DOI 10.15520/sslej.v6i06.2806 http://sslej.in/index.

php/sslej Research Article

ISSN: 2456-2408 Social Science learning Education Journal

Factors Influence Learners’ English Speaking Skill at a Vietnamese

University and Suggestions for Improvement
Hanh Do Thi
Faculty of Foreign Languages, Hanoi University of Industry, Vietnam
Abstract: - Speaking is one of the most important skills to be developed and enhanced as a means of effective
communication in second language learning context. Speaking skill is regarded one of the most difficult
aspects of language learning. Many language learners find it difficult to express themselves in spoken
language. They are generally facing problems to use the foreign language to express their thoughts effectively.
They stop talking because they face psychological obstacles or cannot find the suitable words and expressions.
This paper focuses on the factors affecting on language learners’ English speaking skill at Hanoi University
of Industry (HaUI) and suggestions for improvement. This paper which traces out the body of research
concerning the term speaking, the importance of speaking, characteristics of speaking performance, speaking
problems of students at HaUI, factors affecting their speaking performance and suggestions for improvement
can be useful to teachers to consider their language learners’ speaking needs in English language teaching
and learning context.
Keywords: - speaking, importance, characteristics, problems, factors, suggestions.
I. Introduction
While reading and listening are considered to be the The definitions of speaking and the importance of
two receptive skills in language learning, writing and speaking. Then, characteristics of speaking
speaking are the two productive skills necessary to performance is reviewed. Speaking problems of
be integrated in the development of effective students at HaUI and factors affecting their speaking
communication. Of all the four macro English skills, performance will be discussed. Finally, suggestions
speaking seems to be the most important skill for improvement are discussed. Findings of this
required for communication (Zaremba, 2006). paper will be beneficial to EFL learners to improve
Learning speaking skill is the most important aspect their English language speaking ability.
of learning a second or foreign language and success
II. Literature review
is measured based on the ability to perform a
conversation in the language (Nunan, 1995). 1. Definition of speaking
Language learners sometimes evaluate their success There are a lot of definitions of “speaking” that have
in language learning based on how well they have been suggested by the researchers in language
improved in their spoken language ability. learning.
Through observation, it is known that many students In Webster New World Dictionary, speaking is to say
said that speaking is the most difficult skill to master. words orally, to communicate as by talking, to make
It requires not only knowledge, in terms of mastering a request, and to make a speech (Nunan, 1995).
vocabulary and grammar, but also a desire and According to Chaney (1998), speaking is the process
confidence in speaking English because it has to be of making and sharing meaning by using verbal and
practiced not only learnt. Many learners state that non-verbal symbols in different contexts.
they have spent so many years studying English
Brown (1994) and Burns and Joyce (1997) defined
language but cannot speak it appropriately and
speaking as an interactive process of making
understandably. The aim of this paper is to discuss
meaning that includes producing, receiving, and

Vol-06, Issue-06, 2021 Page no. 455-465 Page 455

 Hanh Do Thi / Factors Influence Learners’ English Speaking Skill at a Vietnamese University and
Suggestions for Improvement
processing information. Bygate (1987) believed that their education. Moreover, English is the language of
speaking is the production of auditory signals to getting opportunities for employment and getting
produce different verbal responses in listeners. It is success to achieve the desired goals in life.
regarded as combining sounds systematically to form Efrizal (2012) expressed that speaking is of great
meaningful sentences. Lewis and Hill (1993) stated significance for the people interaction where they
that speaking is a process that covers many things in speak everywhere and every day. Speaking is the
addition to the pronunciation of individual sounds. way of communicating ideas and messages orally. If
While Thorn bury (2005) said that speaking is an teachers want to encourage students to communicate
interactive and requires the ability to cooperate in the in English, they should use the language in real
management of speaking turn, Clark and Clark communication and ask them to do the same process.
(1997) stated that in speaking, a speaker expresses According to Ur (2000), of all the four language
his thought and feeling in words, phrases, and skills called listening, speaking, reading, and writing,
sentences following a certain structure which speaking is the most important one that is very
regulates the meaningful units and meaning of necessary for the effective communication. The
sentences. significance of speaking is indicated with the
It can be concluded that speaking is an oral integration of the other language skills. Speaking
expression of an interactive process of constructing helps learners develop their vocabulary and grammar
meaning which involves phonological and skills and then better their writing skill. Students can
grammatical system and requires the ability to express their emotions and ideas; say stories; make
cooperate in the management of speaking turn in requests; talk, discuss and show the various functions
order to give information and ideas. of language. Speaking is of vital importance outside
the classroom. Therefore, language speakers have
2. The Importance of speaking
more opportunities to find jobs in different
Humans are programmed to speak before they learn organizations and companies. These statements have
to read and write. Speaking is the most important been supported by Baker and Westrup (2003) who
skill because it is one of the abilities that is needed to said that learners who speak English very well can
perform a conversation. Among the four key have greater chance for better education, finding
language skills, speaking is deemed to be the most good jobs and getting promotion.
important skill in learning a foreign or second
According to Bueno, Madrid and Mclaren (2006),
language. English speaking is not an easy task
speaking is one of the most difficult skills language
because speakers should know many significant
learners have to face. Speaking is considered the
components like pronunciation, grammar,
most important of the four language skills of English.
vocabulary, fluency, and comprehension. Learners
Even the learners learn the language for so many
should have enough English speaking ability in order
years; they find it difficult to speak in real time
to communicate easily and effectively with other
situations when it is demanded. Therefore, the
people.
English language learners of EFL face many
Speaking is the skill that the students will be judged problems in speaking in English. Since speaking
upon most in real life situations. The modern world skills play a dominant role in communication, people
demands for the requirement of communication try to learn these skills in order to communicate well
skills for the learners and the English teachers have with the entire community all around the world.
to teach the EFLs the needed skills so that they will Moreover, speaking skills are also useful for learners
improve their abilities in speaking and perform well when they have to settle down well in their
in real-life situations. More emphasis is now laid on professions. In the modern world, it has become quite
developing the speaking skills of the learners to common to prove the candidates’ talents at the time
pursue their studies successfully once they finish of their job interviews and many of the selections are

Vol-06, Issue-06, 2021 Page no. 455-465 Page 456

 Hanh Do Thi / Factors Influence Learners’ English Speaking Skill at a Vietnamese University and
Suggestions for Improvement
based on the performance of the interview. Besides, to time in order to let the interlocutors catch what
the professionals have to give oral presentations as they said. However, a frequent pausing is an
they have to promote the products of their companies indication that the speaker has problem of speaking.
or give training to the other colleagues. Therefore, In such cases, Thorn bury suggested what is called
speaking skills play a vital role as everything “tricks” or production strategies, i.e. the ability to fill
depends on the way how people communicate their the pauses. The most common pause fillers are "uh”
messages with others. and "um”, vagueness expressions such as “I mean".
Another device for filling the pauses is the reputation
When students learn English, speaking is significant
of one word when there is a pause.
to support their ability to apply the language.
Speaking skill has been very important to the success According to Hughes (2002), fluency is the learners’
of human beings. The significance of speaking skill ability to speak in understandable way in order not to
is observed in the daily activities of humans. break down communication because listeners may
Speaking is an interactive activity and it occurs under lose their interest. Hedge (2000) expressed that
the real time constraints. That is, humans can use fluency is the ability to answer coherently by
words and phrases fluently without very much connecting the words and phrases, pronouncing the
conscious thinking. Speaking skill enables sounds clearly, and using stress and intonation.
individuals to produce sentences for the real Richards (2001) pointed out that fluency is the use of
communication, in other words they actually like to naturally occurring language when a speaker
communicate in language to get specific objectives engages and maintains in meaningful
(McDonough & Shaw, 1993). communication. This communication would be
3. Characteristics of speaking performance comprehensible and ongoing in spite of limitations in
one’s communicative competence.
According to Mazouzi (2013), learners’ activities
should be designed based on an equivalence between Harmer (2015) mentioned that fluency refers to
fluency and accuracy achievement. Both fluency and focusing on the content of speech to communicate as
accuracy are important elements of communicative effectively as possible. Furthermore, Baily (2003)
approach. These criteria are also based upon in the defined fluency as using language quickly and
assessment of the oral skills. confidently, with limited hesitations, unnatural
pauses, etc.
3.1. Fluency
The first characteristic of speaking performance is 3.2. Accuracy
fluency and it is the main aim of teachers in teaching Nowadays most foreign language teachers
speaking skill. The ability to express oneself in an emphasized the term of accuracy in their teaching
intelligible, reasonable and accurate way without too because learners seek more to be fluent and they
much hesitation; otherwise the communication will forget about being accurate. Without structuring
break down because listeners will lose their interest. accurate speech, speakers will not be understood and
To achieve this goal, the teachers should train their interlocutors will lose interest if they perform
learners to use their personal language freely to incorrect utterances each time. Therefore, teachers
express their own ideas and then avoid imitations of should emphasize accuracy in their teaching process.
a model of some kind. Learners should pay enough attention to the
exactness and the completeness of language form
Many of foreign language speakers think of fluency
when speaking such as focusing on grammatical
as the ability to speak fast, that is why they start
speaking rapidly without pauses. Thorn bury (2005) structures, vocabulary, and pronunciation (Mazouzi,
2013).
argued that speed is an important factor in fluency
and pausing too, because speakers need to take According to Thorn bury (2005), learners’ correct
breath. Native speakers also need to pause from time use of grammatical structures requires the length and

Vol-06, Issue-06, 2021 Page no. 455-465 Page 457

 Hanh Do Thi / Factors Influence Learners’ English Speaking Skill at a Vietnamese University and
Suggestions for Improvement
complexity of the utterances and the well-structured they affect each other. Accuracy brings fluency and
clauses. To gain accuracy in terms of vocabulary fluency brings further accuracy.
means to select suitable words in the suitable
III. Problems and suggestions for improvement
contexts. Learners sometimes apply similar words or
expressions in various contexts which do not mean 1. Speaking problems
similar things, so learners should be able to use There are some problems that students at HaUI
words and expressions correctly. encounter when performing their speaking. These are
Thorn bury (2005) declared that pronunciation is the anxiety and lack of confidence, limited knowledge of
lowest level of knowledge learners typically pay English, lack of exposure to language, low
attention to it. In order to speak English language participation, lack of motivation, and mother-tongue
accurately, learners should master phonological rules use.
and they should be aware of the various sounds and 1.1. Anxiety and lack of confidence
their pronunciations. Learners should also know the
Students’ anxiety and nervousness affect their
stress, intonation, and pitch. All of these elements
progress in speaking the target language. Goh and
help learners speak the English language easily and
Burns (2012) noted that anxiety has a negative effect
effectively.
on learning process and learners who suffer from
Eskey (1983) claimed “Fluency in a language is no language anxiety feel that speaking another language
guarantee of formal accuracy.” A realistic concern is is a stressful experience. This makes learners at HaUI
that focusing on fluency may cause the significant avoid or withdraw from active oral interactions. They
effect on accuracy. According to Eskey (1983), also worry about how listeners evaluate and view
“rewarding a learner’s fluency may, in some cases, them. For this reason, they cannot take risk and put
actually impede his or her achievement of accuracy.” themselves in uncomfortable or embarrassing
For example, in order to get meaning across, situations.
language learners find the words, but they either
Krashen (1982) argued that learners with high
pronounce them wrongly or put them together
motivation, self-confidence, a good self-image, and
inappropriately. Such problem happens due to the
a low level of anxiety are better equipped for success
fact that they can speak English continually but
in second language acquisition. On the contrary,
express themselves poorly. Thus, although accuracy
students’ lack of self-confidence can obstruct them
is not enough by itself, it is still considered as
from making progress in speaking. Harmer (2007)
necessary in language learning.
noted that students are often reluctant to speak
Although learners can still communicate the message because they are shy to express themselves in front
to make sense without correct form, it cannot be of others, particularly when they are being asked to
denied that in order to use the language, learners still give personal information or opinions. Moreover,
need to be able to convert linguistic forms into the they worry of losing face if they do not speak well in
ability to actually use them. Although prediction in front of their friends. Krashen (1982) suggested that
communicative context may benefit successful language teachers can help students gain self-
communication, fluency is not enough. Without confidence by providing them proper language for
accuracy, misunderstanding may occur because of social situations, good chances to practice the
misspelling, poor pronunciation and grammatical language and an attractive classroom environment.
structures. It is therefore clear that as language Moreover, teachers can lower students’ anxiety by
teachers, both fluency and accuracy must be equally motivating students, creating an ease environment
concerned in teaching students to use a language. and particularly accepting a variety of answers
In conclusion, it should not be forgotten that (Juhana, 2012).
accuracy and fluency are not contradictory because

Vol-06, Issue-06, 2021 Page no. 455-465 Page 458

 Hanh Do Thi / Factors Influence Learners’ English Speaking Skill at a Vietnamese University and
Suggestions for Improvement
1.2. Limited knowledge of English However, in countries where English is spoken as a
foreign language like Vietnam, students find it
To speak fluently, learners should have adequate
difficult to develop their ability to speak because they
knowledge of English through which they can
do not communicate in English in and outside school.
enhance their proficiency. The students’ knowledge
In fact, lack of exposure to English in daily life
of how sounds are produced as well as how words
interactions is considered one of the language
are put in meaningful sentences is very essential
barriers which limit Vietnamese students’ ability to
(Canale & Swain, 1980). Learners should know to
achieve a high level of English fluency and
pronounce sounds correctly to avoid common
competence.
problems that are usually transferred from their first
language. Also, they have to be aware of features of 1.4. Low participation
speech such as stress, intonation and rhythm. In In a class with a large number of students (usually
addition, learners should develop their own from 30 to 35 students), each student will have very
vocabulary size which helps them in their oral little time for talking because just one student talks
interactions. Goh and Burns (2012) pointed out that at a time and the other students try to hear him/her.
learners’ lack of words can prevent them from In the speaking class, some learners dominate the
expressing themselves accurately. They also added whole class while others talk very little or never
that learners need to know the grammar of English in speak.
order to be understood. To sum up, students should
put a great deal of effort to enhance their 1.5. Lack of motivation
phonological, lexical and grammatical knowledge of In second language learning, motivation is a key
English. Likewise, teachers should use some helpful factor which increases proficiency. It is known by
techniques to heighten their students’ awareness of two important elements: learners’ demand for
these language components. communication and their attitudes towards the
While learning to speak English, students at HaUI foreign language (Lightbown & Spada, 2006). If
make many errors due to the linguistic differences learners need to speak a foreign language in social or
between English and Vietnamese. Teachers should professional situations, for example, then they will
encourage their students to listen regularly to appreciate the value and importance of speaking a
authentic English in order to speak correctly. foreign language and will therefore be highly
motivated to speak. Students at HaUI do not have to
1.3. Lack of exposure to language speak English in social and professional situations,
The environment plays an influential role in so their motivation to speak is quite low.
developing a learner’s language. Once a learner Motivation is of all time an “inner energy” that
receives a lot of exposure to a second language and makes a very good preparation for learners to
communicates with the people in the surrounding communicate (Juhana, 2012). To keep learners
area, his acquisition of the target language is active and responsive in speaking class, it is urgent
expected to be highly possible. In fact, the social to build their motivation. The lack of motivation
context is important because it forms a number of usually results from the failure of teachers to inspire
learning factors such as second language learner’s students, to make an effective use of teaching
motivation, goals and proficiency (Beebe, 1985 & materials and to create an overall stimulating
Kumaravadivelu, 2006). In his study, Wong- learning environment (Nunan, 1999). To keep
Fillmore (1989) concluded that social setting creates learners motivated, it is suggested that teachers
and shapes good chances for a second language provide “constant encouragement and support”
learner because it develops his learning potential. In (Aftat, 2008 cited in Juhana, 2012) and promote
this way, learners who have plenty of opportunity to students’ awareness of the importance of English and
speak can achieve great fluency in speaking because thus enhance their interest in learning the language.
they practice on a daily basis.
Vol-06, Issue-06, 2021 Page no. 455-465 Page 459
 Hanh Do Thi / Factors Influence Learners’ English Speaking Skill at a Vietnamese University and
Suggestions for Improvement
1.6. Mother-tongue use 2.2. Cognitive factors
Because almost learners at HaUI share the same According to Level (1989), the speaking processes
mother-tongue, they often use it in the speaking include conceptualization, formation, and
class. According to Harmer (1991), there are some articulation. Conceptualization refers to what
reasons why learners use mother-tongue in their information can be chosen to express the meaning.
speaking classes. The first reason is that when Formulation refers to the ability of the speaker to
teachers ask their learners to talk about a topic that decide what proper words to use in appropriate
they do not have enough knowledge, they will try to grammatical structures. Articulation requires the
use their language. The second reason is that the speaker to articulate the speech with his articulatory
application of mother-tongue is very natural for organs. Since all the three processes happen at
learners to use. If teachers do not urge their learners concurrently, it is contingent that learners make
to talk in English, learners will automatically use mistakes, especially in face-to-face communication.
their first language to explain something to their Hughes (2002) argued that their speaking is filled
classmates. The final reason refers to the fact that if with hesitation, false-starts, grammatical
teachers regularly use their learners’ mother inaccuracies, and as well as limited vocabulary.
language, their learners will feel comfortable to do so Besides, it is not easy to concentrate on everything
in their speaking class. simultaneously, so putting too much emphasis on
2. Factors affecting speaking skill accuracy may cause the lack of fluency, and too
much stress on fluency may lead to the lack of
To help students overcome their difficulties in
accuracy (Skehan & Foster, 1999).
learning speaking skill, the author identifies some
factors that influence their speaking performance. 2.3. Linguistic factors
Learners’ speaking performance are influenced by The appropriate use of language forms is important
factors like affective factors, cognitive factors, for learner’s oral proficiency (Saunders & O’Brien,
linguistic factors, listening skill and feedback during 2006). Linguistic factors include several features like
speaking tasks.
pronunciation, grammar and vocabulary. It is
2.1. Affective factors believed that pronunciation plays a vital role in
intelligibility (Goh, 2007). In addition, grammar acts
Oxford (1990) said that one of the important factors
as an essential role in learning the structure of
in learning a language is the affective side of
English, but the implementation of correct use of
students. According to Krashen (1982), a lot of
grammar in one’s speech is more important than
affective variables have been connected to second
learning the accurate use of grammar. Vocabulary is
language acquisition, and motivation, self-
essential for EFL learners since it is the building
confidence and anxiety were the three main types
block of every language. Therefore, it is necessary
that have been investigated by many researchers.
for HaUI students to keep a lot of vocabulary in their
Most of learners at HaUI are stressed out in class, long-term memory.
especially when they are called on to
speak in class without any preparation because they 2.4. Listening skill
worry about being wrong or stupid. Therefore, they Doff (1998) said that learners cannot improve their
need to be encouraged to speak bravely so as to speaking ability unless they develop listening ability.
promote their speaking competence gradually since Learners should comprehend what is uttered to them
motivation is believed to be the most significant in order to have a successful dialogue. Shumin
factor that teachers can target in order to facilitate (1997) represented that when students talk, the other
learning. students answer through the listening process.
Speakers have the role of both listeners and speakers.
It can be concluded that students are not able to reply

Vol-06, Issue-06, 2021 Page no. 455-465 Page 460

 Hanh Do Thi / Factors Influence Learners’ English Speaking Skill at a Vietnamese University and
Suggestions for Improvement
if they cannot comprehend what is told. That is to students deem speaking part of their everyday doings
say, speaking is very closely related to listening. and feel less shy.
2.5. Feedback during speaking tasks 3.2. Interesting and familiar topics
A lot of learners expect their teachers to give them Teachers should sometimes give students different
the necessary feedback on their speaking topics and allow them to choose their favorite ones.
performance. According to Harmer (1991), the After the allotted time for pair discussions, students
decisions that instructors adopt towards their will work in a bigger group, practicing ask and
learners’ performance depend on the stages of the answer questions to and from other groups. Teachers
lesson, the tasks and the kinds of mistakes they make. can ask students to select some of the topics they like
Harmer (1991) also continued that if instructors to talk about from the following list: animals, body
directly correct their students’ problems, the flow of and health, classroom items and rules, clothes,
the dialogue and the aim of the speaking task will be colors, daily activities, dreams, hobbies, holidays,
spoiled. Baker and Westrup (2003) supported the house and home, family and relationship, food,
above statement and said that if learners are always transportation, work and jobs, pets, sports, travel,
corrected, they will be demotivated and afraid of festivals, etc. The tasks for students vary, from
talking. It has been suggested that teachers should recovery dialogues, role plays to monologues or
always correct their learners’ mistakes positively and debates on a certain statement relating to the
give them more support and persuasion while suggested topics.
speaking.
3.3. Varied activities
3. Suggestions for speaking improvement Based on each class’s ability, teachers should try to
In this paper, the author would like to suggest some modify a guided speaking activity and turn it into a
key points for teachers to motivate learners to speak communicative task. Here are a few activities for a
in class. They are summarized from my experience speaking task:
and observations of what works in a speaking class.
3.3.1. Role-play
Suggestions for speaking improvement would be
focused on five areas: good language environment, Role-plays are the best activities to introduce in the
interesting and familiar topics, varied activities, English classrooms to improve the learners’
different techniques and effective feedback. speaking skills in English during the second stage.
The teachers form the learners into pairs and give
3.1. Good language environment them different topics to perform in the classroom.
A good language environment is a relaxed learning The teachers give some minutes for preparation and
atmosphere in which learners are exposed to speak later they can ask the learners to accomplish the task.
English as much as possible, yet without fears of The teachers have to motivate and inspire the
making mistakes and negative valuation. To make learners while they are getting ready for the task.
speaking classes less of an intimidating experience With proper motivation and constant
for learners, it is extremely needed to make speaking encouragement, the learners try to perform the given
a routine for learners. Teachers should speak English task well and try to speak grammatical sentences.
most of the time and only resort to L1 after efforts to The English classrooms will be the best platforms for
elicit all failed; establish simple routines that make the EFLs to improve their speaking skills through
students to speak English in class (greetings, ask role-plays as the learners play the roles related to
similar things every day before class, i.e. how you are their daily life situations that take place in
today? how was your weekend? what did you see on contemporary society. This activity can help students
TV yesterday?) and let students have five minute’s to overcome their shyness, fears and anxiety.
free talk in pairs at the beginning of the class. All
3.3.2. Story-telling
these tips build an encouraging atmosphere in which

Vol-06, Issue-06, 2021 Page no. 455-465 Page 461

 Hanh Do Thi / Factors Influence Learners’ English Speaking Skill at a Vietnamese University and
Suggestions for Improvement
Through this activity, the teachers create situations vocabulary and phrases. Moreover, music helps the
and ask the EFLs to continue the story. Then the learners learn to pronounce English rhythm in a more
EFLs think logically and supply sentences that are natural way. Just by imitating the singer
relevant to the situation. As the learners have their unconsciously, the learners can learn to pronounce
own choice in giving responses and selecting the phrases the way the native speakers do. Furthermore,
grammatical structures, they try to produce as many movies also seem to be a much better option for the
sentences as possible to complete the story. EFLs to learn speaking skills in English. By
Moreover, there is no hard and fast rule to eliminate watching movies, the learners get the opportunity to
any points of the children since these stories are learn listening, pronunciation, vocabulary, idioms
purely imaginative, not realistic ones. This activity and slang. Since songs and movies develop the
encourages all the EFLs to contribute at least one speaking skills of the learners, the EFL teachers
sentence to finish the story successfully. Therefore, should introduce this activity in their classrooms in
it is the duty of the teachers to encourage their order to improve the EFLs' speaking skills.
learners to produce as many sentences as possible so
3.3.5. Pair work or group work
that the learners' oral communication skills, as well
as their power of imagination, will be immensely Activities such as pair or group work also enhance
developed in a pleasant and enjoyable atmosphere. the learners’ speaking skills enormously since the
learners get an opportunity to share their thoughts
3.3.3. Games and ideas in a congenial atmosphere. The English
Generally, most of the learners are interested in teachers have to think of the needs and interests of
playing games in the classrooms and it is quite the learners while selecting topics for these activities.
common that they ask for more and more games as When learners work in pairs or groups, they work
they make them happy. When the learners practice independently and try to speak more and produce
these games in a fun environment, it is sure that they many sentences. This will certainly be helpful for the
really improve their speaking skills enormously. The EFLs to boost up their confidence levels and inspire
teachers should introduce fun games like guessing them to practice these speaking skills whenever and
the item that is held in their wrists. In this connection, wherever they get the opportunity to speak.
the teachers hold something in their wrists and keep Therefore, the teachers should provide more
the item as a secret one and the learners have to go opportunities for learners to participate actively in
on guessing it. Indeed, such types of activities pairs or groups to enhance their speaking skills.
certainly improve EFLs' speaking skills. As the
3.3.6. Interview
learners have to just guess the unseen object and they
have their own choice and freedom to express their The significant advantage of interviews is their
opinions, they come out with more options and flexibility. They can be long or short and useful for
produce innumerable sentences in a learner-friendly learners from beginning level to advanced level; with
environment. Therefore, the teachers should high aptitude and low aptitude learners. They can be
introduce such activities in their regular classrooms considered as additional oral activities or subsequent
in order to involve the EFLs more and improve their writing task.
speaking skills. 3.3.7. "Speaking about yourselves"
3.3.4. Music and movies Teachers can introduce some activities such as
Another activity to improve the speaking skills of the "speaking about yourselves" by giving their own
EFLs is to make them listen to music in English and examples to the classroom. Thus, with the motivation
sing along. Music is considered one of the best tools they get from their teachers, the learners go on
for learning intonation and pronunciation. When the speaking about themselves since everything they
song is easy to understand, then listening to and speak is a fact that has been already stored in their
singing songs also help the learners remember the memory. Then the teachers may extend this activity

Vol-06, Issue-06, 2021 Page no. 455-465 Page 462

 Hanh Do Thi / Factors Influence Learners’ English Speaking Skill at a Vietnamese University and
Suggestions for Improvement
by asking the learners to say something about their things out without fears of criticisms. Teachers
parents, best books or best friends. Hence, these should ask students to focus on fluency over
activities certainly give a chance for the learners to accuracy in speaking class. Explain to them that
acquire speaking skills in a pleasant way. The focusing too much on grammar will impede their
teachers can also introduce brainstorming technique fluency and create unnecessary fears of making
in their classrooms as it encourages the EFLs to mistakes. To mitigate students’ fear of mistakes,
produce more sentences and also try to think of teachers should accept more than one answers and
themselves for getting new ideas about the topic create activities that promote students to diversify
given to them. In this technique, the leaners have their expressions, make them try best with the
complete freedom to express any point that is related available language to get the tasks done.
to the topic. As there is no hard and fast rule in In terms of giving feedback, teachers should do as
expressing their ideas, automatically the learners will follows: avoid correcting students as they are talking;
be motivated a lot and try to produce as many ideas make the necessary corrections after they finish;
as possible. Therefore, the EFL teachers should
during the speaking time, teachers should walk
implement this brainstorming technique in their around the pairs/ groups, take notes of what the class
classrooms in order to involve the EFLs more in the has done and give students praise for the good
activities and to develop their speaking skills language use and corrections for mistakes. For on
unconsciously. the-spot feedback, teachers should avoid negative
4. Different techniques comments like no, you’re wrong, incorrect, etc. For
good answers, teachers should give compliments
Teachers should introduce a variety of techniques in
such as well-done, very good, excellent, great, etc.
their classrooms by selecting simple and useful
For answers that need further work on, teachers
material that creates more interest and attentiveness
might say: thank you but …, good try, yes but it is
among the EFLs towards learning speaking skills.
more correct to say… For delayed feedback, start
Teachers should draw their interest into the topic,
with a positive comment of the overall completion of
provide them with useful language to communicate
the task. Then write common mistakes (around ten)
and make the language sink in their mind. In order to
on the board without saying who made them to avoid
do so, teachers should conduct the scaffolding steps
as follows: personalize the story to draw attention; embarrassment. Give students some minutes to
correct the sentences themselves. As they read their
double check by asking questions to make sure
correct versions, teachers correct the sentences on the
students understand and make them better memorize
board. By doing this, the students can recall their
the details/vocabulary/expressions; give written
mistakes and better memorize the things they have
record of the useful words and phrases students will
learned.
need to tell the story themselves; ask for a
reproduction of the story by asking a few students III. Conclusion
(whose language competence is better) to retell a This paper reviews the factors affect students’
story; give preparation time for students to think English speaking performance and gives some
about and note down the words and phrases they will
suggestions for improvement. The mentioned factors
need for the speaking task; monitor the class as they in this paper have an important role in developing
are speaking, note down both good uses of language learners’ speaking skill. They make learners less self-
and mistakes, be available for support at any time confident and less comfortable in their speaking
students need. classes. The paper indicated that learners with higher
5. Effective feedback anxiety, limited knowledge of English, low
motivation and confidence have serious difficulties
In order to make students feel safe and motivated to
in speaking skill. The paper also showed that
speak, teachers should make the classroom an
students who have lower anxiety, higher motivation
encouraging place where students feel free to try
Vol-06, Issue-06, 2021 Page no. 455-465 Page 463
 Hanh Do Thi / Factors Influence Learners’ English Speaking Skill at a Vietnamese University and
Suggestions for Improvement
and confidence can speak easily and effectively. 10. Doff, A. (1998). Teach English: A Training
Based on the review of the literature, some Course for Teacher. Cambridge University
suggestions for teachers are given as follows: Press.
understand students’ interests and feelings, improve 11. Efrizal, D. (2012). Improving Students’
their self-confidence, and choose the best teaching Speaking through Communicative Language
method to keep them involved in the speaking Teaching Method at Mts Jaalhaq, Sentot Ali
activity; build a friendly relationship with students, Basa Islamic Boarding School of Bengkulu,
make them have a feeling of great enthusiasm and Indonesia. International Journal of Humanities
eagerness to speak English; remind learners not to and Social Science.
worry about making mistakes, and give them enough 12. Eskey, D. (1983). Meanwhile back in the real
guidance; give learners more opportunities to speak world…: Accuracy and fluency in second
English through using some speaking tasks that help language teaching. TESOL quarterly.
them to speak and urge them to take part in speaking 13. Goh, C. & Burns, A. (2012). Teaching
activities; know when and how to correct learners’ speaking: A holistic Approach. New York:
mistakes so that they are not afraid of making Cambridge University Press.
mistakes. 14. Goh, C. C. M. (2007). Teaching speaking in the
language classroom. Singapore: SEAMEO
References
Regional Language Centre.
1. Bailey, K. M. (2003). Speaking. In D. Nunan 15. Harmer, J. (2015). The practice of English
(Ed.), Practical English language teaching. language teaching (5th Ed.). Harlow, UK:
New York, NY: McGraw-Hill Contemporary. Pearson Longman.
2. Baker, J., & Westrup, H. (2003). Essential 16. Hedge, T. (2000). Teaching and Learning in the
Speaking Skills: A Handbook for English Language Classroom. Oxford: Oxford
Language Teachers. London: Continuum. University Press.
3. Brown, H. D. (1994). Teaching by Principles- 17. Hughes, R. (2002). Teaching and Researching
An Interactive Approach to Language Speaking. New York: Pearson Education.
Pedagogy. Prentice Hall Regents. 18. Juhana, (2012), Psychological Factors that
4. Burns, A., & Joyce, H. (1997). Focus on Hinder Students from Speaking in English
Speaking. Sydney: National Center for English Class (A case study in a senior high school in
Language Teaching and Research. South Tangerang, Banten, Indonesia), Journal
5. Bueno, A., Madrid, D., & McLaren, N. (2006). of Education and Practice, Vol.3, No.12.
TEFL in Secondary Education. Granada: 19. Krashen, S. D. (1982). Principles and Practice
Editorial Universidad de Granada. in Second Language Acquisition. New York:
6. Bygate, M. (1987). Speaking. Oxford: Oxford Pergamon Press.
University Press. 20. Levelt, W. J. M. (1989). Speaking: Form
7. Canale, M., & Swain, M. (1980). Theoretical intention to articulation. Cambridge: MIT
bases of communicative approaches to second Press.
language teaching and testing. Applied 21. Lewis, M & Hill, J. (1993). English Language
Linguistics. Teaching. London: Heineman.
http://dx.doi.org/10.1093/applin/1.1.1 22. Lightbown and Spada. (2006). How Languages
8. Chaney, A. (1998). Teaching Oral are learned. Oxford: Oxford University Press.
Communication in Grades K-8. USA. A 23. Mazouzi, S. (2013). Analysis of Some Factors
Viacom Company. Affecting Learners’ Oral Performance. A Case
9. Clark, H. & Clark, V. E. (1997). Psychology Study: 3rd Year Pupils of Menaa’s Middle
and Language. Hartcourt: Hartcourt Bracec Schools. M. A. Dissertation, Department of
Jovanich, Inc. Foreign Languages, English Division, Faculty

Vol-06, Issue-06, 2021 Page no. 455-465 Page 464

 Hanh Do Thi / Factors Influence Learners’ English Speaking Skill at a Vietnamese University and
Suggestions for Improvement
of Letters and Languages, Mohamed Khider 35. Zaremba, A. J. (2006). Speaking professionally.
University of Biskra, People’s Democratic Canada: Thompson South-Western activities.
Republic of Algeria.
24. McDonough, J., & Shaw, C. (1993). Materials
and Method in ELT; A Teacher’s Guide. UK:
Blackwell Publishing Ltd.
25. Nunan, D. (1995). Language Teaching
Methodology: A Textbook for Teachers. NY:
Phoenix Ltd.
26. Nunan, D. (1999). Second Language Teaching
& Learning. USA. Heinle & Heinle Publisher.
27. Oxford, R. L. (1990). Language Learning
Strategies: What Every Teacher Should Know.
New York: Newbury House Publishers.
28. Richards, J. C., & Rodgers, T. S. (2001).
Approaches and Methods in Language
Teaching. Cambridge: Cambridge University
Press.
29. Saunders, W. M., & O’Biren, G. (2006). Oral
language. In F. Genesee, K. Lindholm-Leary,
W. M. Saunders, & D. Christian (Eds.),
Educating English language learners: A
synthesis of research evidence. Cambridge:
Cambridge University Press.
30. Shumin, K. (1997). Factors to consider:
Developing adult EFL students' speaking
abilities. English Teaching Forum. Retrieved
from
http://eca.state.gov/forum/vols/vol35/no3/p8.ht
m.
31. Skehan, P., & Foster, P. (1999). The influence
of task structure and processing conditions on
narrative retellings. Language Learning.
http://dx.doi.org/10.1111/1467-9922.00071.
32. Thorn bury, S. (2005). How to Teach Speaking.
Harmer, J. (Ed). London: Longman
33. Ur, P. (2000). A Course in Language Teaching:
Practice and Theory. Cambridge: Cambridge
University Press.
34. Wong-Fillmore, L. (1989). Language learning
in Social Context: The view from research in
second language learning. In R. Dietrich & C.
F. Graumann (Eds.), Language processing in
social context (Volume 54, pp. 277-302).
Amsterdam: Elsevier.

Vol-06, Issue-06, 2021 Page no. 455-465 Page 465