time communication. The triangulation of
these methods enhances the study's credibility and validity by corroborating findings across
23
multiple data sources.

4.3.1 Questionnaire
The questionnaire employed in this study is divided into two sections. Part A
comprises six questions designed to collect demographic and background information
related to the participants' English-speaking abilities. Respondents select the option that
best aligns with their experiences, with certain questions (e.g., questions 2 and 3) allowing
for specific responses, while question 6 permits multiple selections.
Part B aims to identify specific speaking difficulties encountered by students. This
section consists of 30 statements, each evaluated using a five-point Likert scale ranging
from "Strongly Disagree (1)" to "Strongly Agree (5)." Participants indicate their level of
agreement by circling the corresponding number on the provided answer sheet.
4.3.2 Interviews
To obtain a more comprehensive understanding and maintain the objectivity of the
research, semi-structured interviews were conducted with eight randomly selected first-
year English-major students from various classes at Tay Do University. The interviews
aimed to investigate the specific challenges these students face in spoken English.
4.3.1. Classroom Observations
To enhance the study with practical contextual data, the researcher will attend
approximately two English-speaking sessions involving the participants. During these
sessions, the researcher will systematically observe the students' interactions and document
any difficulties encountered in spoken English. This direct observation is expected to
improve the accuracy and validity of the research by providing empirical evidence that
complements the findings obtained from questionnaires and interviews.
4.4. Data Analysis
Upon completion of data collection, a two-fold analytical approach will be
implemented. Quantitative data derived from the questionnaires will be processed using
SPSS software, involving descriptive statistical analysis to summarize the data and
reliability testing to assess internal consistency. Meanwhile, qualitative data obtained from
interview transcripts and observational notes will be subjected to thematic analysis, aiming
to identify recurring patterns and extract meaningful insights.
4.5. Procedure
The research will be conducted over twelve weeks and is divided into four steps, as
24
shown in the following table:

25
Duration (Weeks) Activities in the Study Process

* Formulating the research topic

1-4 * Developing the research framework
* Submitting the research proposal for approval

2-4 * Finalizing the research framework

* Writing chapters 1, 2, and 3

3-5
* Data collection through questionnaires

6-8 * Data collection through interviews

9-10 * Data collection through observation

* Data analysis
11-12 * Writing chapters 4 and 5
* Writing the conclusion and recommendations

26
 CHAPTER 5: EXPECTED OUTCOMES

Among the four core English language skills, speaking is regarded as the most critical
for effective communication (Zaremba, 2006). Speaking is defined as the ability to
articulate thoughts and ideas in real-life contexts, encompassing the capacity to describe
situations and construct coherent sequences of ideas in a fluent manner (Boonkit, 2010).
This highlights the necessity for English as a Foreign Language (EFL) instructors to
prioritize the development of speaking skills and implement meaningful, interactive
activities to enhance this competency.
The present research underscores the significance of speaking skills in EFL contexts,
emphasizing their role in facilitating communication and outlining various strategies to
promote these skills in the classroom. However, mastering speaking remains a significant
challenge for non-native English learners. Without achieving proficiency in this productive
skill, learners face difficulties in effective communication. Therefore, it is imperative to
prioritize the development of speaking skills in EFL/ESL classrooms as an urgent
educational objective, equipping students to navigate future challenges with confidence.
Enhanced speaking proficiency not only improves communication but also fosters greater
self-assurance among learners.
5.1 Listening Comprehension
This study aims to elucidate the role of listening comprehension in enhancing speaking
proficiency and to raise awareness among EFL learners regarding the significance of
listening skills in language acquisition. The findings of the study emphasize that, for EFL
learners to improve their speaking abilities, consistent practice in listening to the target
language is essential. Exposure to authentic language used by native speakers is
particularly critical, as it provides learners with opportunities to internalize various
linguistic elements such as intonation, slang, accent, pitch, and volume, thereby fostering
the development of their oral production in a more natural and contextually appropriate
manner.
5.2 Grammatical accuracy
The students encountered significant challenges with grammar, as their limited
grammatical proficiency impeded their ability to accurately express their intended
meaning. Additionally, they struggled to integrate their grammatical knowledge into
27
spoken communication, which further hindered their ability to engage effectively with
others. This observation aligns with Anderson's (2005) findings, which emphasize that
"learners need to experience grammatical conventions in various contexts in order to
control and apply them accurately."
5.3 Vocabulary and Pronunciation
Initially, students identified vocabulary as the most challenging aspect of speaking.
Specifically, their limited vocabulary hindered their ability to interact with others,
communicate effectively, and articulate their thoughts. Moreover, they faced difficulties in
selecting context-appropriate words during conversations. This finding corroborates
Schmitt's (2000) assertion that "a limited vocabulary is a barrier that prevents students from
learning a language."
Another significant issue affecting students' speaking proficiency was improper
pronunciation, which often led to misunderstandings by listeners. Many students frequently
omitted final sounds or mispronounced words during speech. Additionally, several learners
struggled with controlling their intonation or, in some cases, spoke with a flat intonation.
These challenges align with Nation's (2009) observation that "when teachers and students
express concerns about speaking difficulties, they often refer to issues related to
pronunciation."
Pronunciation emerged as a critical obstacle in developing speaking skills. Students
expressed fear that incorrect pronunciation would lead to communication breakdowns,
causing listeners to misunderstand their messages. They also reported confusion with
connected speech, word linking, and final sounds, resulting in speech that lacked
naturalness and fluency. Furthermore, difficulties with intonation persisted, with some
students speaking in a monotone, which further impeded effective communication.
5.4 Psychological factors
Psychological factors also emerged as significant challenges in developing speaking
skills. Due to a lack of confidence, many students were unable to communicate clearly and
naturally in front of others. This finding aligns with Chen's (2010) assertion that "the
primary cause of students' lack of confidence is their low proficiency in speaking English."
Additionally, students often experienced embarrassment after making mistakes, leading to
reluctance to continue speaking. This psychological barrier was particularly pronounced
among students who perceived themselves as poor speakers, resulting in decreased

28
motivation and enthusiasm for learning English. Ur (1996) similarly emphasized that
psychological factors are among the most critical contributors to speaking difficulties.
Furthermore, the learning environment and limited opportunities for practice were
additional obstacles to improving speaking skills. The majority of students reported a lack
of a supportive environment for daily speaking practice, both within and outside the
classroom. They were accustomed to communicating in Vietnamese during English
classes, which further reduced their exposure to spoken English. Moreover, students found
it challenging to allocate time for practicing English with their peers and instructors. These
findings are consistent with Lave and Wenger's (1991) concept of a "community of
practice," which highlights the importance of social interaction and contextual learning in
skill development.
In summary, psychological factors, combined with an unsupportive learning
environment and limited practice opportunities, significantly hindered students' speaking
proficiency. Addressing these challenges can help EFL freshmen identify their weaknesses
and implement appropriate strategies to enhance their speaking skills. Based on the data,
targeted interventions can be designed to overcome these obstacles and foster more
effective language learning.
Limitations of the research
Despite the researchers' efforts to clarify the objectives of the study, several limitations
remain. One significant constraint is the limited sample size, which may not fully represent
the broader population. Additionally, there is a possibility that some participants responded
superficially or did not thoroughly read the questions, leading to results that may not be
entirely accurate. Nevertheless, considerable effort was made to ensure the validity and
reliability of the data collected from the questionnaires.

Given these limitations, it is recommended that future researchers build upon the
strengths of this study while addressing its weaknesses to achieve more comprehensive and
accurate results.

29
REFERENCES

1. Aftat, Mokhtar, (2008), Motivation and Genuine learning. [Online] Available:

http://www.englishteacher1.com/motivation.html (March 15, 2011)
2. Agyur, I. C. (2011). The role of communication skills in employability: A literature
review. International Journal of Business and Communication, 1(1), 8-14. (This citation
emphasizes the link between communication skills and career success)
3. Brown, H. D. (2004). Language assessment principles and classroom practice.
California: Longman.
4. Brown, H. D. (2008). Teaching by principles an interactive approach to language
pedagogy. California: Longman.
5. Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
(This is a general reference on research methods, including instruments like questionnaires
and interviews)
6. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed
methods approaches (4th ed.). Sage publications. (This is a classic reference on research
design methods)
7. Ellis, R. (2005). Planning and task performance in second language learning.
Applied Linguistics, 26(1), 1-26. (This citation discusses the potential imbalance between
grammar and communication in language learning)
8. Friedman, P. G. (1980) “Shyness and Reticence in Students.” Washington, D.C.:
National Education Association. Stock No,1675-0-00. ED 181 520. Retrieved May, 27,
2018.
9. Grayson, D. (2019). The challenges of teaching English for specific purposes in
Vietnam. International Journal of English Language Education, 5(2), 112-121. (This
citation focuses on the specific challenges faced by English majors in Vietnam)
10. Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986) “Foreign Language
Classroom Anxiety”, The Modern Language Journal, Vol. 70.
11. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom
anxiety. The Modern language journal.

30
 12. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research
paradigm whose time has come. Educational Researcher, 33(7), 14-26. (This article
explores the theoretical underpinnings of mixed methods research)
13. Khamkhien, A. (2010). Speaking difficulties encountered by Laotian EFL learners:
A case study. TEFLIN Journal, 21(2), 1-22. (This citation supports the claim that speaking
is a challenging skill for students)
14. Kumar, R. K. (2009). The importance of English language proficiency for
employability in the globalized world. International Journal of Business and Management,
4(2), 87-92. (This citation highlights the importance of English fluency for career
prospects)
15. Luoma, S. (2004). Assessing Speaking Skill. Cambridge: Cambridge University
press.
16. MacIntyre, P. D. (1995) “Hoe Does Anxiety Affect Foreign Language Learning: A
Reply to Sparks and Ganschow”, The Modern Language Journal, Vol. 79.
17. Macintyre, P. (2010). Why students are afraid to speak English: Teacher and
student perspectives. ELT Journal, 64(2), 182-190. (This citation explores the reasons
behind student anxieties related to speaking English)
18. McCroskey, J. C. (1977). Oral communication apprehension: A summary of recent
theory and research. Human Communication Research.
19. Nunan, D. (1999) “Second Language Teaching and Learning.” Boston: Heinle &
Heinle Publishers.
20. Nation, P. S. (2008). Learning vocabulary in language learning. TESOL Quarterly,
42(1), 137-162. (This article explores the role of vocabulary in language acquisition)
21. Oxford, R. L. (2011). Teaching and research in language learning (Vol. 4).
Routledge. (This resource explores the concept of learner autonomy and self-directed
learning)
22. Scheffelin, M. B. (1990). Discourse competence as a development phenomenon.
The development of language (pp. 361-386). Hillsdale, NJ: Erlbaum. (This explores the
link between background knowledge and language comprehension)

31
 23. Vanderplank, R. W. (2011). The importance of listening comprehension in second
language learning. The Language Learning Journal, 39(1), 111-126. (This study
emphasizes the importance of listening skills in communication)
24. Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety.
Journal of consulting and clinical psychology.
25. Williams, K. (1991). Anxiety and formal second/foreign language learning. RELC
journal, 22.

32
APPENDIX A
QUESTIONAIRE FOR STUDENTS
Dear friends,

Our group are students from the English Language Class 18 English at Tay Do University.
We are conducting research about “Speaking Difficulties Faced by English-Majored
Freshmen at a University in Mekong Delta”.
Firstly, I am glad you spend your precious time to help. Here are some questions
used to collect important information from you, so please take your time to complete the
questions below carefully because your answers are very important and helpful to the
lesson of my research. Once again, thank you very much for this help !
Before starting this questionnaire, please fill in the following blanks
Personal information
Student's full name: ...................................................................................
Gender: male or female
Age: …………
Part 1: Please read the following questions and circle the appropriate answers
for each question. Give the specific answer if needed.
1. Where are you from?
A. Urban area/ city
B. Rural area/ countryside
2. How long have you been studying English?
. ............. years
3. In your opinion, which are the most difficult skills?
A. Listening
B. Speaking
C. Reading
D. Writing
4. What do you think about Speaking skill?
A. Very interesting
B. interesting
C. Normal
33
 D. Boring
E. Very boring
5. In your opinion, what factors cause difficulties in speaking
A. Vocabulary
B. Grammar
C. Pronunciation
D. Listening comprehension
E. Fear of mistake
G. Shyness
H. Others...
Part 2: Please read the following statements and check () only one column for
each statement in the following table according to the 5-degree scale, namely
1. Strongly agree
2. Agree
3. Neutral
4. Disagree
5. Strongly disagree
Strongly Agree Neutral Disagree Strongly
Statements agree disagree
(1) (2) (3) (4) (5)
VOCABULARY
1. A limited vocabulary hinders my
ability to effectively articulate my
ideas.
2. I strive to comprehend every word
in spoken communication.

3. Insufficient vocabulary
proficiency creates significant
challenges in understanding spoken
language.
GRAMMAR
4. A lack of foundational grammar
knowledge poses challenges for my
listening comprehension and spoken
34
communication.

5. I frequently make grammatical

errors, including mistakes in tense
usage, sentence structure, and word
order.
6. My speaking performance is
adversely affected by grammatical
errors, resulting in poor evaluations.
PRONUNCIATION
7. Pronunciation significantly
influences the effectiveness of
speaking skills.
8. I encounter challenges in
recognizing and understanding my
ommunication partner's
pronunciation.
9. Variations in accents within
pronunciation create difficulties for
students in achieving
comprehension.
OTHERS
10. Listening comprehension is
recognized as a critical factor in
effective communication and
speaking.
11. During speaking, the fear of
making mistakes and being
ridiculed by others creates
apprehension.
12. Shyness is perceived as a barrier
that restricts the development of
speaking skills.

35
13. Anxiety arises when required to
speak in class or in public settings.

14. Panic is experienced when

speaking spontaneously without prior
preparation.
Thanks for your help !

36
APPENDIX B
STUDENTS’ INTERVIEW QUESTION
Dear friends

Our group are students from the English Language Class 18 English at Tay Do
University. We are conducting a research on the topic “Speaking Difficulties Faced by
English-Majored Freshmen at a University in Mekong Delta”.
First, I'm so glad you took your valuable time to help. These are some of the
questions that are used to gather important information from you, so please take your time
to complete the questions below carefully as your answers are very important and useful.
useful for our research. Again, I thank you very much for this help!
Before starting this interview, please fill in the following blanks.
Personal information:
Student's full name: ...........................................................................
Gender: male or female
Age: …………
1. What do you think about the roles of speaking in learning English?
………………………………………………………………………………………
.………………………………………………………………………………………….…
………………………………………………………………………………………………
………………………………………………………………………………
2. What difficulties do you often face with speaking to English? (vocabulary,
pronunciation, grammar, listening comprehension, fear of mistake, etc. )
……………………………………………………………………………………….
………………………………………………………………………………………….…
………………………………………………………………………………………………
………………………………………………………………………………
3. How would you rate your speaking ability?
……………………………………………………………………………………….
………………………………………………………………………………………….…
………………………………………………………………………………………………
………………………………………………………………………………
37
4. In your opinion, what should I do to overcome the difficulties in speaking?

38
 ……………………………………………………………………………………….
………………………………………………………………………………………….…
………………………………………………………………………………………………
………………………………………………………………………………
Thanks for your helps!

39