scholarly journals Factors Influencing English-majored Freshmen’s Speaking Performance at Ho Chi Minh City University of Food Industry

2021 ◽  
Vol 3 (6) ◽  
pp. 107-112
Author(s):  
Khanh Cong Ly
Keyword(s):  
Quantitative Data ◽  
Food Industry ◽  
English Language ◽  
Ho Chi Minh City ◽  
Internal Factors ◽  
Factors Influencing ◽  
English Speaking ◽  
Speaking Performance ◽  
Negative Factors ◽  
Topical Knowledge

It has been commonly recognized that many Vietnamese students encounter difficulties in communicating and speaking the English language. This study aims to explore the problems influencing university students’ performance in learning English speaking skills. The author carried out this research by surveying 178 English-majored freshmen at Ho Chi Minh City University of Food Industry. The findings from the analyzed quantitative data revealed that the respondents’ difficulties mainly came from internal factors. The internal factors were categorized into five main aspects: overuse of L1, weak listening and pronunciation, lack of topical knowledge and ideas, shyness and nervousness, and fear of mistakes and criticism. Some other external factors having less impact on the students’ speaking performance involved practicing time, the content of the topics, IELTS-oriented speaking tests, and lecturers’ support. This study was expected to help students overcome their internal problems and suggest some recommendations to minimize the undesirable effects of negative factors.

scholarly journals Students’ Personal Initiative towards their Speaking Performance

2017 ◽  
Vol 10 (8) ◽  
pp. 21 ◽  
Author(s):  
Nihta V. F. Liando ◽  
Raesita Lumettu
Keyword(s):  
English Language ◽  
Literature Study ◽  
Study Program ◽  
Personal Initiative ◽  
North Sulawesi ◽  
Language And Literature ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Performance ◽  
Academic Year

This research aims at finding out students’ personal initiative towards their achievement in speaking English. This research was conducted in an English department at a university in North Sulawesi Indonesia. The data were obtained from the sixth semester students in English Language and Literature study program of academic year 2015/2016 consisting of 21 students. In obtaining the data about students’ personal initiative, a questionnaire was distributed, and for the speaking performance, the data were obtained from students’ scores in Public Speaking subject. To find out the relation between these two variables, Pearson’s Product Moment Correlation Coefficient formula was used. The result of this research shows that there is a correlation between students’ personal initiative towards their speaking performance with the value of  = (0.52) categorized as a moderate correlation. Based on the findings, it can be concluded that personal initiative of students was important to be considered as one of several determination factors for students’ achievement in English speaking skill. It is suggested that students encourage themselves for taking initiative to speak, and for the teacher to give the students correction and suggestion to help them develop themselves.

scholarly journals ENHANCING LIBYAN STUDENTS’ ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES

2019 ◽  
Vol 77 (1) ◽  
pp. 110-125
Author(s):  
Eman Abdussalam Owen ◽  
Abu Bakar Razali ◽  
Arshad Abd Samad ◽  
Nooreen Noordin
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Game ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Language Games ◽  
Information Gap ◽  
Post Test ◽  
English Speaking ◽  
Speaking Performance

The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students’ English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students’ English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups’ in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students’ English speaking performance. Keywords: Communicative Language Teaching (CLT), English as a foreign language (EFL); information gap and language games activities; quasi-experiment speaking performance.

scholarly journals EFL LEARNERS’ ATTITUDES TOWARDS THE IMPROVEMENT OF THEIR ENGLISH SPEAKING PERFORMANCE

LITERA ◽  
2014 ◽  
Vol 12 (2) ◽  
Author(s):  
Siti Mahripah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Self Assessment ◽  
Efl Learners ◽  
Positive Attitudes ◽  
English Speaking ◽  
Speaking Performance ◽  
The Difference ◽  
Students Attitudes

This study aims to describe EFL learners’ attitudes towards the improvement of their English speaking performance. The data were collected through a questionnaire distributed to 131 students of Department of English Language Education. The results of the dataanalysis show that all respondents show positive attitudes towards the improvement of their English speaking performance. Although female students have more positive attitudes than male students, the difference is not significant. The results also show that students’ attitudes towards their speaking performance change in accordance with their learning time. Their self-assessment of their speaking performance has a significant correlation with their attitudes. Their positive attitudes towards the improvement of their English speaking performance serve as a foundation to the success of the English language learning. Therefore, learners should pay attention to and maintain attitudes to improve their speaking performance.

scholarly journals KEY FACTORS INFLUENCING LEARNERS’ ORAL FLUENCY IN ENGLISH SPEAKING CLASSES: A CASE AT A PUBLIC UNIVERSITY IN VIET NAM

2020 ◽  
Vol 36 (6) ◽  
pp. 93
Author(s):  
Dinh Thi Bich Ngoc ◽  
Tran Thi Dung
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Survey Questionnaire ◽  
Structured Interviews ◽  
Oral Fluency ◽  
Factors Affecting ◽  
Affective Factors ◽  
Factors Influencing ◽  
English Speaking

In the field of English language learning, speaking is regarded as one of the most important skills to be developed and enhanced continually as means of effective communication. In most English classes at universities, many students find it difficult to express themselves in spoken English. So this research aims to investigate prominent factors affecting fluency of second-year students in speaking skill. The study uses mixed research methods with two data collection instruments namely survey questionnaire and semi-structured interview. The participants joining the survey questionnaire include 98 English non-majored students who were taking the English speaking course in their second semester at a university. The semi-structured interviews were conducted with 15 teachers and 15 students. The findings reveal that the group of affective factors is the prominent one, and then followed by automation, error correction and performance factors influencing their oral fluency. Therefore, some useful recommendations focusing on interactive strategies to minimize learners’ difficulties in oral fluency as well as develop their fluency in English speaking performance in this study could be taken into account for EFL teachers in English speaking classes.

scholarly journals THE RELATIONSHIPS BETWEEN STUDENTS’ SELF-CONFIDENCE AND THEIR ENGLISH-SPEAKING PERFORMANCE: A CASE STUDY OF ENGLISH-MAJORED STUDENTS AT A PRIVATE UNIVERSITY IN VIETNAM

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Anh Tuan Pham ◽  
Hieu Trung Hong ◽  
Tien Thuy Chau ◽  
Nhi Vo Anh Le ◽  
Phuc Thuy Thy Tran ◽  
...  
Keyword(s):  
English Language ◽  
Sampling Technique ◽  
Private University ◽  
Structured Interviews ◽  
Learning Methods ◽  
Self Confidence ◽  
Significant Relationships ◽  
English Speaking ◽  
Speaking Performance

<p>This research aimed to discover the relationships between students' self-confidence and their English-speaking performance. In our research, self-confidence was divided into three components which are affective confidence, behavioral confidence, and cognitive confidence. In addition, speaking performance included eight components which are vocabulary, grammar, pronunciation, fluency, coherence, comprehension, task, and content. A sample of 150 English-majored students at a university in Vietnam was surveyed in this study by using a convenience sampling technique, and then conducting semi-structured interviews to seek for qualitative information from 10 participants out of 150. The result from our study showed that there are significant relationships between the two variables. The more confident the students are, the more accomplished they would be in the presenting procedure since they have superior cognition and understand how to modify their learning methods to build a comprehensive individual in learning English language. We expect that these findings can help students adjust their learning methods to improve their self-confidence as well as English speaking performance and by that way, universities can add more speaking-related subjects so that students can have more opportunities to speak and learn more speaking skills.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

Motivation and some factors affecting motivation of Clinical nursers working in Traditional medicine institute of Ho Chi Minh City in 2019

2020 ◽  
Vol 04 (02) ◽  
pp. 123-132
Author(s):  
Tuan Ngoc Vo ◽  
◽  
Trong Hieu Nguyen ◽  
Duy Tien Nguyen ◽  
Duc Nguyen
Keyword(s):  
Traditional Medicine ◽  
Working Environment ◽  
Ho Chi Minh City ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Pay Systems ◽  
Clinical Nursing ◽  
Factors Influencing ◽  
Negative Factors ◽  
The Relationship

Objectives: This study has two objectives as the follows: to describe the motivations of Clinical Nursing and determine factors influencing motivation of Clinical Nursers inTraditional Medicine Institute of Ho Chi Minh City in 2019. Methods: This is a cross-sectional descriptive study, combining quantitative and qualitative method. Quantitative data was conducted via self- administered questionnaire among 86 Clinical Nursers. Qualitative data was collected from 10 in-dept interviews and 2 focus groups discussion. Main findings: mean of motivation score of Clinical Nursers in theTraditional Medicine Institute is low (3.72/5); the proportion of Clinical Nursers being motivated is 76.7%. The highest average attendance rating was 4.37 (94,2%) and the lowest was satisfied with the job(40,7%). This study found some factors which have statistically significant association with general motivation are main income earner in the family and income (p<0.05). Some positive factors influencing doctor motivation are leader listening to employee, the working environment, the relationship with colleges. The negative factors are type of pay systems, promotion opportunities and working conditions. Key words: Motivation, influenced factor, Traditional Medicine Institute of Ho Chi Minh city

scholarly journals Teaching Commercial Correspondence for Business-English-Majored Students in Ho Chi Minh University of Food Industry: Difficulties and Recommendations

2021 ◽  
Vol 3 (6) ◽  
pp. 32-41
Author(s):  
Pham Ngoc Son
Keyword(s):  
Food Industry ◽  
English Language ◽  
Ho Chi Minh City ◽  
Business English ◽  
Major Barrier ◽  
Teaching Business ◽  
Grammaticality Judgment ◽  
Post Test ◽  
English Students

The aim of this paper is to figure out the difficulties the students of Bachelor of Business English in Ho Chi Minh City University of Food Industry (HUFI) face in commercial correspondence. During the 4th semester of Bachelor of Business English, students in HUFI study the course of commercial correspondence. The major barrier for these students is their inability to use terminology and syntax correctly. For this purpose, data were collected from 100 students from two Business-English-majored classes in HUFI using timed Grammaticality Judgment Tests proposed by Ellis, R. (2005). The results showed that most students were not familiar with terminology commonly used in commerce; they failed to use formal English language syntax in their correspondence writing. In the post-test interviews, students shared that they were not equipped with enough terminology used in commerce, and it was so complicated to use grammar correctly in commercial correspondence. The findings in this paper may serve as a foundation to figure out factors that need to be considered when designing materials and teaching business English.

scholarly journals Does Flipped Classroom Model Affect EFL Learners’ Anxiety in English Speaking Performance?

2021 ◽  
Vol 16 (01) ◽  
pp. 94
Author(s):  
Mohamad Yahya Abdullah ◽  
Supyan Hussin ◽  
Kemboja Ismail
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Mixed Methods Research ◽  
Flipped Classroom ◽  
English Language ◽  
Teaching Method ◽  
Efl Learners ◽  
Significant Difference ◽  
English Speaking ◽  
Speaking Performance

Learners of English as a foreign language (EFL) face various challenges which impede their efforts to achieve English proficiency, especially in speaking performance. In response, this study sets out to use the Flipped Classroom Model (FCM) as a teaching method to investigate the effective-ness of the FCM on EFL learners’ anxiety in English speaking performance. A mixed-methods research design was utilized whereby 27 Omani under-graduate students majoring in English as a foreign language at Buraimi Uni-versity College (BUC), Sultanate of Oman were selected purposively as the subjects of the study. The collected data involved the Anxiety in English Speaking Performance Questionnaire (AESPQ) that was distributed in three stages: pre, midway and post the implementation of FCM. Another set of da-ta was elicited in the focus group interviews and students’ reflective jour-nals. Findings indicated that after twelve weeks of using FCM, a considera-ble improvement occurred on EFL learners’ anxiety in English speaking per-formance across time. The results of the One-way ANOVA showed that there were significant differences among the EFL learners’ levels of anxiety in speaking English, F (₂, ₅₂) = 111.492, P<0.001, η2= 0.811), and MANOVA results revealed that there was a significant difference between the four di-mensions of AESPQ over time (Wilks Lambda =0.017, F= 134.718, 2=0.983). FCM was found to be appropriate to all the students in this study since it satisfied their needs and suited their learning styles. Essentially, the findings reported in this research would contribute to advancing English language teaching, not only in instructional design but also in promoting EFL instructors to be more interested in using FCM.

Faktor-faktor yang Mempengaruhi Speaking Performance Mahasiswa Jurusan Pendidikan Bahasa Inggris

2019 ◽  
Vol 25 (2) ◽  
pp. 27-33
Author(s):  
Endang Setiyo Astuti
Keyword(s):  
Qualitative Method ◽  
English Department ◽  
Factors Influencing ◽  
Speaking Skill ◽  
Speaking Performance ◽  
Linguistic Aspect ◽  
Oral Presentations ◽  
Topical Knowledge ◽  
Descriptive Qualitative

Speaking skill is one of the most important skill to teach for English department students. Most activities in speaking class are oral presentations, however, there are many students who admitted to have obstacles on speaking performance. The main aim of this study was to find out the factors influencing students’ speaking performance in speaking class, furthermore, it was also to know what difficulties faced by the students of English department at IKIP Budi Utomo Malang. This study applied the descriptive qualitative method which describes the findings and the result of the study qualitatively. The data were collected by using observation, questionnaire, and documentation. This analysis found that both linguistics and non linguistics aspects influenced students’ speaking performance. The linguistics aspect includes vocabulary, pronunciation, and grammar while the non-linguistic aspect covers confidence, anxiety, and topical knowledge.  

scholarly journals Particle - a Small Lexical Unit or an Endless Scientific Project?

2019 ◽  
Vol 16 (1) ◽  
pp. 84-94
Author(s):  
Elena A Markova
Keyword(s):  
English Language ◽  
Functional Class ◽  
Russian Scientist ◽  
Internal Factors ◽  
Lexical Unit ◽  
Language Structure ◽  
Factors Influencing ◽  
Dynamic Deployment ◽  
Scientific Project ◽  
The Stability

The article aims to explain the popularity of studying particles in present-day Russian and foreign linguistics. A comparative analysis of various approaches to the study of particles proved their importance in language structure, and the linguistic concept created by the Russian scientist and systemologist I. Melnikov allowed to define the internal determinant of the language using functional words, namely, particles, as one of the subsystem elements responsible for the stability of the supersystem and the whole system work. Due to different external and internal factors influencing on the development of the Russian and English languages, the formation of particles as a wordclass is different. Russian particles are recognized as a functional class because it is impossible to express the communicative content of the utterance, the attitude to the content without their participation, which determines the event determinant and the dynamic deployment of perception, whether language units acting as particles in the English language have polystatuting, depending on the semantic and syntactic environment, which characterises the occasional determinant and static, descriptive perception.

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