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 i 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 ii 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 iii TABLE OF CONTENTS Chapter 1: INTRODUCTION .1 1.1 Background of the study 1.2 Statement of the problem 1.3 Aims of the study .3 1.4 Research questions .3 1.5 Hypothesis 1.6 Significance of the study 1.7 Organization of the study Chapter 2: LITERATURE REVIEW 2.1 Speaking skill .6 2.1.1 Definition of speaking skill 2.1.2 Aspects of speaking .7 2.1.2.1 Linguistic knowledge 2.1.2.1.1 Vocabulary 2.1.2.1.2 Grammar 2.1.2.1.3 Pronunciation 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 iv 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 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 v 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 vi 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 vii 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 viii ix 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 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 However, the findings also review that many beliefs students hold about speaking skill not relate to their practices For instance, most students believe that it is very important to practice speaking with others in order to enhance speaking; the fact shows that they just it sometimes Vocabulary which is also believed very important received not much practice 5.2 Recommendations 5.2.1 Recommendation for the Department of Foreign Language The Department of Foreign Language should hold an English speaking club or other activities where students can gather and practice speaking with each other Currently, the students only have chances to practice speaking inside classes through activities designed by teachers This is really too limited for them to develop their speaking 5.2.2 Recommendations for teachers Teachers should take serious considerations on students’ beliefs and their learning strategies as designing syllabus and planning lessons to promote learning To put it another way, learning about students beliefs allows teachers to adopt different teaching methods to suit the students’ need (Liao, 2009) as Sakui & Gaies said that the knowledge of students’ beliefs will make it possible for teachers to create a mode of instruction in which students’ needs and goals are satisfied’ (cited in Bernat, 2006) Besides, teachers should explicitly concentrate on unrealistic beliefs that students hold about speaking skill development and direct them to right beliefs Indeed, it is very important to help students realize which beliefs are erroneous to be omitted since the wrong beliefs might lead to inappropriate learning strategies or restrict the students’ range of strategy use (Horwitz, 1987) At the same time, effective learning strategies should be addressed and encouraged for frequent use to 81 best benefit the students’ learning Teachers, as experienced language learners, know about strategies which facilitate the language learning in general and the most In addition, teachers need to be aware of the importance of grammar in speaking that this group of students believes in Accordingly, speaking activities should focus on both accuracy and fluency according to stages to ensure the comprehensive development of students’ speaking ability This is very important to them because they are English major students Mary Spratt, Alan Pulverness and Melanie Williams state “Tasks and less controlled practice activities give more opportunity than controlled activities for learners to practice, communicate, interaction and fluency” (cited in Latha, 2012) Moreover, teachers need to create an English speaking environment both inside and outside classroom so that the students can practice English the most, especially to apply their knowledge in real world situations, as Liao (2009) says “teachers have responsibility to prepare the students as much as possible to be able to speak English in the real world outside the classroom and the testing room” Inside the classroom, teachers should be a facilitator to provide students with situational tasks for them to practice speaking English as much as possible Also, preventing the students from using Vietnamese in class should be implemented Outside classroom, teachers should assign students tasks which require them to use English to communicate and complete the tasks such as conducting an interview to a foreigner and recording it (Boonkit, 2010) Boonkit (2010) also agrees that teachers should provide more situations and activities for students to strengthen their speaking performance as involving in speaking practice will promote their speaking skill 5.2.3 Recommendations for students Firstly, the students need to adjust the beliefs which inhibit their learning For example, the beliefs that most students have about grammar which ‘speakers should speak with correct grammar’ is just partly correct Because if they always care about 82 grammar mistakes as speaking, they cannot develop their fluency as well as develop the conversation further Secondly, the students need to invest more time on their practice to develop speaking skill In order to be able to speak well, we have to speak first and speak as much as possible Besides, they should spend time on learning aspects of speaking which provide them with knowledge to process into performance Moreover, using appropriate strategies is also necessary for successful learning Thus, they should avoid strategies which inhibit them in speaking skill development Next, they should regularly join English speaking clubs where they can freely practice speaking English This will help very much with their speaking skill Finally, the students should actively involve themselves in English speaking environment where they can use English to the greatest extent Speak English in class, out class, at home and get used to starting the conversation in English with friends 5.3 Limitations and suggestions for further studies The first limitation relates to sample and population The current study was conducted on first year students only Even though the researcher’s first-hand purpose was to explore first year students’ beliefs and their practices of using learning strategies to know their beliefs when first join the program Therefore, it is suggested that further research should be conducted on other year level students such as second year or third year Moreover, future works should explore the differences in beliefs and learning strategies use between first year students and third year students or so; or even compare between English major students and non English major students This will help provide a more comprehensive picture of the situation of teaching and learning English speaking skill The second limitation is about the methodology of the study This study used questionnaire as a primary method to collect data on the subject, though pilot interview was utilized, it was just to collect ideas for the questionnaire Thus, future 83 studies should take other method such as observation into account as conducting the study on the similar subject Finally, the study partly contributes to the literature on students’ beliefs and learning strategy use which focuses on key aspects and factors affecting the failure or success of speakers Other areas are in concern of the writer but have not been discovered yet This suggests that further research should focus on students’ beliefs about speaking skill in terms of teaching activities in classroom, fluency and accuracy aspects, etc If these are done, it will provide an overall picture of students’ beliefs about speaking skill, which then will help teachers and administrator with the teaching and learning of English speaking skill 84 REFERENCES http://web.hanu.vn/cn/mod/forum/discuss.php?d=1629 Abid, R A (2012) Investigating EFL Iraqi learners' beliefs about learning English as a foreign language Journal of the college of Arts, 60 Agudo, J D (2014, June) Analysing 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I General information Gender: Male  Female Age: 18-20  21-22  over 22  How long have you learned English? Under year  2-4 years  5-7 years  over years  Are you taking any English course outside? yes no How you evaluate your English speaking ability? Very poor poor alright good very good excellent Are you surrounded in English speaking environment? yes no Did you take any extra English course before? yes no In your opinion, speaking English is … very difficult  difficult alright easy very easy II Statement items Please kindly tick() in one of the five options to indicate your opinion = unimportant slightly important = moderately important = important = very important A Students’ beliefs about speaking skill development I believe that in order to speaking English successfully, speakers need to… have a large amount of vocabulary 90 10 master a large amount of academic vocabulary 11 learn words by chunks 12 use compound sentences 13 use various types of sentence 14 use full sentences 15 speak with correct grammar 16 speak with natural intonation 17 speak with clear pronunciation 18 have native-like accent like 19 use English functional sentences properly 20 respond appropriately according to situation 21 use English politeness 22 have appropriate word choice according to context 23 use English properly according to purposes 24 master oral communication rules 25 avoid unfamiliar topics 26 practice using gestures/ body languages 27 have knowledge about various topics 28 have knowledge about English speaking cultures 29 practice speaking English with classmates frequently 30 practice speaking English foreigners frequently 31 watch/ listen to English programs frequently 32 have language aptitude Please kindly tick()in one of the five options to indicate your response = never = seldom = sometimes = often = always B Students’ practices of using learning strategies I In order to develop English speaking skill, I … 33 learn English new words daily 34 memorize words by chunks 35 practice speaking with new words/chunks having learnt 36 use familiar words only whilst speaking 37 try to use academic words whilst speaking 38 practice speaking with new sentence structures having learnt 39 use simple sentences whilst speaking 91 40 use compound sentences whilst speaking 41 use various types of sentence whilst speaking 42 try to speak with correct grammar 43 pay attention to grammar mistakes whilst speaking 44 practice English sounds 45 imitate native speakers accent by repeating 46 imitate native speakers intonation by repeating 47 record and listen to my talks 48 memorize functional sentences 49 memorize expressional sentences 50 role-play to practice speaking 51 read dialogues to find patterns 52 direct conversations to familiar topics 53 use gestures/ body language whilst speaking 54 focus on expanding topical knowledge 55 learn about English speaking cultures 56 practice speaking English with other students 57 look for opportunity to speak English with foreigners 58 join English speaking club 59 listen to English programs 60 watch English programs  - The end -  92 Appendix B BẢNG CÂU HỎI Các bạn sinh viên thân mến, Tôi thực nghiên cứu cho luận văn tốt nghiệp cao học với chủ đề nghiên cứu Niềm tin sinh viên việc phát triển kỹ nói tiếng Anh trường Đại học Khánh Hòa Nhằm có kết để phân tích cho nghiên cứu, bạn vui lòng giúp trả lời tất câu hỏi bên dưới.Tôi cảm ơn phản hồi quí giá bạn cho đề tài nghiên cứu Tôi xin bảo đảm tất thông tin thu thập được sử dụng phạm vi nghiên cứu đề tài I Thông tin cá nhân Giới tính: Nam  Nữ  Độ tuổi: 18-20  21-22  22  Bạn học tiếng Anh bao lâu? Dưới năm  2-4 năm  5-7 năm  năm  4.Hiện bạn có theo học khóa tiếng Anh bên không? có không  5.Bạn đánh giá khả nói tiếng Anh mức nào? Rất tệ  tệ  tạm   tốt  tốt 6.Bạn có hội giao tiếp tiếng Anh bên lớp học không? Có  không  7.Bạn có theo học khóa tiếng Anh bên trước không? Có  không  Theo bạn để nói tiếng Anh … Rất khó  khó  bình thường  dễ  dễ  II Câu hỏi Xin vui lòng đánh dấu  vào lựa chọn sau = không quan trọng quan trọng = quan trọng vừa phải = quan trọng = quan trọng B Niềm tin sinh viên phát triển khả giao tiếp tiếng Anh Tôi tin để giao tiếp tiếng Anh thành công đòi hỏi người nói phải… có vốn từ vựng rộng 10 nắm vững nhiều từ thuật ngữ 93 11 nhớ từ vựng theo cụm/nhóm từ 12 sử dụng câu với cấu trúc phức tạp câu ghép, câu phức 13 nói câu nhiều thể loại đa dạng (câu trực tiếp, câu gián tiếp, câu chủ động, câu bị động,…) 14 nói câu hoàn chỉnh với đầy đủ chủ ngữ vị ngữ 15 nói ngữ pháp 16 nói có ngữ điệu (lên/ xuống giọng tự nhiên) 17 phát âm rõ ràng 18 nói giọng giống người xứ 19 biết cách sử dụng mẫu câu chức theo tình (ví dụ mẫu câu đưa lời khen, mẫu câu đưa lời đề nghị, mẫu câu yêu cầu làm …) 20 biết cách phản hồi/ ứng đáp theo tình 21 biết cách nói thể lịch giao tiếp tiếng Anh 22 biết lựa chọn từ ngữ phù hợp theo ngữ cảnh 23 biết cách sử dụng tiếng Anh theo mục đích giao tiếp (ví dụ giao tiếp với khách hàng, nói chuyện với bạn bè …) 24 hiểu rõ nguyên tắc giao tiếp, ví dụ quy luật thay phiên nói hội thoại 25 tránh nói chủ đề mà 26 biết sử dụng ngôn ngữ thể giao tiếp 27 có kiến thức rộng nhiều chủ đề 28 có hiểu biết văn hóa ứng xử nước nói tiếng Anh 29 thường xuyên luyện tập nói tiếng Anh với bạn 30 tìm hội để luyện tập nói tiếng Anh với người nước 31 thường xuyên xem chương trình tiếng Anh, nghe đài, nghe nhạc tiếng Anh,… 32 có khiếu ngoại ngữ Xin vui lòng đánh dấu  vào lựa chọn sau = không = = = thường = luôn B Cách học sinh viên nhằm phát triển kỹ giao tiếp tiếng Anh I Nhằm phát triển kỹ nói tiếng Anh học thực tập cách… 33 học từ vựng ngày để mở rộng vốn từ 34 học thuộc từ vựng theo cụm/ nhóm từ 35 thực hành nói với từ/ nhóm từ vừa học 94 36 sử dụng từ ngữ quen thuộc nói 37 cố gắng sử dụng từ thuật ngữ thực hành nói 38 thực hành nói với cấu trúc câu vừa học 39 sử dụng cấu trúc câu đơn giản nói tiếng Anh 40 sử dụng cấu trúc phức tạp nói tiếng Anh 41 sử dụng nhiều kiểu câu đa dạng nói (câu trực tiếp, gián tiếp, chủ động, bị động, ) 42 cố gắng nói tiếng Anh ngữ pháp 43 ý đến lỗi ngữ pháp nói để sửa lại 44 luyện phát âm từ tiếng Anh 45 bắt chước giọng nói người xứ cách lặp lại nhiều lần 46 bắt chước ngữ điệu người xứ cách lặp lại nhiều lần 47 ghi âm nghe lại nói 48 học thuộc lòng mẫu câu chức (câu đề nghị, câu xin phép,…) 49 học thuộc lòng cụm từ/ cách diễn đạt hội thoại (ví dụ, “Well, let me see”,…) 50 thực hành nói tiếng Anh theo tình 51 đọc đoạn hội thoại mẫu tìm quy luật hội thoại 52 tập trung hướng nói chuyện đến chủ đề quen thuộc 53 thực hành sử dụng dấu hiệu/ ngôn ngữ thể nói 54 ý đến việc mở rộng kiến thức nhiều lĩnh vực (đọc sách báo, xem tivi, trao đổi với bạn bè,…) 55 tìm hiểu văn hóa nước nói tiếng Anh 56 thực hành nói tiếng Anh với bạn phòng/cùng kí túc xá 57 tìm hội để thực tập nói tiếng Anh với người nước 58 tham gia câu lạc nói tiếng Anh 59 nghe chương trình tin tức/ca nhạc tiếng Anh 60 xem chương trình tiếng Anh (phim, truyền hình, giải trí,…)  - Hết -  95 ... into five areas: The language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies and motivations and expectations In terms of. .. believed that learning a foreign language was a matter of learning grammar rules or new vocabulary words Also, they admitted the importance of repetition and practice in language learning Suwanarad (2012)... strategies Social strategies Figure 1: Oxford’s (1990) taxonomy of learning strategies 2.3.3 The importance of language learning strategies in language learning Language learning strategies, as