GRADUATION REPORT Hoan Chinh- Nguyễn Thủy Vy 12099951

MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
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GRADUATION REPORT
STUDENT : NGUYỄN THỦY VY
ID NUMBER : 12099951
CLASS : CDAV14B
COURSE : 2012 – 2015
SUPERVISOR : CHÂU THỊ BÍCH VÂN M.A.
HCMC, 06/2015

Student’s name: Nguyễn Thủy Vy ID: 12099951
Supervisor: Châu Thị Bích Vân M.A. Page 2
MINISTRY OF INDUSTRY AND TRADE
FACULTY OF FOREIGN LANGUAGES
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Student’s name :NGUYỄN THỦY VY
Student’s ID :12099951
Class :CDAV14B
Course : 2012 – 2015
Supervisor : CHÂU THỊ BÍCH VÂNM.A.
Student’s declaration: I declare that this graduation report is entirely my own work and does not
involve in plagiarism or collusion. It also has not been accepted as part of a submission to
another purpose else where. I accept heavy penalty for any cheating or plagiarism.
Date submitted: Friday, May 15th, 2015
Signed :
Word length : 3,995 words

TITLE:
Some methods of fostering the daily English-
speaking habits for English-majored freshmen at
Industrial University of Ho Chi Minh City

TABLE OF CONTENTS
Abstract ................................................................................................................................ 6
CHAPTER I: INTRODUCTION
1.1 Problem Statement/Rationale ............................................................................. 8
1.2 Research Goals ..................................................................................................... 8
1. 3 Indication of the Importance/Significance of the Research ............................ 8
CHAPTER II:THEORITICAL FRAMEWORK
2.1. Definitions of key terms/concepts .................................................................... 10
2.1.1. Definition of “speaking competence” ............................................ 10
2.1.2. Definition of “fostering the habit of speaking English daily” ..... 10
2.2. Theoretical Framework .................................................................................... 11
2.2.1. The problems in speaking English ................................................. 11
2.2.2. The types of speaking activities ..................................................... 12
2.2.2.1. Acting from a script.......................................................... 12
2.2.2.2. Communication games ..................................................... 12
2.2.2.3. Discussion.......................................................................... 13
2.2.2.4. Guessing game................................................................... 13
2.2.2.5. Role-play............................................................................ 13

2.2.3. The problems when applying speaking activities in classroom setting
...................................................................................................................... 14
2.2.4. Improving Teacher’s classroom techniques to teach speaking skills
...................................................................................................................... 14
2.2.4.1. Increasing students speaking interest and motivation .. 15
2.2.4.1.1. The concepts of interest and motivation.......... 15
2.2.4.1.2. The solutions of increasing students speaking interest
and motivation ................................................................... 15
2.2.5. Training students to become efficient English speakers .............. 16
2.2.5.1. How to foster English-major freshmen to practice speaking on
a daily basis .................................................................................... 16
2.2.5.2. Making students realize the nature of speaking process...
......................................................................................................... 16
2.2.6. The roles of teacher in speaking classes......................................... 17
2.3. Research questions ............................................................................................ 17
CHAPTER III: RESEARCH DESIGN
3.1. The place where you investigate ...................................................................... 19
3.2. Research object ................................................................................................. 19
3.3. Research methodology ...................................................................................... 20
CHAPTER IV:Conclusion................................................................................................ 21
References .......................................................................................................................... 24

Appendices ......................................................................................................................... 25

ABSTRACT
Because of the global connections, learning foreign languages are becoming increasingly popular
all over the world these days. There is no doubt that English is regarded as a lingua-franca. For
this reason, more and more people are studying English as the most useful communication tool.
In Vietnam, especially in IUH, English studying and teaching techniques have varied
considerably to meet the demands of the society. And IUH’s English-majored freshmen have to
do something to face with it. To be specific, the four skills in English must be mastered by all
means equally. Although any of them is of great importance, it is speaking skills which are
employed to directly test one’s English proficiency. However, they cannot speak English fluently
because of the influence of grammar-translation methods during their high-school time. To be
exact, their acquisition of the four skills has not developed equally. To be blunt, whereas Reading
and Writing skills are almost considered somewhat acceptable, Listening and Speaking skills are
something beyond their ability. In the limit of this research, how to develop English- speaking
skills are thoroughly discussed.
The main reason for choosing this topic for my graduation report is to set an alarm for freshmen
English learners to realize how important speaking skills are in everyday situations. No matter
where we are, communicating in English plays an essential role in understanding one another.
Moreover, this study also focuses on the way how English-major freshmen overcome difficulties
to speak English naturally and fluently. From that, they can be more confident in communicating
in English on a daily basis.

CHAPTER I:
INTRODUCTION

1.1 Problem statement:
We live in a modern era when English is more and more popular. Since the revolution of
innovation, many people, especially students, have been spending more time learning English.
This language has the function of connecting two or more people coming from the four corners of
the world. It is also the language of economy, medicine, engineering, technology, computing,
tourism, etc. That is why people call it the mother of all other language.
In Vietnam, English has been a compulsory subject since students of my time have started
learning English at grade six in their high school. Regretfully enough, the teaching of the four
skills has not been conducted equally. Whereas Reading and Writing have been given a lot of
attention, Listening and Speaking have almost been forgotten, so students of my time often feel
lost when being surrounded by daily English speaking activities.
English learners in general and English-majored students in particular, are still afraid of
communicating in English because they are worried about making mistakes. In addition, they do
not have a lot of opportunities to practice English outside the classroom. They have to suffer from
classroom environment, the lack of interaction with native speakers. Also, because of the limited
time of learning English in the classroom, their speaking proficiency is inhibited.
1.2 Research Goals:
This study focuses on the problems in speaking English effectively, in designing speaking
activities in the classroom setting. Also, ways to improve teacher’s classroom techniques to teach
speaking skills and to train students to become more efficient English speakers are discussed.
1.3 Indication of the importance
From all the research goals mentioned above, the problems that students have to encounter in
learning English as well as the corresponding solutions are identified. Since then, English
learners in general, English-majored students in particular, will make considerable progress in
employing English in daily life.

CHAPTER II:
THEORITICAL FRAMEWORK

2.1 Definitions of key terms / concepts
2.1.1. Definition of “speaking competence”
According to Tarigan (1990:5) “speaking is ability to say or pronounce words and sounds
articulation to express feeling, thought and idea.”
Also, Brown, H.D. (1994: 62) states “Speaking is an interactive process of constructing meaning
that involves producing and receiving and processing information.
In keeping with Chaney (1998:13) “speaking is the process of building and sharing meaning
through the use of verbal and non-verbal symbols, in a variety of contexts.”
Based on purpose occasion, and audience, the skill of being clear, coherent and persuasive in
communicating orally is defined as the competence in speaking English. According to NCLRC
“Communicative competence is made up of four competence areas such as linguistic,
sociolinguistic, discourse, and strategic.”
Firstly, Linguistic competence is to know how to use the grammar, syntax, and vocabulary of a
language.
Secondly, Sociolinguistic competence is to know how to use and respond to language
appropriately, given the setting, the topic, and the relationships among the people
communicating.
Thirdly, Discourse competence is to know how to interpret the larger context and how to
construct longer stretches of language so that the parts make up a coherent whole.
Finally, Strategic competence is to know how to recognize and repair communication
breakdowns, how to overcome the gaps in our knowledge of the language, and how to learn about
the language and in the context.
2.1.2. Definition of fostering the habit of speaking English daily
Fostering means the acts of making students more determined, hopeful or confident.

To foster the habit of speaking English daily, teachers should include many activities and
strategies that attract students’ attention and make them interested in the lesson. As Peck
(1978:139), cited in Celce-Murcia (2001), states “Activities need to be child centered and
communication should be authentic. This means that children are listening or speaking about
something that interests them, for their own reasons, and not merely because a teacher has asked
them to”. Also, Peck (1978:140), cited in Celce-Murcia (2001), sets some points out that “the
teacher should deliberate over the activities. Teacher should focus on fluency than accuracy; the
requirement of plentiful context, and the four skills should be added through a variety of
activities. A teacher /lecturer encourages her/his students to speak English as much as possible
inside and outside the classroom.”
2.2. Theoretical Framework
2.2.1. The problems in speaking English
Conforming to Brown (1994:256) points out “the characteristics of spoken language that make
speaking skills difficult as follows: cluster; reduced forms; colloquial language; stress, rhythm,
intonation; affective factors; interaction.”
Firstly, clustering is “to speak fluently, speakers have to select from their store of language
clustering, that is groups of words, not word by word.”
Secondly, reduced forms are “contractions, elisions, reduced vowels, etc. Create difficulties in
teaching and learning spoken English. If learners do not learn colloquial contractions, they can
develop the kind of speaking that is stilted, bookish.”
Thirdly, colloquial language is “colloquialism appears both in monologues and dialogues. If
learners are only exposed to English standard and/or “textbook” language, they sometimes find it
hard to understand and produce words, idioms and phrases of colloquial language.”
Fourthly, for stress, rhythm and intonation, “learners of English often find it difficult to
pronounce English words, to stress the right syllables, to follow the stress-times rhythm and
intonation patterns of spoken English.”
Fifthly, for affective factors, “learners learning to speak often encounter the risk of saying out
things that may be wrong, stupid and incomprehensible. At those times, they tend to be anxious
because they do not want to be judged by other learners.

Finally, forinteraction, “the greatest difficulty that learners face in learning to speak originates
from the interactive natural of most communication. Engages in process of negotiation of
meaning with many discourse constraints, learners have to do the complex task of choosing what
to say, how to say, when to speak, etc. Learners are affected by their interlocutors’ performance.”
2.2.2. The types of speaking activities
There are many experts point out many ways to create speaking activities with a large number of
methodology books and their classification is distinguished according to each author’s point of
view. Nevertheless, all of them mention the same communicative tasks but in different extent
2.2.2.1. Acting from a script
Acting from a script are described by Jeremy Harmer (2007:348-349) who claims “we can ask
our students to act out scenes from plays and/or their course books, sometimes filming the results.
Students will often act out dialogues they have written themselves.”
 Play scripts: Students are working on plays or play scripts, they should treat it as “real”
acting. In other words, we need to help them to go through the scripts as if we were
directors, drawing attention to appropriate stress, intonation and speed. By giving
students practice in these things before they give their final performances.
 Acting out dialogues: Students go to the front of the class to present. Teachers should
create a supportive atmosphere in the class. Besides, we need to give students time to
rehearse their dialogues before they are asked to perform.
2.2.2.2. Communication games
Communication games are described by Thornbury (2005:156) who points out “communication
games aim to get students using the language to overcome knowledge gaps.”
Jeremy Harmer (2007:349-351) states that “these kinds of tasks aim to get students talking as
quickly and fluently as possible.”
 Information-gap games:
The most common information gap activity is spotting the differences in the pictures, exchanging
personal information, guessing games, draw a picture or find similarities and differences between
pictures.
 Television and radio games:
This is a game that one person goes to the front of the class and tells a team to guess an object
which he/she is thinking of. The team has to find out what the object is asking only yes/no
questions. This makes the students co-operate and communicate with each other.

2.2.2.3. Discussion
Discussions are commonly used activity in speaking class. A topic is introduced to the students
via a reading or a listening passage and then they are asked to discuss a related topic in order to
come up with a solution or a response. Jeremy Harmer (2007:349) offers three particular
categories are worth mentioning here:
Buzz groups: This activity requires a whole range of discussions. For example, we might
want students to predict the content of reading passage or we may want them to talk the response
or solution after reading the reading text or give some ideas or advices.
Instant comment: we encourage our students to give “instant comment” by showing
them photographs or introducing topics.
Formal debates: Require students prepare arguments in approval or against various
propositions. In order for debates to be successful, students need to be given time to plan their
arguments, often in groups. Some popular debating games are balloon debate, web quest, etc.
2.2.2.4. Guessing game
Guessing games can be used as free activities for modification of vocabulary. The game
provides intensive language practice, especially in asking questions. Students are affectionate the
game because they enjoy themselves without realizing they are practicing and improving their
speaking skills.
2.2.2.5. Role-play
The best communicative activity is a role play which encourages the students in the classroom to
deal with unpredictable real-life conversation in an English speaking environment. Ladousse
(1987:182) points out “the special reasons for using the role play in the lessons. It puts students in
situations in which they are required to use and develop language necessary in social
relationships and helps them to build up their social skills. Through this activity they are put into
various roles and no longer feel that their own personality is implicated. Role play is an essential
communicative technique which develops fluency, promotes interaction in the classroom and
increases motivation.”

2.2.3. The problems when applying speaking activities in classroom setting
Classroom activities play an important role in designing speaking activities which aim to develop
learners’ ability to express their feeling and thinking through speech. However, it is not easy to
design and administer in a speaking session than in a listening, reading or writing ones.
According to Ur, Penny (1991:375) who discover some problems that Teacher often comes
across as the following:
Firstly, students are usually overwhelmed with worries when facing peers in a speaking session.
Learners are often agonized about trying to say something in a foreign language in the classroom
because they are afraid of making mistakes, worried about criticism or losing face.
Secondly, nothing to say which means the learners lack of motivation and enthusiasm to express
their thinking. They often feel that they are constrained to speak when they are encouraged by
teacher.
Thirdly, it is the negative influence of mother tongue. Both teachers and tend to use it habitually.
This situation occurs because the native language is easier than foreign language. Therefore, the
learners feel natural and feel less stressful if they are speaking their mother tongue.
Lastly, teachers also tend to their mother tongue when they explain words, phrases, and grammar
structures in specific details. Through explanation, teachers abuse their mother tongue to explain
because teachers find it is easier and less time consuming.
2.2.4. Improving Teacher’s classroom techniques to teach speaking skills
The various classroom techniques are important and necessary for teachers to help their students
overcome their difficulties in speaking. These techniques include: increasing students speaking
interest and motivation, carrying out different activities to teach speaking, employing three stages
in a speaking lesson, and developing other language skills besides speaking.
2.2.4.1. Increasing students speaking interest and motivation
This is one of the trickiest things for teachers. They must to enhance students’ interest and
motivate them by adjusting the speaking activities.

2.2.4.1.1. The concepts of interest and motivation
At the first stage of the speaking process, teacher should interest and motivate their students.
Interest means the feeling that students have when they want to know or learn more about
something.
Motivation means the reason why students want to do something or behave in a particular way,
especially something that involves hard work and effort.
2.2.4.1.2. The solutions of increasing students speaking interest and
motivation
a/ Making English speaking enjoyable
In speaking class, teacher should warm-up students by showing video clip, having a mini game or
telling about a story which relate to the speaking topic. Therefore, teachers need to prepare the
lesson plan carefully to make the environment of the class is more attractive. Furthermore, if
teachers introduce the lessons perfectly, they will help teachers gain interest and stimulation from
their students who are expecting to learn.
Teachers should design the speaking lessons from the easiest to the most difficult stage so that
every student of any level is able to speak English efficiently. The level of challenges will be
intensified. Students will easy to find themselves at their level.
b/ Making English speaking useful
There are four skills in English that they are obliged to excel equally. Although any of them is of
great importance, it is speaking skill which is employed to test one’s English proficiency. Thus,
Teachers should help their students realize how useful speaking is. In addition, speaking skill is a
significant tool to enable students to find a good job anywhere, especially, in a foreign
environment. Lastly, teachers should raise their students’ awareness towards speaking skill by
encouraging them to make friends with foreigners or join English Speaking Clubs. Through all
these things, they can share their own experiences, interests or difficulties in learning English
speaking. Actually, these activities will help students build up not only their speaking skill but
other language skills as well.

2.2.5. Training students to become efficient English speakers
There is no doubt that not only teachers make an effort, but students also play a major part in
learning speaking. Therefore, in order to motivate students to speak English, teachers should
foster their students the habit of speaking English daily.
2.2.5.1. How to foster English-major freshmen to practice speaking on a daily
basis
It is obvious that teachers should foster students in positive speaking habits. Also, teachers should
encourage students to practice speaking English with their classmates, friends or even by
themselves in or after class. Nuttall (1996:168) asserts “the best way to improve your knowledge
of a foreign language is to go and live among its speakers”, so it is a flawless way to improve
students’ speaking competence. If they are not capable of traveling, they can find some foreigners
around the center of the city or some other famous places and practice English with them. To be
blunt, if students practice some ways that mentioned above, they are able to improve their
speaking skills day by day.
There is no doubt that teacher should organize field trips which has the similar meaning to
interview. In the field trips, students have to collect information from native speakers such as
name, personality, occupation, hobby, etc. Then, they will present their field trip for the next
class.
Additionally, this is a useful advice for teachers to help students overcome the fear of speaking
because they are worried about lack of words or wrong grammar structures. Teacher should make
their students feel comfortable and believe that no one is perfect so making mistakes are
unavoidable in speaking. The more they practice speaking, the richer vocabulary and English
structures as well as new ideas they get.
2.2.5.2. Making students realize the nature of speaking process
Teachers should help their students aware of the nature of speaking process which incorporates a
large number of skills and strategies at the same time. During speaking competence, the speakers
use an amount of the language unites like pronunciation, stress, intonation, structures, grammar to

transfer their ideas. This understanding enables the students to actively and confidently take part
in the speaking activities and overcome limited knowledge and lack of skills to communicate in
the most effective way. All these activities can help students to develop positive attitudes towards
speaking by foster them to practice speaking in daily life.
2.2.6. The role of the teacher in speaking classes
The teacher is a facilitator of students´ learning, teacher has many roles to fulfill during different
speaking activities. Jeremy Harmer (2007:347) describes him as a prompter of classroom
activities. In this role, he is responsible for offering words or phrases, pushing students to make
sentences and encouraging them to speak when they are reluctant.
Next, he works as a participant which means he “stands back” from the activities of students
(role-play, group decision, etc…) students enjoy having the teacher with them.
Moreover, he also works as an observant means he designs speaking activities. In additionally,
He manages the speaking process to occur perfectly and all students participate in an activity.
Lastly, he acts as a feedback provider which means he corrects students’ mistakes, makes a
comment on what they have said or praise their efforts.
2.3. Research questions
The study focuses answer the following questions:
1. How to foster English-majored freshmen to practice speaking English on a daily basis?
2. How to apply effectively the ways of fostering them to practice speaking English in daily
life?

CHAPTER III:
RESEARCH DESIGN

3.1. The place where you investigate
The research focuses on the English-major freshmen of Faculty of Foreign Languages (FFL) of
Industrial University of Ho Chi Minh City (IUH). I choose IUH for investigation because it is one
of the biggest educational and training institutes in Vietnam. The university has a large amount of
students who were trained in various careers. Although IUH is not a university for foreign
languages, it cannot deny its quality. Besides, Faculty of Foreign Language of Industrial
University of Ho Chi Minh City is established in 2005, FFL is still a new one in comparison with
the other faculties in IUH. At the moment, FFL has 9 English major classes with approximately
35 professional lecturers and around 1000 students. Besides, the FFL is responsible for teaching
English for students of other faculties in IUH as well as holding English and issues them A, B, C
certifications to prepare for graduating.
It is proposed that the study will be carried out in Industrial University of Ho Chi Minh City,
particularly among the Faculty of Foreign Language.
3.2. Research object
I have been studying in IUH for almost 3 years and I am on my internship period in which I had a
chance to practice English teaching during 3 months. I had five periods as an observed position in
different classes, especially, two English specialized classes, which both of them is reserved for
freshmen, and 3 periods for practicing teaching. Thanks to the chances above as well as I used to
be a freshman, I am capable of clearly understanding in their English learning and finding out the
problems preventing the students from willingly taking part in speaking activities at the English
class.
For the English-majored freshmen, it is hard to say that they cannot avoid common problems
related to speaking. When they are speaking, they often abuse the mother tongue or they forget to
pronounce the final sounds, and word stress incorrectly. Besides, I realized there were just more
than 20 percent of students volunteered to answer teacher’s questions or participate in
activities.They did not answer because they feared they would make mistakes. Even some of
students felt bored and didn’t co-operate with their teachers and their classmate.

3.3 Research methodology
In my graduation report, I tried to deal with speaking as one of four basic skills and highlight its
importance on a daily basis. I used qualitative research as an essential method. In keeping with
Denzin & Lincoln (2005:3) “Qualitative research is a situated activity that locates the observer in
the world. It consists of a set of interpretive, material practices that makes the world visible.
These practices transform the world. They turn the world into a series of representations,
including field notes, interviews, conversations, photographs, recordings, and memos to the self.
At this level, qualitative research involves an interpretive, naturalistic approach to the world. This
means that qualitative researchers study things in their natural settings, attempting to make sense
of, or to interpret, phenomena in terms of the meanings people bring to them.”
Through the research, I used three main methods such as observation, questionnaire and
interview.
Firstly, observation is one of important research methods. This method helps me know students’
level in order to find their obstacles, strengths or weaknesses when learning in class. Also, I am
capable of recognizing what they need to improve in learning and what they are expecting their
teachers in teaching progress.
Secondly, questionnaire is also a popular method in a survey. The researcher is going to prepare
about 15 to 20 questions which have been written in English. The researcher should also quote
the name and some information about objects following their statements. After that, the result of
survey will be collected by the researcher.
Lastly, interview will help the researcher easily interact with the objects and get necessary
information for their research. For example, the researcher prepares the questionnaire which
related to research topic. Then, by using the questionnaire, the researcher is going to take note
information or details from the objects in order to make sure all the information correctly. After
interview, the researcher summarizes all the details and information into the research.

CHAPTER IV:
CONCLUSION

In my thesis, I tried to deal with speaking as one of four basic skills in English. Besides, I
highlighted its importance on a daily basis. My aim also pointed out that some problems could be
occurred when speaking English. It is obvious that both teachers and students often encounter
difficulties. To better the situation, the study has presented some useful techniques for improving
teaching and learning to speak English. In addition, I tried to elicit some willing ways which
encourage students to practice speaking skills in daily life.
It is of great importance for the teachers to deeply understand the nature of speaking, approaches
of speaking skills. Due to students’ different personalities and also abilities to speak a foreign
language, I mentioned the advantages of designing speaking activities such as group work, pair
work, role-play, discussion. Furthermore, training students to become efficient English speakers
and fostering students to practice speaking skills were evaluated as more useful since it is closer
to real-life situations and deal with them is the main aim that the students are heading for.
In fact, it can be clearly shown that the teaching and learning English speaking is still far from
satisfactory. The students are not equipped with necessary speaking skills or strategies to become
successful English speakers. In addition, the main books are to be difficult and not very
interesting to the teachers and students.
In Vietnam, the teaching of the four skills has not conducted equally. Whereas Reading and
Writing have been focused, Listening and Speaking have almost been forgotten. The teaching
English methods should be changed to adapt to the recent learning styles. First of all, the majority
of teachers still use the oldest teaching methods which are heavy on imparting knowledge, but
not encourage students to study independent way and to be creative thinking methods. Teacher
should apply CLT (Communicative language teaching) or PPP (Presentation, Practice,
Production) methods in teaching to make the environment’s class hearty more than using
grammar translation method. Further, there is no doubt that not only teacher makes an effort, but
students also play a major part in speaking learning. Therefore, in order to motivate students to
speak English, teacher should foster their students to practice speaking on a daily basic and make
students realize the nature of speaking process. For example, they can find some foreigners
around the center of the city and some other famous places or look for some English coffee shops
where they can practice English with native speakers.

It is hoped that the study will make a significant contribution to better the current situation of
teaching and learning English speaking to the English-major freshmen. Great as efforts have
been, certain errors are unavoidable. The researcher would appreciate every speaker’s comments
and tolerance for the shortcomings and deficiencies of the study.

REFERENCES
Tarigan, H. Guntur. (1990). Prinsip-prinsip Dasar Metode Riset Pengajaran dan Pembelajaran
Bahasa. Bandung: Angkasa
Brown, H.D. (1994). Teaching by principles: an interactive approach to language pedagogy.
Englewood Cliffs, NJ: Prentice Hall Regents.
Chaney, A.L., and T.L. Burk. (1998). Teaching Oral Communication in Grades K-8. Boston:
Allyn&Bacon.
NCLRC The essentials of language teaching. For more information:
http://www.nclrc.org/essentials/goalsmethods/goal.htm
Peck, S. (1978). Developing Children’s Listening and Speaking in ESL. In C. Murcia, (Ed).
Teaching English as a second or foreign language. (3rd ed). (Pp. 139- 149). Boston: Heinle &
Heinle.
Jeremy Harmer (2007). The Practice of English Language Teaching. (4th ed). (Pp. 343).
Essex:Longman 1991., ISBN:0-582- 046564
Thornbury, Scott. How to Teach Speaking. Essex: Pearson Education Limited 2005, 156p.,
ISBN:0-582-85359-1
Ladousse, Gillian Porter, Role Play. Oxford: Oxford University Press 1987, 182p., ISBN: 0-
1943-7095
UR, Penny. A Course In Language Teaching. Cambridge: Cambridge University Press 1991,
375p., ISBN:0-521-44994-4
Nuttall, C. (1996). Teaching Reading skills in a Foreign Language. (3rd ed). Macmillan.
Denzin, N., & Lincoln, Y. (Eds.). (2005). Handbook of qualitative research (3rd ed.). Thousand
Oaks, CA: Sage.

APPENDICES

QUESTIONNAIRE SURVEY FOR SOME METHODS OF FOSTERING THE
DAILYENGLISH-SPEAKING HABITS FOR ENGLISH-MAJORED FRESHMEN AT
This survey is designed to collect information for the study on “some methods of fostering the
daily English-speaking habits for English-majored freshmen at Industrial University of Ho Chi
Minh City”. Your assistance in completing the following items is highly appreciated. You can be
certain that this is for research purpose only and that you will not be identified in any discussion
of the data.
Before answering the questions, please fill in some information:
Full name: .................................................................................................................................
Age: .................................................................................................................................
Class: .................................................................................................................................
Date: .....................................................................
Hometown: .....................................................................
Email: .....................................................................

Nguyễn Thủy Vy ID: 12099951
28
Châu Thị Bích Vân
Guide answers: Please circle the corresponding answers
1. Please specify your gender:
a. Male b. Female
2. Please specify how long did you learned English in past?
a. 3 years b. 7 years c. More than 7 years
3. Please express your thought about learning speaking English in class?
a. Strongly necessary b. Normal c. Not necessary
4. Which of these four following English language skills do you think the most difficult
for your students?
a. Listening b. Speaking c. Reading d. Writing
5. How is your speaking English proficiency?
a. Very good b. Good c. Normal
d. Bad e. Very bad
6. In your opinion, is the learning ofspeaking English effective or not in class?
a. Not efficient b. Normal c. Very efficient
7. Please tell your reasons for your answer in question 5?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
8. What does your English teacher usually do before students start speaking English?
a. Do nothing and teach new lessons.
b. Guide the students how to conduct speaking activities.
c. Implicate for students some basic information about topic.
d. Provide students with the vocabulary and phrases related to the speaking topics
e. Discuss with students about the topics.
f. Ask students to give their opinion in the topics.

29
g. Other ideas: ............................................
9. What does your English teacher do while students practice speaking?
a. Help students by providing additional vocabulary and sentence.
b. Go around and monitor students to practice speaking.
c. Sit at the teacher’s desk.
d. Do private work.
e. Other ideas: ..............................................................
10. What does your teacher usually do to encourage students to practice speaking
English?
a. Suggest interesting topics for students.
b. Give students some hints on topics.
c. Ask students to choose topics for discussion.
d. Use other documents as the English songs, books, movies.
e. Do nothing.
f. Other ideas: ............................................
11. What does your teacher usually do to improve students’ English speaking?
a. Ask students to memorize all the new words and phrases which have been taught in class.
b. Ask students to practice speaking English on a daily basis.
c. Require students to look for native speakers ortake part in English clubs to practice
speaking English.
d. Encourage students to work in groups practicing speaking English.
e. Teacher sometimes organize field trips which mean students have to collect information
from the native speakers and then they will present all the information that they collected
for the next class.
f. Other ideas: ............................................
12. Please tell how often do you practice English speaking skill after class?
a. Never
b. Seldom
c. Only in class
d. Quite often
e. Very often

30
13. Please tell difficulties you often encounter when you learn speaking English?
(Can select many answers)
a. You are not interested
b. Difficulties in grammar, vocabulary
c. Difficulties in lack of ideas
d. Difficulties inEnglish grammar
e. Worries to express the ideas in English fluently
f. The course booksare not appropriated to the level
g. You do not have enough time to practice English speaking skill
h. You are lazy
i. Other problems …………………….
14. What does your teacher usually do when students are not interested in English
speaking class?
a. Conduct a test, evaluation and scoring
b. Let students choose their partner
c. Provide vocabulary, make a sample conversation, give more ideas and sentences
d. Encourage and motivate students to participate in speaking activities
e. Do not care about the students
f. Other ………………..
15. When students finish practicing, what does your teacher often do?
a. Call some pairs to present
b. Assign one or two pairs to present
c. Ask each pair or group manually check each other
d. Check all the students in class
e. Do not check anything
f. Other ideas ………………….
16. When students kept making mistakes, what does your teacher often do?
a. Silent and encourage students to continue speaking.
b. Silent but discourages students from continuing.
c. Stop the student again when students make mistakes and correct them.
d. Wait for the students to finish and fix all mistakes
e. Angry and ask students to stop.

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f. Other comments: ............................................
17. In your view, how to improve your English speaking skill?
a. Spend more time practicing at home
b. Spend more time learning more vocabulary and grammar
c. Find out the phrases, the special structures and the expression as the native people often
use in speaking daily
d. Other (if have)…………………………………….
18. In your opinion, what should the university and English teacher do to help you
overcome difficulties and improve your writing skill?
(Can choose many answers)
a. Organize many activities relating to English-speaking skills
b. Update new methods in teaching English (CLT,PPP)
c. Give students the topics relating with the real life
d. Introduce the vocabulary relating with the topic following the lessons
e. Encourage and motivate students speaking English daily
f. Guide students how to practice English speaking at home
g. Encourage students to read books in English to develop vocabulary, new structures,
slangs or synonym words
h. Other (if have)…………………………….
Many thanks for taking the time to answer all questions!

GRADUATION REPORT Hoan Chinh- Nguyễn Thủy Vy 12099951

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