Speaking problems and causal factors perceived by the eleventh graders at Tay Ninh High School

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

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SPEAKING PROBLEMS AND CAUSAL FACTORS

PERCEIVED BY THE ELEVENTH GRADERS

AT TAY NINH HIGH SCHOOL

A thesis submitted in partial fulfillment of the requirements for the degree of

Master of Arts (TESOL)

Submitted by THAN THANH LONG

Supervisor: PHAM VU PHI HO, Assoc. Prof. Dr.

Ho Chi Minh City, 2019

TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự do – Hạnh phúc

KHOA ĐÀO TẠO SAU ĐẠI HỌC

GIẤY XÁC NHẬN

Tôi tên là: Thân Thành Long

Ngày sinh: 07-01-1991 Nơi sinh: Tây Ninh

Chuyên ngành: LL & PPGD Tiếng Anh Mã học viên: 1581401110020

Tôi đồng ý cung cấp toàn văn thông tin luận án/ luận văn tốt nghiệp hợp lệ về bản quyền

cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh. Thư viện trường đại học Mở

Thành phố Hồ Chí Minh sẽ kết nối toàn văn thông tin luận án/ luận văn tốt nghiệp vào hệ

thống thông tin khoa học của Sở Khoa học và Công nghệ Thành phố Hồ Chí Minh.

Ký tên

(Ghi rõ họ và tên)

…………………………………

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Gi6ng vi6n hudng d6n: l'GS. 'tS. PHAM VU pHl HO

Hsc vi0n thrrc hiOn: fffAN THANII LONG L,6p: MTESOL015A

Ngdy sinh: 07101/1991 Ncri sinh: T6y Ninh

TOn t10 tdi:

SPEAKING PIIOBLEMS AND CAUSAI, F-ACTORS I'TTRCEIVED BY THE ELEVBNTH

GRADERS AT TAY NINI{ HIGH SCHOOL

Y ti6n cria gi6o viOn hu6ng d6n vd viQc cho ph6p hoc vi6n THAN THANH LONG

clugc b6o vQ lupn v[n trudc HQi d6ng:

Thdnh pnA ni Chi Minh, ngdy'lQthdng 03 ndm 2019

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i

STATEMENT OF AUTHORSHIP

I certify that this thesis entitled “Speaking Problems and Causal Factors Perceived by

the Eleventh Graders at Tay Ninh High School” is my own work.

Except where reference is made in the text of the thesis, this thesis 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 2019

THAN THANH LONG

ii

RETENTION AND USE OF THE THESIS

I hereby state that I, THAN THANH LONG, being a candidate for the degree of Master

of Arts (TESOL), accept the requirements of the University relating to the retention and

use of Master’s Theses deposited in the Library.

In terms of these conditions, I agree that the original of my Master’s Thesis

deposited in the Library should be accessible for the purposes of study and research, in

accordance with the normal conditions established by the Librarian for the care, loan, and

reproduction for theses.

Ho Chi Minh City, 2019

THAN THANH LONG

iii

ACKNOWLEDGEMENTS

This Master of Art in TESOL thesis is the result of a fruitful collaboration of all the

people whom have kindly contributed with an enormous commitment and enthusiasm in

my research. Without the help of those who supported me at all times and in all possible

ways, it would not have been feasible for me to complete my M.A. thesis.

I am deeply indebted to my supervisor, Assoc. Prof. Dr. Pham Vu Phi Ho, from Ba Ria –

Vung Tau University, whose compassion, encouragement and guidance throughout the

research have helped in the completion of this thesis. I have truly learned from the

excellence of his skills and from her wide experience in research; no words are adequate

to describe the extent of my gratitude.

I would like to express my particular gratitude to my beloved husband and children for

their unconditional love, understanding, encouragement, financial and spiritual support

over time and distance.

I owe a great debt of gratitude to the eleventh-grade students at Tay Ninh High School

who contributed data to this thesis.

iv

ABSTRACT

The teaching and learning of vocabulary at the high school context has recently received

much attention to by teachers and learners. Nevertheless, many high school students still

encounter with some troubles in their speaking performance. Purposely, this study was

carried out to scrutinize the eleventh-grade students’ self-perceptions of their speaking

problems and potential causal factors.

Conceptually, to achieve the purpose above, the study reviewed relevant literature,

including speaking problem types, causal factor sources, previous studies and research

gaps, which formulated basic foundations for this study.

Methodologically, the study was conducted at Tay Ninh high school with the

participation of 280 eleventh-grade students. Mixed-methods research was employed in

this study, i.e., both quantitative and qualitative data were collected from questionnaires

and semi-structured interviews. As for data analysis, descriptive statistics (e.g., mean,

standard deviation, and frequencies/percentages) and inferential statistics (e.g. Pearson

coefficients, Beta values) were used to analyze quantitative data, whereas qualitative data

were analyzed through content analysis.

The findings of the study revealed that a greater part of the eleventh graders at Tay Ninh

high school frequently experienced these problems, violating speaking qualities of

accuracy, fluency and appropriateness; alongside, many students also encountered with

some typical problems such as inhibition, nothing to say, low participation, and mother￾tongue use. These speaking problems derived from two main causal factor domains,

including internal and external factors.

Eventually, some implications were for students, teachers and further research in

developing the teaching and learning quality of English speaking skills at high school

context.

v

TABLE OF CONTENT

Page

STATEMENT OF AUTHORSHIP i

RETENTION AND USE OF THE THESIS ii

ACKNOWLEDGEMENTS iii

ABSTRACT iv

TABLE OF CONTENT v

LIST OF TABLES ix

LIST OF FIGURES, CHARTS xi

CHAPTER 1: INTRODUCTION 1

1.1. Rationale to the Study 1

1.2. Problem Statement 2

1.3. Research Aims 4

1.4. Research Questions 5

1.5. Significance of the Study 5

1.6. Structure of the Study 5

CHAPTER 2: LITERATURE REVIEW 7

2.1. Background of Speaking Skill 7

2.1.1. Definition of Speaking Skill 7

2.1.2. Types of Classroom Speaking Performance 8

2.1.3. Components of Communicative Competence 8

2.2. Speaking Problems 10

2.2.1. Linguistic Problems 10

2.2.1.1. Accuracy 10

2.2.1.2. Fluency 12

2.1.2.3. Appropriateness 12

2.2.2. Non-linguistic Problems 12

2.2.2.1. Inhibition 13

2.2.2.2. Nothing to Say 13

2.2.2.3. Low Participation 13

vi

2.2.2.4. Mother Tongue Use 13

2.3. Factors Leading to Speaking Problems 14

2.3.1. Internal Factors 14

2.3.1.1. Students’ Language Input 14

2.3.1.2. Students’ Topical Knowledge 15

2.3.1.3. Students’ Psychological States 15

2.3.2. External Factors 17

2.3.2.1. Performance Conditions 17

2.3.2.2. Curriculum 18

2.3.2.3. Materials 18

2.3.2.4. Classroom Environment 19

2.3.2.5. Teaching Methods 19

2.3.2.6. Teacher Roles 20

2.4. Previous Studies 20

2.5. Research Gaps 25

2.6. Conceptual Framework 27

2.7. Chapter Summary 28

CHAPTER 3: RESEARCH METHODOLOGY 29

3.1. Research Setting 29

3.1.1. General Traits 29

3.1.2. Curricular 30

3.1.3. Materials 30

3.1.4. The Speaking Section in English 11 31

3.2. Research Participants 31

3.2.1. Sampling Technique 32

3.2.2. Description 32

3.2.2.1. Demographic Information of Piloted Participants 32

3.2.2.2. Demographic Information of Main Participants 33

3.3. Overall Approach 34

3.4. Research Instruments 37

3.4.1. Questionnaire 38

vii

3.4.1.1. Rationale for the Questionnaire 38

3.4.1.2. Description of the Questionnaire 38

3.4.2. Semi-structured Interview 40

3.4.2.1. Rationale for the Semi-structured Interview 40

3.4.2.2. Description of the Semi-structured Interview 40

3.5. Pilot Study 42

3.5.1. Rationale for Pilot Study 42

3.5.2. Pilot Results of the Questionnaire 42

3.5.3. Pilot Results of the Semi-structured Interview 44

3.6. Collection Procedure 45

3.6.1. Phase 1: Collecting Quantitative Data 45

3.5.2. Phase 2: Collecting Qualitative Data 46

3.7. Analytical Framework 47

3.7.1. Quantitative Analysis for the Questionnaire 47

3.7.2. Qualitative Analysis for the Semi-Structured Interview 48

3.8. Validity and Reliability 48

3.8.1. Reliability 49

3.8.2. Construct Validity 49

3.8.3. Content Validity 50

3.8.4. Face Validity 50

3.9. Ethnics 51

3.10. Triangulation 52

3.11. Chapter Summary 52

CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF FINDINGS 53

4.1. Research Question 1 53

4.1.1. Data Analysis 53

4.1.2. Discussion of Research Question 1 72

4.2. Research Question 2 77

4.2.1. Data Analysis 77

4.2.2. Discussion of Research Question 1 96

4.3. Chapter Summary 101

viii

CHAPTER 5: CONCLUSIONS, LIMITATIONS AND IMPLICATIONS 102

5.1. Conclusions 102

5.1.1. Key Findings of Research Question 1 102

5.1.2. Key Findings of Research Question 2 103

5.2. Judgement of the Methodology 103

5.2.1. Strengths 104

5.2.2. Limitations 104

5.3. Implications 105

5.3.1. For Students 105

5.3.2. For Teachers 107

5.3.3. For Administrators 108

5.4. Recommendations for Further Study 109

55.5. Chapter Summary 109

REFERENCES 110

APPENDICES 118

APPENDIX A.1: STUDENT QUESTIONNAIRE (ENGLISH VERSION) 119

APPENDIX A.2: STUDENT QUESTIONNAIRE (VIETNAMESE VERSION) 122

APPENDIX B.1: INTERVIEW PROTOCOL (ENGLISH VERSION) 125

APPENDIX B.2: INTERVIEW PROTOCOL (VIETNAMESE VERSION) 126

APPENDIX C: CONSENT FORM FOR THE LEADER OF THE ENGLISH

DEVISION (VIETNAMESE VERSION)

127

APPENDIX D: A SAMPLED TRANSCRIPT (VIETNAMESE VERSION) 128

ix

LIST OF TABLES

Page

Table 2.1: Conceptual Framework of the Study 28

Table 3.1: Description of the Speaking Section in English 11 31

Table 3.2: The Relationship between Research Questions and Research Instruments 37

Table 3.3: Description of the Questionnaire 39

Table 3.4: Description of the Semi-structured Interview 41

Table 3.5: Reliability of the Questionnaire 43

Table 3.6: Overall Evaluation of the Piloted Questionnaire 43

Table 3.7: The Sequence of Questionnaire Distribution and Collection 44

Table 4.1: Linguistic Problems Faced by the Eleventh-Grade Students 53

Table 4.2: Causal Factors on Linguistic Problems as Perceived by the Eleventh-Grade

Students

58

Table 4.2a: Correlation Coefficients (Accuracy Problems) 60

Table 4.2b: Summary Results of Regression Analysis (Accuracy Problems) 61

Table 4.2c: Correlation Coefficients (Fluency Problems) 64

Table 4.2d: Summary Results of Regression Analysis (Fluency Problems) 65

Table 4.2e: Correlation Coefficients (Appropriateness Problems) 66

Table 4.2f: Summary Results of Regression Analysis (Appropriateness Problems) 67

Table 4.3a: The Interview Results of Accuracy Problems (Grammar) 68

Table 4.3b: The Interview Results of Accuracy Problems (Vocabulary) 69

Table 4.3c: The Interview Results of Accuracy Problems (Pronunciation) 70

Table 4.3d: The Interview Results of Fluency Problems 71

Table 4.3e: The Interview Results of Appropriateness Problems 72

Table 4.4: Non-Linguistic Problems Faced by the Eleventh-Grade Students 77

Table 4.5: Causal Factors on Non-Linguistic Problems as Perceived by the Eleventh￾Grade Students

80

Table 4.5a: Correlation Coefficients (Inhibition Problems) 83

Table 4.5b: Summary Results of Regression Analysis (Inhibition Problems) 84

Table 4.5c: Correlation Coefficients (Nothing to Say Problems) 86

x

Table 4.5d: Summary Results of Regression Analysis (Nothing to Say Problems) 86

Table 4.5e: Correlation Coefficients (Nothing to Say Problems) 87

Table 4.5f: Summary Results of Regression Analysis (Nothing to Say Problems) 87

Table 4.5g: Correlation Coefficients (Low Participation Problems) 90

Table 4.5h: Summary Results of Regression Analysis (Low Participation Problems) 90

Table 4.5i: Correlation Coefficients (Use of Mother Tongue Problems) 92

Table 4.5j: Summary Results of Regression Analysis (Use of Mother Tongue Problems) 92

Table 4.6a: The Interview Results of Inhibition Problem 93

Table 4.6b: The Interview Results of Nothing to Say Problem 94

Table 4.6c: The Interview Results of Low Participation Problem 95

Table 4.6d: The Interview Results of Use of Mother Tongue Problem 96

xi

LIST OF FIGURES, CHARTS

Page

Figure 3.1: The Research Procedure 36

Chart 3.1: Profile of the Pilot Sample 33

Chart 3.2: Profile of the Main Sample 33

1

CHAPTER 1

INTRODUCTION

1.1. Rationale to the Study

The prominent aim of English language pedagogy these days is to facilitate

language learners to communicate in English effectively and confidently (Davies &

Pearse, 2000). The common question that arises from anybody who wants to know one’s

ability in foreign language is whether he/she can speak English or not (Heriansyah,

2012). In line with this, Nunan (1991) states that for most people, mastering speaking

skill is the single most important aspect of learning a second or foreign language, and the

ability to make a conversation in English is deemed to be successful.

In principle, speaking is an interactive process of constructing meaning that

involves producing and receiving and processing information (Brown, 1994) through

using verbal and non-verbal symbols in different contexts (Nunan, 1995). More broadly,

speaking is a kind of bridge for learners between classroom and the world outside

(Hadfield, 1999). It is vehicle for development of social solidarity, of social ranking, of

professional advancement and business. To elaborate, the ability to speak effectively

supports how far our interaction going and how well relationship can be achieved

(Efrizal, 2012). Thus, in language education, speaking skill is an important part of

curriculum (Luoma, 2004). Hence, building up communicative competence is the basic

purpose of language teaching and learning. In general, speaking is of great significance in

our life because without speaking we cannot know what the other talk and speaking also

is the way that we use to interaction with the other people (Nunan, 1995). Nevertheless,

as a matter of fact, most of the language learners frequently confront several speaking

problems which devalue their speaking performance. By the same token, there exist

several causal factors from different angles entailing the students’ speaking problems.

Thus, an investigation of speaking problems and causal factors is of great significance,

which contributes to the amelioration of language teaching and learning.