Four aspects of English speaking difficulties encountered by tertiary English-majored students

Tran, Thao Quoc; Nguyet, Dang Thi Nhu

doi:10.46223/hcmcoujs.soci.en.9.2.261.2019

Cited by 8 publications

(16 citation statements)

References 3 publications

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“…Regarding their English proficiency levels, students started from an average perception in all skills: listening, reading, speaking and writing, with the last two being the lowest ones, and therefore the ones that need to be improved. Even though speaking is always the most difficult skill that students find, they do not practice enough due to practical difficulties, such as anxiety, embarrassment or mistake phobia [51]. The results obtained after the evaluation of the experience by the students indicate that the skill they claim they most improved is speaking.…”

Section: Discussionmentioning

confidence: 96%

How to Run Your Own Online Business: A Gamification Experience in ESL

2021

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Notwithstanding the importance and relevance of gamification as a topical methodology in education, and after a literature review, there are just a few studies using role-playing games. In order to motivate and facilitate English as second language (ESL) learning of first year of Bachillerato (year 12) students at a public high school in the Region of Murcia (Spain) and following an action research methodology, we design, implement and evaluate a role-playing game, which consists of the creation and management of a company, The Tik Tok School. The results confirm that students felt more comfortable speaking in English because they were more motivated. They also state that during the experience they were more focused on learning rather than winning the game and that they prefer a gamification approach over traditional settings. Furthermore, they have been participating constantly using more English than Spanish. After the data analysis, we conclude that this methodology positively impacts motivation and the acquisition of a second language.

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Section: Discussionmentioning

confidence: 96%

How to Run Your Own Online Business: A Gamification Experience in ESL

2021

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“…More support and opportunities to practice can help them overcome these obstacles. According to (Thao & Nguyet, 2019) most popular reasons that hinder EFL learners from speaking English well are the difficulties experinced by learners during their English speaking process. It is important to consistently practice and engage in various English speaking situations to get improvement in English speaking skills.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Students’ Perception on Using Ome tv as a Tool in Improving English Speaking Skill

Jalil,

Islam,

Hamdany

2024

Journey

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One of the obstacles to learning English as a foreign language, especially speaking skills, is the lack of practice outside the classroom. In this globalization era, there are a lot of media options available that can be used as learning tools, such as Ome TV, a social media platform that can be used as a useful alternative for practicing English-speaking skills outside the classroom. This research aims to find students' perceptions of the use of Ome TV to improve their English-speaking skills. This research uses a qualitative-descriptive method. This research uses interviews to collect data. The participants in this research were six students from the English education department. The results of this research reveal that Ome TV provides English learners the opportunity to practice speaking English with foreigners from various countries via video chat. Using Ome TV is very effective for improving English speaking skills, which include fluency, pronunciation, expanding vocabulary, and improving English communication skills. Ome TV is effective for English-speaking skills, but it is not effective for aspects of English accuracy because Ome TV is a random video chat.

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“…Successful English speaking is determined based on how accurately and fluently a speaker uses spoken language during a conversation (Brown & Lee, 2015;Dao, 2017;Manurung, 2015). However, Vietnamese undergraduates have faced difficulties in achieving English speaking skills due to insufficient proficiency, demotivating classroom environments, and limited exposure to English (Dao, 2017;Quyen et al, 2018;Thao & Nguyet, 2019). Similarly, Wang (2014) stated the situation in EFL classrooms where teachers likely spoke in mother tongue language and this situation limited students' English speaking as they did not have many opportunities speaking English in classrooms.…”

Section: Introductionmentioning

confidence: 99%

“…While artificial intelligence (AI) is a useable new technology for classrooms applications in terms of improving learners' speaking skills (Ali, 2020), little research has been conducted in Vietnam. Moreover, although the Vietnamese government has encouraged educators to utilise technology in the educational process , little research in Vietnam has suggested utilising a new technology like artificial intelligence technology to help students improve their English speaking skills (Dao, 2017;Quyen et al, 2018;Thao & Nguyet, 2019). Therefore, this study aimed to fill this gap by exploring the effects of an AI voice chatbot, an application of AI technology, on Vietnamese undergraduate students' English speaking skills.…”

Section: Introductionmentioning

confidence: 99%

The Effects of an Artificial Intelligence Voice Chatbot on Improving Vietnamese Undergraduate Students’ English Speaking Skills

Duong,

Suppasetseree

2024

IJLTER

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Speaking English skill is crucial and advantageous for Vietnamese undergraduate students. Speaking English accurately and fluently, however, has proven difficult for these students due to limited English speaking environments, resulting in their insufficient language proficiency and unwillingness to speak. While artificial intelligence (AI) technologies are recommended as effective tools in foreign language education for their flexibility, interactivity, and learner-centeredness, enhancing students’ oral communication, little research has considered using an AI voice chatbot to improve students’ English speaking skills in Vietnam. Therefore, there are still gaps for this study to be conducted. An 8-week quasi-experiment was conducted with 30 Vietnamese undergraduate students. The participants were informed of research purposes, implementation, and confidentiality. They practiced English speaking with an AI voice chatbot in two class sessions per week, completed a pre-experiment and post-experiment speaking test, responded to a questionnaire, and participated in a semi-structured interview at the end. The results revealed students’ significant improvement in English speaking skills after using an AI voice chatbot to practice speaking with p < 0.05. The students also agreed that their English speaking skills improved after the intervention because they could speak English better by using suitable hedging words, grammar structures, and vocabulary. The findings pose positive ways for teachers to integrate the AI voice chatbot into their lesson plans for teaching and learning activities. Some limitations were found related to sample size and technological issues. The study brings about a new English learning environment to the Vietnamese EFL undergraduate.

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Four aspects of English speaking difficulties encountered by tertiary English-majored students

Cited by 8 publications

References 3 publications

How to Run Your Own Online Business: A Gamification Experience in ESL

How to Run Your Own Online Business: A Gamification Experience in ESL

Undergraduate Students’ Perception on Using Ome tv as a Tool in Improving English Speaking Skill

The Effects of an Artificial Intelligence Voice Chatbot on Improving Vietnamese Undergraduate Students’ English Speaking Skills

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