Factors Affecting English Speaking Proficiency among English-majored Students in a Vietnamese University

International Journal of Science and Management Studies (IJSMS)
© 2024 by IJSMS Journal
Volume-7 Issue-3
Year of Publication : 2024
Authors : Lam Ky Nhan
DOI: 10.51386/25815946/ijsms-v7i3p112
MLA Style: Lam Ky Nhan "Factors Affecting English Speaking Proficiency among English-majored Students in a Vietnamese University" International Journal of Science and Management Studies (IJSMS) V7.I3 (2024): 237-245.

APA Style: Lam Ky Nhan, Factors Affecting English Speaking Proficiency among English-majored Students in a Vietnamese University, International Journal of Science and Management Studies (IJSMS), v7(i3), 237-245.
English proficiency is crucial for students majoring in English as it directly influences their academic performance and future career prospects. This study aims to investigate the factors affecting English speaking proficiency among English-majored students in a Vietnamese university. The study identified several factors influencing English speaking proficiency, including language anxiety, exposure to English outside the classroom, self-confidence, and motivation. Additionally, the study explored the role of teaching methods and classroom environment in enhancing speaking skills. The findings could point out some difficulties in speaking experienced by English-majored at Nam Can Tho University. Based on the results, recommendations are provided to educators and policymakers to optimize language teaching strategies and create a conducive learning environment to foster English speaking proficiency among students. This research contributes to a better understanding of the dynamics of English language learning and provides insights for improving English education in Vietnamese universities.
Keywords: English Speaking proficiency,language anxiety, English majored-students, Universities.
[1] Araki, N., & Raphael, J. (2018). Firing the Imagination: Process Drama as Pedagogy for ‘Melting’ EAP Speaking Anxiety and Increasing Japanese University Students’ Confidence in Speaking (pp. 41–58). https://doi.org/10.1007/978-981-10-8264-1_3
[2] Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Longman.
[3] Burns, A. (2019). Conceptualizing speaking for language teaching: An interactional perspective. Language Teaching, 52(2), 157-173.
[4] Çağatay, S. (2015). Examining EFL Students’ Foreign Language Speaking Anxiety: The Case at a Turkish State University. Procedia - Social and Behavioral Sciences, 199, 648–656. https://doi.org/10.1016/j.sbspro.2015.07.594
[5] Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching Pronunciation: A Course Book and Reference Guide (2nd ed.). Cambridge University Press.
[6] El-Sakka, S. M. F. (2016). Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students. English Language Teaching, 9(12), 22. https://doi.org/10.5539/elt.v9n12p22
[7] Goh, C. C. M., & Burns, A. (2012). Teaching Speaking: A Holistic Approach. Cambridge University Press.
[8] Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132.
[9] Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
[10] Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching (3rd ed.). Oxford University Press.
[11] MacIntyre, P. D., & Gardner, R. C. (1991). Language Anxiety: Its Relationship to Other Anxieties and to Processing in Native and Second Languages. Language Learning, 41(4), 513–534.
[12] Nunan, D. (1999). Second Language Teaching and Learning. Heinle&Heinle Publishers.
[13] Quyen, V.P., Nga, P.T.M., Nguyen, H.T. (2018). Challenges to speaking skills encountered by English-majored students: A story of one Vietnamese university in the Mekong Delta. Can Tho University Journal of Science, 54(5), 38. https://doi.org/10.22144/ctu.jen.2018.022
[14] Schmitt, N. (2008). Review Article: Instructed Second Language Vocabulary Learning. Language Teaching Research, 12(3), 329–363.
[15] Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. Input in Second Language Acquisition, 15(2), 165-179.
[16] Thornbury, S. (2005). How to Teach Speaking. Pearson Education.
[17] Thornbury, S. (2019). How to Teach Speaking. Pearson Education.
[18] Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
[19] Ward, J., & Kennedy, C. (1999). The Measurement of Sociocultural Adaptation. International Journal of Intercultural Relations, 23(4), 659–677.