SPEAKING AND ITS

INFLUENCING FACTORS

MARTA ESTERA POPESCU & LE NGOC TRAN

 TABLE OF CONTENTS

01 Introduction
05 Findings

02 Methodology & Research

06 Suggestions & Solutions

03 Internal Factors
07 Conclusions

04 External Factors
08 Open questions
INTRODUCTION

“If you can speak, you can influence. If you can influence, you
can change lives”

Speaking was strongly connected with a personal experience

that occurred in early childhood and had a major impact on my
career path and personal development.

Influence comes in many ways, shapes and, forms and it is

important to keep all channels open.
METHODOLOGY
AND REASEARCH
A number of 262 students from Binh Duong University were
involved in the case study, alongside lecturers. The age
groups and study levels differed among the participants.

Quantitative and qualitative research methods have been used

for the purpose of the present study, which involved interviews
and class observations.
INTERNAL
FACTORS
Numerous internal factors contribute to poor speaking
performance, such as: lack of vocabulary, insufficient
strategies, limited opportunities to practice English,
demotivation to speak English, fear of making mistakes
and, feeling insecure.
 EXTERNAL
FACTORS
External factors contribute as well to
underperformances on part of the students and are
mainly due to lack of motivating activities, absence of
error correction, absence of speaking tasks,
insufficient activities to practice and learn new
vocabulary, frequent use of mother tongue and,
exaggerated focus on grammar.
FINDINGS
Previous research conducted by Izadu, 2015; Al-
Jamal, 2014, Ngo, 2011; Le, 2011, Dil, 2009 reaches
similar conclusions to the ones obtained in the
current study.

Moreover, interviewed lecturers emphasized that

vocabulary range, pronunciation, self-confidence,
and timidity also affected students' performance in
regard to speaking.
FINDINGS

02 On the other hand, studies done by Miller (2010) and Foley

(2005) show a different outcome to the one revealed in the
current study. They suggest that the lecturers' limitation
regarding speaking competence impacts students' speaking
performance

The lecturers who took part in the survey also

01 stated that their teaching methods are not
suitable for all learners in the English-
speaking class. The class observation also
noted that teachers could not manage all the
participants equally, and some rapidly lost
interest in the speaking activity.
 SOLUTIONS
Some of the best strategies to improve students' speaking
skills should include variation of teaching strategies,
constant cooperation and training, bring to life extra-
curricular activities, regular reviews of curriculums and class
books, up to date equipment, international cooperation with
native English teachers.

Addressing the internal factors, research shows that

independent learning styles can help improve students'
performance and general English knowledge.
 CONCLUSION

The globalization process demands a general integration of

the section over all countries. Hence, learning foreign
languages has become imperative and more vital for
Vietnamese students. It has, therefore, become necessary to
integrate English speaking skills into the English language
curriculum and its importance will only continue to increase
in the future.
THANK YOU ALL FOR
LISTENING!