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GROUP 05:
1. LÊ TÂM ANH - ENENIU22049
2. HOÀNG CẨM DIỄM NHI - ENENIU22061
3. ĐỖ THỊ TRANG - ENENWE23112
4. PHẠM NGUYÊN PHÚ TIÊN - ENENIU21153
5. LÊ PHƯƠNG THẢO - ENENIU21145

Topic: How effectively do junior BA students at IU speak English outside the

classroom?

1. An overview of the research area:

1.1. Description of the research area:

The main focus of this study aims at exploring the proficiency faced by junior
Business Administration students at International University (IU) when they speak
outside the classroom. First and foremost, the research seeks the definitive answers
of the effective speaking of junior BA students in non-academic situations including
real-life application and enhanced confidence level. Furthermore, the study takes a
look at the difficulty they face when using English outside the classroom. Finally, this
study will find out the research gaps which provide deep insights for this research.

1.2. Importance of the research area:

Firstly, by doing this research, we can identify the challenges students might
face when speaking English in a real-life setting so that lectures can regulate more
suitable language programs. Secondly, IU's recognition and reputation is increasing
because conducting this research gives out the result whether or not this university
has been sufficiently applying this global language. Finally, this research also allows
lecturers to recognize the advancement and shortcomings of this language program,
hence regulating, renovating, and supplementing development into this current
program in order to create the best version of the setting.

1.3. Motivation of research:

One may argue that English is a global language. All five continents—Asia,
Europe, Africa, Australia, and America—have a high concentration of English
speakers (Crystal 1987). Due to its popularity worldwide, many nations, including
Vietnam, reformed English as a compulsory subject taught from elementary to
university levels. Thus, it is essential for people to achieve fluency in using English.
There are several non-English majors nowadays required to use English, and worth
mentioning is BA. However, of the four English skills, speaking is accessed as the
most challenging skill in their learning process to communicate, particularly their
application outside the classroom. This study’s motivation is to appreciate objectively
the effectiveness of speaking English outside the class of the group of BA junior
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students who are learning at IU. Moreover, it is also helpful to find out the new
methods that literature can apply in the curriculum.

Keywords: speaking English, outside the classroom, the effectiveness, junior

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2. The effectiveness of speaking English outside the classroom for

students

2.1. Real-life application:

Previous researchers indicate that there is a strong correlation between

the English curriculum and the English competence for communication
outside the classroom. The findings posted on Arab World English Journal
( AWEJ) revealed that when the English curriculum fails to provide sufficient
skills and competence for learners, human resources will not likely move up to
higher development levels. Furthermore, a research conducted by Peter
Sayer and Ruth Ban (2014) indicated that students in EFL settings often use
English more than is commonly thought. The engagement of students in
Mexico using English outside the classroom is through music, movies and
video games. Last but not least, the study by Wahyuningsih, Sri, Afandi,
Muhamad (2020) gave out the result that the students will have more chances
to speak English inside and outside the class if the lecturers facilitate the
English speaking curriculum with the English speaking community.

2.2. Enhanced confidence level:

Speaking skill is considered to be one of the most important skills.

According to Fachrurrazy (2012,p.79), “Speaking is an active and productive
skill. The target of speaking skill is an ability to express ideas freely and
spontaneously”. Moreover, self-confidence is one of the factors which plays
the important role in determining the learners’ willingness to communicate
their speaking skill (Utama et al, 2013 and Dornyei et al as cited in Park &
Lee, n.d.) so there is a strong correlation between self-confidence and public
speaking. High self-confidence can be positively correlated with oral
performance (Heyde as cited in Park, 2004:198). Therefore, students who
have higher self-confidence than the other students can communicate well.
So, their speaking ability in English is better than the other students. That can
be supported by the statement that situational self-confidence in
communication plays an important role in determining the learners’ willingness
to communicate. (Lee and park, 2004:206)

3. Description of the specific problem:

3.1. Description of the specific problem:

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One of the most common culprits that lead to ineffective

communication in students is low performance. They do not know what
motivates them to speak outside the classroom. According to Atonius Ikar
Asmarajati Laga Tukan, “motivation is also related to self-efficacy in
motivating an English learner.” Another is deprived of a lack of knowledge,
such as vocabulary, pronunciation and grammar that directly influence how
they express their ideas verbally. According to Goh and Burn (2012), a lack
of vocabulary is an objective preventing the learners from expressing
themselves. And, Nhung Hong Thi Pham and Huan Buu Nghia (2021) say “
To speak fluently, learners should have adequate knowledge of English
through which they can enhance their proficiency. The students should put a
great deal of effort into enhancing their phonological, lexical and grammatical
knowledge of English.”

3.2. Research aims:

The research aims to assess the efficiency of speaking English among

Business Administrator junior students at International University outside the
classroom. Additionally, the purpose of the research is to find out the
correlation between the English curriculum and English competence for
communication outside the classroom. The influence of the English curriculum
on English competence for communication outside the classroom is
investigated to examine if Business Administration junior students at
International University get high scores in their curriculum is high enough to
evaluate their speaking English skill outside the classroom.

3.3. Research questions:

Many people may face some problems with speaking English although
they are learning the curriculum in English. Additionally, it is thought that
environment is one of the most determining factors to make progress in
English speaking skill. This study sets out to find out the answer to two
questions. The first question is: What challenges do junior Business
Administration students at International University face when speaking
English outside the classroom? The second one is: How do different
environments affect the student’s attempt to speak English outside the
classroom?
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3.4. Research objectives:

This main focus of the study is (1) to investigate the effectiveness of

Business Administration students at International University (IU) in speaking
English outside the classroom to appreciate and compare objectively how
junior BA students of IU use English in their daily conversation and test the
effectiveness of the all-English environment curriculum at International
University. The given findings also (2) compare and identify the challenges
that junior Business Administration students of International University face
when speaking English outside the classroom. Furthermore, by identifying
areas of strength and weakness, the study can (3) inform instructional
strategies, support services, and curriculum development to enhance IU
students' English language skills. Finally, this study will help to understand the
research gaps which provides valuable insight for this research.

4. The significance of the proposed study:

In summary, the majority of this study supports the effectiveness of speaking English
outside the classroom for students, specifically demonstrated in real-life application
and confidence level enhanced. However, the study is not without limitations, such
as the ineffective communication in students that lead to the low performance, or the
absence of understanding in areas like grammar, pronunciation, and vocabulary that
directly affects how they articulate their thoughts orally. Furthermore, research is
limited in diversity and only focuses on a certain target group which makes them
inadequate for data comparison. Therefore, this study aims to address these gaps
with the hope of contributing to the existing literature base and providing insights for
future educators.

References:

(1) Pham Thi Thanh Xuan. (2014). What are challenges that Vietnamese
students encounter when representing themselves through speaking English?
Hanoi University of Agriculture, Vietnam (p.125-147) https://bom.so/HLx7kn
(2) Vo Phuong Quyen, Pham Thi My Nga and Ho Thao Nguyen. (2018).
Challenges to speaking skills encountered by English-majored students: A
story of one Vietnamese university in the Mekong Delta. School of Foreign
Languages, Can Tho University, Vietnam https://bom.so/T6aoIy
(3) Thi Truc Ly Bui, Thi My Duyen Huynh, Thi My Nhung Nguyen, Thi Ngoc Chan
Nguyen, Thi Yen Nhi Nguyen. (2022). The difficulties in oral presentation of
English-majored juniors at Tay Do University, Vietnam.
https://bom.so/UOvHAd
(4) Roysmanto. (2018). A correlation between self-confidence and the students'
speaking skill. https://bom.so/JGezHQ
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(5) Nhung Hong Thi Pham and Huan Buu Nghia. (2021). (p.12) Difficulties in
speaking English skills of non-English major freshmen at the university.
https://bom.so/GI374M
(6) Atonius I. A. L. T. (2017) (6-9) The English language education study
program students’ motivation to speak English outside the class
https://bom.so/ceaIlC
(7) Nazifullah N. ,Hamza A. , Kanageswary C. , Siva L. T. S. ,Vijayaletchumy S.
(2019) Psychological factors that affect English-speaking performance among
Malaysian Primary schools pupils (56-58). https://bom.so/VvyIMV
(8) Arab World English Journal. ( 2018 ). The impact of English curriculum on the
English competence for communication outside the classroom.
https://bom.so/z72PpW
(9) Peter Sayer and Ruth Ban. (2014). The engagements which students prefer
to use English outside the classroom game. https://bom.so/7wr7Mi
(10) Wahyuningsih, Sri, Afandi, Muhamad ( 2020) The effect of English
curriculum on the environment of using English for communication.
https://bom.so/EKPrhf