Investigating English major students' beliefs in speaking skill development and their practices of using learning strategies

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STATEMENT OF AUTHORSHIP

I certify that the thesis entitled “Investigating English major students’ beliefs in

speaking skill development and their practices of using learning strategies” is my own

work.

Except where reference is made in the text of the thesis, this thesis does not contain

material published elsewhere or extracted in whole or in part from a thesis by which

I have qualified for or been awarded another degree or diploma.

No other person’s work has been used without due acknowledgement in the main text

of the thesis.

This thesis has not been submitted for the award of any degree or diploma in any

other tertiary institution.

Ho Chi Minh City, September 2016

Nguyen Thi Kim Loan

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ACKNOWLEDGEMENTS

I would like to express my deepest gratitude to the persons who have helped

me for the completion of this thesis.

First and foremost, I wish to express my deepest gratitude to my supervisor,

Dr. Nguyen Thu Huong for his expert guidance, full support, understanding and

encouragement throughout my research. Without his patience and timely advice, my

thesis work could not have been done.

Secondly, huge thanks go to my classmates who have been so helpful and

patient to me. They are always willing to support me with any questions and are so

generous in sharing with me all priceless documents.

Finally, my special thanks go to my family members who have supported me

with everything so that I could concentrate on this research. I would not have been

able to complete this thesis without their continuous encouragement and

unconditional support.

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ABSTRACT

Speaking is always considered the most major area in the foreign language

research. It is also regarded as the most difficult skill among other language skills to

Vietnamese students. In Khanh Hoa University, speaking skill has been one of the

significant subjects focused on training for English major students. However, many

students are still not confident in using English to communicate in real life.

Researchers have found out factors affecting the teaching and learning of English

speaking skill, in which students’ beliefs and their practices of using learning

strategies are factors aimed to investigate in this study. The study was conducted on

170 English major students. The questionnaire covers two main parts: students’

beliefs and learning strategies; in which the content of beliefs covers aspects of

speaking such as linguistic knowledge, communication strategies, extralinguistic

knowledge, regular practice and language aptitude; learning strategies explored here

include memory strategies, cognitive strategies, metacognitive strategies and social

strategies.

The results show that the participants regard most aspects important for

successful speaking skill development. Meanwhile, language aptitude is not

considered important by this group of students. In terms of learning strategies, the

results show that memory and cognitive strategies are used more than the other two,

metacognitive and social strategies. The study also indicates that some beliefs that

students hold relate to their practice of using learning strategies. However, there are

still some inconsistency between their beliefs and learning strategies. In general, the

beliefs that they hold in developing speaking skill are not erroneous but the strategies

which are helpful for their speaking learning are not utilized appropriately.

At the end of the study, practical recommendations to the administrators of the

Department of Foreign Language, teachers and students are given. Hopefully these

suggestions can help students to achieve better results in their speaking ability.

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TABLE OF CONTENTS

Chapter 1: INTRODUCTION ...............................................................................1

1.1 Background of the study....................................................................................1

1.2 Statement of the problem...................................................................................2

1.3 Aims of the study...............................................................................................3

1.4 Research questions.............................................................................................3

1.5 Hypothesis .........................................................................................................4

1.6 Significance of the study ...................................................................................4

1.7 Organization of the study...................................................................................4

Chapter 2: LITERATURE REVIEW ....................................................................6

2.1 Speaking skill.....................................................................................................6

2.1.1 Definition of speaking skill .........................................................................6

2.1.2 Aspects of speaking.....................................................................................7

2.1.2.1 Linguistic knowledge............................................................................8

2.1.2.1.1 Vocabulary......................................................................................8

2.1.2.1.2 Grammar.........................................................................................9

2.1.2.1.3 Pronunciation..................................................................................9

2.1.2.1.4 Pragmatics ....................................................................................10

2.1.2.1.5 Genre and discourse knowledge ...................................................10

2.1.2.2 Communication strategies...................................................................11

2.1.2.3 Extra-linguistic knowledge .................................................................12

2.1.2.4 Regular practice ..................................................................................13

2.1.2.5 Language aptitude...............................................................................13

2.2 Learners’ beliefs ..............................................................................................14

2.2.1 Definition of learners’ beliefs....................................................................14

2.2.2 The importance of learners’ beliefs in language learning.........................15

2.3 Language learning strategies ...........................................................................16

2.3.1 Definition of language learning strategies ................................................16

2.3.2 Classification of language learning strategies...........................................17

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2.3.3. The importance of language learning strategies in language learning.....18

2.4 The relationship between learners’ beliefs and language learning strategies..18

2.5 Previous studies on students’ beliefs and on the relationship between students’

beliefs and their learning strategy use ...................................................................19

2.5.1 Previous studies on students’ beliefs about language learning .................19

2.5.2 Previous studies on students’ beliefs about speaking skill development..24

2.5.3 Previous studies on the relationship between students’ beliefs and their

learning strategy use...........................................................................................26

2.6 Implications for the present study....................................................................34

2.7 The research model..........................................................................................35

2.8 Summary of chapter 2......................................................................................37

Chapter 3: METHODOLOGY ............................................................................38

3.1 Research design ...............................................................................................38

3.2 Setting of the research .....................................................................................39

3.3 Participants.......................................................................................................39

3.4 Data collection instruments .............................................................................41

3.4.1 Interview (pilot study)...............................................................................41

3.4.2 Questionnaire.............................................................................................41

3.5 Procedure to collect data..................................................................................44

3.6 Data analysis procedure...................................................................................46

3.7 Chapter summary.............................................................................................46

Chapter 4: DATA ANALYSIS AND DISCUSSION ..........................................48

4.1 Data analysis....................................................................................................48

4.1.1 Research question 1: What are students’ beliefs about speaking skill

development?......................................................................................................48

4.1.1.1 Students’ beliefs about the role of vocabulary in speaking skill

development....................................................................................................50

4.1.1.2 Students’ beliefs about the role of grammar in speaking skill

development....................................................................................................51

4.1.1.3 Students’ beliefs about the role of pronunciation in speaking skill

development....................................................................................................52

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4.1.1.4 Students’ beliefs about the role of pragmatics in speaking skill

development....................................................................................................53

4.1.1.5 Students’ beliefs about the role of genre and discourse in speaking

skill development ............................................................................................54

4.1.1.6 Students’ beliefs about the role of communication strategies in

speaking skill development.............................................................................55

4.1.1.7 Students’ beliefs about the role of extra-linguistic knowledge in

speaking skill development.............................................................................56

4.1.1.8 Students’ beliefs about the role of regular practice in speaking skill

development....................................................................................................57

4.1.1.9 Students’ beliefs about the role of language aptitude in speaking skill

development....................................................................................................58

4.1.2 Research question 2: What are students’ practices of using learning

strategies in developing speaking skill? .............................................................59

4.1.2.1 Students’ practices of using memory strategies..................................61

4.1.2.2 Students’ practices of using cognitive strategies................................62

4.1.2.3 Students’ practices of using metacognitive strategies ........................64

4.1.2.4 Students’ practices of using social strategies......................................66

4.1.3 Research question 3: Is there a positive correlation between students’

beliefs and their practices? .................................................................................67

4.2 Discussion of the findings ...............................................................................70

4.2.1 Research question 1: What are students’ beliefs about speaking skill

development?......................................................................................................70

4.2.1.1 Students’ beliefs about the role of vocabulary in speaking skill

development....................................................................................................70

4.2.1.2 Students’ beliefs about the role of grammar in speaking skill

development....................................................................................................71

4.2.1.3 Students’ beliefs about the role of pronunciation in speaking skill

development....................................................................................................71

4.2.1.4 Students’ beliefs about the role of pragmatics in speaking skill

development....................................................................................................72

4.2.1.5 Students’ beliefs about the role of genre and discourse in speaking

skill development ............................................................................................73

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4.2.1.6 Students’ beliefs about the role of communication strategies in

speaking skill development.............................................................................73

4.2.1.7 Students’ beliefs about the role of extra-linguistic knowledge in

speaking skill development.............................................................................74

4.2.1.8 Students’ beliefs about the role of regular practice in speaking skill

development....................................................................................................75

4.2.1.9 Students’ beliefs about the role of language aptitude in speaking skill

development....................................................................................................75

4.2.2 Research question 2: What are students’ practices of using learning

strategies in developing speaking skill? .............................................................76

4.2.3 Research question 3: Is there a positive correlation between students’

beliefs and their practices? .................................................................................77

4.3 Summary of chapter4.......................................................................................78

Chapter 5: CONCLUSION AND RECOMMENDATIONS ................................80

5.1 Summary of results..........................................................................................80

5.1.1 What are students’ beliefs about speaking skill development?.................80

5.1.2 What are students’ practices of using learning strategies in developing

speaking skill? Is there a positive correlation between students’ beliefs and their

practices? ............................................................................................................80

5.2 Recommendations............................................................................................81

5.2.1 Recommendation for the Department of Foreign Language.....................81

5.2.2 Recommendations for teachers .................................................................81

5.2.3 Recommendations for students .................................................................82

5.3 Limitations and suggestions for further studies...............................................83

REFERENCES..........................................................................................................85

APPENDIXES ..........................................................................................................90

Appendix A............................................................................................................90

Appendix B............................................................................................................93

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LIST OF FIGURES AND TABLES

Figure 1: Oxford’s (1990) taxonomy of learning strategies .....................................18

Table 2.1: Summary of previous studies on learners’ beliefs about language learning

and speaking skill development ................................................................................30

Table 2.2: Summary of previous studies on the correlation between learners’ beliefs

and strategy use .........................................................................................................33

Table 3.1: Demographic information of participants................................................40

Table 3.2: Distribution of items in the questionnaire................................................44

Table 3.3: Cronbach’s Alpha statistics .....................................................................46

Table 4.1: Description of students’ beliefs about aspects for developing speaking

skill............................................................................................................................49

Table 4.2: Students’ beliefs about aspects for developing speaking skill by mean

score ..........................................................................................................................49

Table 4.3: Students’ beliefs about the role of vocabulary.........................................51

Table 4.4: Students’ beliefs about the role of grammar............................................52

Table 4.5: Students’ beliefs about the role of pronunciation ....................................53

Table 4.6: Students’ beliefs about the role of pragmatics.........................................54

Table 4.7: Students’ beliefs about the role of genre and discourse ..........................55

Table 4.8: Students’ beliefs about the role of communication strategies.................56

Table 4.9: Students’ beliefs about the role of background knowledge.....................57

Table 4.10: Students’ beliefs about the role of regular practice ...............................58

Table 4.11: Students’ beliefs on the role of language aptitude.................................59

Table 4.12: Description of students’ practices of using learning strategies .............60

Table 4.13: Students’ practice of using learning strategies ......................................60

Table 4.14: Students’ practice of using memory strategies......................................61

Table 4.15: Students’ practice of using cognitive strategies.....................................63

Table 4.16: Students’ practices of using metacognitive strategies ...........................65

Table 4.17: Students’ practices of using social strategies.........................................66

Table 4.18: Correlations between students’ beliefs and learning strategies.............68

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Chapter 1: INTRODUCTION

This chapter presents an introduction to the current study. Firstly, it briefly

introduces the history of language teaching and learning to give readers a general

background. Next, it describes the situation at Khanh Hoa University where the study

was conducted. Finally, the significance of the study and its organization are also

stated.

1.1 Background of the study

In the era of globalization as nowadays, English is considered an essential tool

in international communication and has been officially used in domains such as

government, the law courts, the media and educational system, etc. (Crystal, 2003).

This explains why the teaching and learning of English language has been paid great

deal of efforts than ever. In Vietnam, English has been taught in schools since the

Open-Door Policy in 1986 and has become a compulsory subject taught in formal

schools from primary to university level. Teaching and learning of English language

focus on ‘renovating thoroughly the tasks of teaching and learning foreign language

within national education system’, as the project entitled ‘Teaching and Learning

Foreign Language in national education system, period 2008-2020’states.

Accordingly, the goal of teaching English is to help students become successful

communicators, in which speaking skill seems to be the most essential skill since it

is considered a fundamental tool in international communication (Shabani, 2013).

However, the ability of oral communication seems to be the most challenging to both

instructors and students although innovation policies in teaching and learning have

been made. Indeed, most students do not feel confident in using English to

communicate in real life situations. It is believed that the problems relating to

speaking skill students face are caused by various factors, in which the students’

perceptions or beliefs have certain effects. Due to the incomprehensive perceptions