English Language Difficulties Encountered By

Students of Ocean Edu, Nguyen Luong Bang

Branch, Hanoi, Vietnam

 Prof. Nico James Alagasi Bantayanon

Presenter
18
TH
Annual CAMTESOL Conference
February 20, 2022
Outline
Brief Background of the Study  
Statement of the Problem 
Research Method  
Research Environment  
Data Gathering Tools and Procedures  
Statistical Treatment of Data  
Findings and Discussion 
Conclusion 
Recommendation for Future Research
Q and A
Background of the study
 INTRODUCTION

Vietnam government

 Vietnam government has identified the urgent socio-political, commercial and

educational needs for Vietnamese people to be able to better communicate in
English which is considered to be the global language.
 Vietnam has always been a country with one official language, the Vietnamese.
 English can, therefore, be at most the first foreign language that students must
study in schools
 Ministry of Education and Training (1993) stressed that English has created an
explosive impact which resulted to the opening of so many English language schools
 In summary, Thinh (2007) presented one of the issues in English language learning
and teaching in Vietnam which is sufficient attention has not been paid to quality
assurance in English teaching and learning.
THEORETICAL FRAMEWORK
 Theoretical Framework

Different theories from different studies conducted and

readings from persons in authority
 Theoretical Framework
English macro-skills
 According to the study of Rahel (2013) quoted in the study of Catamco
(2018) said that in order to have mastery of the language, individuals must
be competent in the four skills; listening, speaking, reading, and writing
which are interrelated from each other.
 The concentration of developing the English language skills which is
according to English club (2017) are four namely: listening, speaking,
reading and writing.
 Communicative Language Teaching (CLT) is widely used by English
teachers in Thailand giving importance to the communication skills of the
children and adults (Soldivilla, 2019).
 Theoretical Framework

 Anandapong (2011) conducted a research on English listening problems

and proficiency found that the main reason that has caused listening
problems were lack of practicing listening skill and lack of exposure to
different kinds of listening materials.
 In the study conducted by Nguyen (n.d.) in Vietnam said that though
Communicative Approach is widely used by teachers in teaching English,
and with enough four language skills and linguistic features, still these three
factors are identified to have great impact on ineffective communicative
English teaching and learning in high schools like; 1. texbooks, 2. testing
system, and 3. teachers’ ability and knowledge of the field study.
 Theoretical Framework

Linguistic Problem

 It is said that in order for the students to be competent in English, they

need to acquire linguistic knowledge including grammar or syntax,
morphology, phonology, and semantics. This knowledge is frequently called
competence and its realization is described as performance.

 Mitchell & Myles (2013) indicates that one phenomena of second language
learners is “incomplete success and fossilization”, Two main theses for the
explanation of these phenomena are psycholinguistic and sociolinguistic.
 Theoretical Framework

 In the study conducted by Yordchim & Gibbs (2014), the linguistic competence of Thai
university students majoring in business English was examined in the context of knowledge
of English language inflection, and also various linguistic elements.

 According to Al Farabi (2015), another problem in English Foreign Language (EFL)

classrooms is the culturally inappropriate materials that are used. The first difficulty is
about the culturally inappropriate materials which usually result in offensiveness as well
as being outside of established socio-pragmatic use.

 The International TEFL and TESOL Training (n.d.) examined the problems and
implications and found out that “structural ambiguity” is another common cause of
linguistic problems and misunderstanding.
 Theoretical Framework

 In the study of Nguyen (2015), identified that the main problems in

language skills that the target Vietnamese students faced is falling mainly
into two skills the listening and the reading skills in which listening is a
big problem for them.

 It is pointed that one solution to solve these problems in listening is the

adaptation of easier listening materials in order to motivate Vietnamese
students in listening lessons and activities.
 Theoretical Framework
Socio-Cultural Perspectives on Second

Language Learning

 Researchers in language socialization believed that language and culture are

not separable, but are acquired together, with each providing support for
the development of the other.
 According to Lantolf (2010) cited in Tu (n. d.) that employed the Vygotsky’s
Sociocultural Theory (SCT) to second language acquisition, indicating that
language learning is not an individual process but a mediated social one
though there do exist self-cognitive stage (e.g. inner speech) which represent
the concept “intra-psychology”.
 Bankovic (2006) states that the core of socio­cultural theory is that learning
and cognitive development (which includes language as well) happen as a
result of social interactions.
 Theoretical Framework

 As Lightbown and Spada (2006) in Bankovic (2006) explained that socio­

cultural theory views speaking and thinking as “tightly interwoven,” people
internalize what is being said in the communicative process (by them as well
as by others), and through this activity they gain control over their mental
processes, or in other words speaking mediates thinking.
 Furthermore, Samovar, Porter, & McDaniel (2010), cited that integrating communication
and culture have probably realized that culture is an extremely complex, abstract concept
that exerts a pervasive influence on every aspect of life.
 Theoretical Framework
Barriers to Intercultural Communications

 Waltman (1987) asserts that culture shock can indeed devastate

international business communication as it attacks the very basis of
communication: perception.
 Salayag’s (2014) study discusses that teachers should be able to develop in
their students an intercultural competence which will enable them to
interact with people of different cultural backgrounds.
 In addition, Fan (2010), as language and culture are closely related, culture
can have a great impact on language shock and this is clearly evidenced
from the linguistic aspects and the aspect of sociolinguistic.
 Theoretical Framework

 Ethnocentrism is a belief in the centrality of one’s own culture. It often

involves judging aspects of another culture by the standards of one’s own.
Barger (2018) stipulates that addressing ethnocentrism is not a matter of
trying not to be ethnocentric.
 Communication anxiety is a significant affectivity role in second language learning.
Anxiety concerns with feelings of uneasiness, frustration, self-doubt, apprehension, or
worry. In addition to language problems and difficulties in cultural adjustment,
communication anxiety also has an impact and poses more intense on students’ language
competence and performance. To alleviate students’ problems, the teachers need to
understand that international students have communication anxiety and need to be willing
to help them.
The Four Macro Skills

 Pabalan (2018) discusses that there are four skills that persons
need for complete communication when learning a language.
Learning our native language starts with listening, then start
speaking through the words being heard from people. After that,
people learn how to read through the help of parents and
teachers; then finally, they learn writing. These are called the
four "language skills": also known as "macro skills'.
Paradigm of the Study
Input Process Output

     
   
     
   
 
A. Respondents: A. English Language
  Skills:  
- Students 1. Listening
  2. Speaking Improved
B. Demographic 3. Reading
Profile: 4. Writing Students’
   
1. Gender B. Factors Affecting English
  Language
2. Age Difficulties: Language
   
3. Number of Years 1. Socio-Cultural Skills
Studying English Perspectives on
  Second Language  
4. English Learning
Proficiency Rating  
  2. Barriers of
5. Reasons for Intercultural
Learning English Communication
 
 
STATEMENT OF THE PROBLEM
 STATEMENT OF THE PROBLEM
1. What is the profile of the respondents in terms of:
1.1 Age
1.2 Gender, and
1.3 Number of years studying English
1.4 English proficiency rating, and
1.5 Reasons for learning English?
2. What are the English language difficulties encountered by the
students of Ocean Edu Luong branch, Hanoi, Vietnam in terms of:
2.1 Listening
2.2 Speaking
2.3 Reading, and
2.4 Writing?
3. What are the factors affecting the language difficulties of students in Ocea Edu in
terms of:
3.1 Socio-cultural perspectives on second language learning, and
3.2 Barriers of intercultural communications?

4. Is there a significant difference in English language difficulties according respondents’ profile?

5. Is there a significant difference on the socio-cultural perspectives

which influence the language difficulties encountered by students?

6. Is there a significant difference on the barriers of intercultural

communications which influence language difficulties encountered by students?

 
7. Is there a significant relationship between the English
language difficulties encountered by the students of Ocean Edu and
the factors affecting it as to:
7.1 Socio-cultural perspectives on second language learning, and
7.2 Barriers of intercultural communications?

8. What intervention program could be designed in order to improve

students’ English language skills?
Hypotheses
The following are the hypotheses of the study.
1.) There is no significant difference in English language difficulties encountered by students
according to their profile.

2.)There is no significant difference on the sociocultural perspectives which influence the language
difficulties encountered by students.

3.)There is no significant difference on the barriers of intercultural communications which influence

the language difficulties encountered by students.

4.)There is no significant relationship between English language difficulties and the

factors affecting as to
4.1 Sociocultural perspectives on second language learning, and
4.2 Barriers of intercultural communications.
 
METHODOLOGY
 Methodology
Research Method

The descriptive method of research is utilized in order to answer the

problems of the study. This method provided the researcher with
sufficient data to identify the English language difficulties encountered
by the students of Ocean Edu Luong Branch, Hanoi, Vietnam, and the
factors which influence the language difficulties.
 Methodology
Research Environment

The study mainly focused on the students of Ocean Edu Nguyen Luong
Branch, Hanoi, Vietnam collating the of their age, gender, number of
years studying English, the English proficiency rating, and reasons for
learning English. The respondents comprise of 16 male and 18 female,
and the figure that follows shows the map of the location of the Ocean
Edu Nguyen Luong Branch, Hanoi Vietnam.
 Methodology
Research Environment
 Methodology
Respondents
 The respondents of this study were the “teen” students ages between eleven to sixteen years old,
and are enrolled in teens English course of Ocean Edu, Nguyen Luong Branch, Vietnam. The
course basically focuses on the development of four macro-skills in English; the listening,
speaking, reading, and writing.

Gender Frequency

Male 16

Female 18

TOTAL 34

Table 1. Respondents of the Study

 Methodology
Data Gathering Tools
 The primary tool used in gathering the data on language difficulties encountered by the students in
four macro-skills is the adapted survey questionnaires from different sources

Numerical Rating Description

4.51 – 5:00 Always

3.41 – 4.50 Oftentimes

2.31 – 3.40 Sometimes

1.21 – 2.30 Rarely

1.00 – 1.20 Never

Table 2. Problems Encountered by the Students in Four English Language

Skills and for the Factors Affecting the Language Difficulties on
Sociocultural Perspectives on Second Language Learning
 Methodology
Data Gathering Tools
Numerical Rating Description

4.51 – 5.00 Strongly Agree

3.41 – 4.50 Agree

2.31 – 3.40 Undecided

1.21 – 2.30 Disagree

1.00 – 1.20 Strongly Disagree

Table 3. Factors Affecting the Language Difficulties on Barriers to

Intercultural Communication
 Methodology
Data Gathering Procedures

 The researcher sought permission from the owner of Ocean Edu to

conduct the survey questionnaire. The respondents should be assured
that the responses are held with strict confidentiality. The data was
collected, tabulated and interpreted with the assistance of the
statistician.
 Methodology
Statistical Treatment

 The responses of the respondents were analyzed and interpreted using the
following statistical tools.
 The frequency count and percentage were used in the computation for problems 1
and 8 on the respondents’ age, gender and number of years in studying English,
the English proficiency rating, the reasons for learning English respectively. The
weighted mean formula is used for problems 2 and 5. To interpret the results for
problem 4, ANOVA is used. The t-test is used in testing the significant difference
for problems 5 and 6. Finally, the correlation formula is used for problem 7.
RESULTS AND DISCUSSIONS
 Results and Discussions
Respondents’ Profile

Age Frequency Percentage

5 – 10 years old 6 17.6

11 – 15 years old 17 50

16 – 20 years old 4 11.8

21 – 25 years old 6 17.6

More Than 25 1 3

Average 34 100 %

Table 4 Age Profile

 Results and Discussions
Respondents’ Profile

Gender Frequency Percentage

Male 16 47

Female 18 53

Total 34 100 %

Table 5 Gender Profile

 Results and Discussions
Respondents’ Profile

Number of Years Studying English Frequency Percentage

1 – 2 years 1 3

3 – 4 years 2 6

5 – 6 years 15 44

7 – 8 years 11 32

More Than 8 years 5 15

Average 34 100 %

Table 6 Number of Years Studying English

 Results and Discussions
Respondents’ Profile

English Proficiency Rating Frequency Percentage

Excellent 7 21

Good 13 38

Fair 13 38

Poor 1 3

Average 34 100 %

Table 7 English Proficiency Rating of the Respondents

 Results and Discussions
Respondents’ Profile

Reasons for Learning English Frequency Percentage

Interested in the language 25 74

Interested in the culture 12 35

Need it for my future job 34 100

Need it for travel 31 91

Have friends who speak English 24 71

Need to take a language course 19 56

Table 8 Reasons for Learning English

 Results and Discussions
Respondents’ Profile
No Listening Skills Weighted Description
Mean
1 Understand the tone of voice of a native speaker. 3.09 Oftentimes
2 Can understand a native speaker speaking at normal speed. Oftentimes
3.20
3 Can understand an attitude, customs, and social circumstances of a native speaker.  
2.94 Oftentimes
4 Can understand classroom lecturers in English. 3.35 Oftentimes
5 Can understand comments given by native English speakers. Oftentimes
3.26
6 Participate in class discussions in English. 2.97 Oftentimes
7 Participate in group discussions in English. 3.15 Oftentimes
8 Feel comfortable in listening a native speaker in the classroom. Oftentimes
3.26
9 Can understand the main idea of the native speaker. Oftentimes
3.44
10 Never have a listening problem. 2.21 Sometimes
  Average 3.09 Oftentimes

Table 9 Problems With English on Listening Skills

 Results and Discussions
Respondents’ Profile
No Speaking Skills Weighted Description
Mean  
1 Can have an informal conversation in English.  
Oftentimes
3.18
2 Can have formal conversation in English. 2.74 Oftentimes
3 Can perform academic presentation in English in the classroom  
Oftentimes
2.76
4 Have an adequate English vocabulary for effective speaking.  
Oftentimes
2.94
5 Can explain my idea clearly in English. 2.85 Oftentimes
6 Can pronounce words correctly. 3.32 Oftentimes
7 Find it easy to express myself in English. 3.06 Oftentimes
8 Can ask questions in English in the classroom.  
Oftentimes
3.44
9 Feel comfortable talking with a native speaker instructor in the  
classroom. Oftentimes
3.47
10 Never have a speaking problem. 2.53 Oftentimes
  Average 3.03 Oftentimes
Table 10 Problems With English on Speaking Skills
 Results and Discussions
Respondents’ Profile
No Reading Skills Weighted Description
Mean  
1 Can read an academic textbooks in English.  
3.09 Oftentimes
2 Can read a magazine in English. 3.06 Oftentimes
3 Can guess the meaning of a new vocabulary.  
3.00 Oftentimes
4 Can understand English idioms. 2.97 Oftentimes
5 Can explain the main idea and summary of a passage.  
3.12 Oftentimes
6 Can find the necessary information in the selection.  
2.18 Sometimes
7 Can get the overall meaning of the selection.  
2.53 Oftentimes
8 Can identify the cause and effect of a given situation.  
3.47 Oftentimes
9 Can get the meaning of the unfamiliar word.  
3.44 Oftentimes
10 Never have a reading problem 3.06 Oftentimes
  Average 2.99 Sometimes
Table 11 Problems With English on Reading Skills
 Results and Discussions
Respondents’ Profile
No Writing Skills Weighted Description
Mean  
1 Can write and academic paper in English.  
2.76 Oftentimes
2 Can write reports, letters and class assignments in English.  
2.79 Oftentimes
3 Can paraphrase English passages. 2.76 Oftentimes
4 Can write an essay within limited time. 2.53 Oftentimes
5 Can use correct grammar rules in writing any paper requirement.  
2.44 Sometimes
6 Can choose appropriate vocabulary words to use in writing may paper  
requirement.  
2.64 Oftentimes
7 Have an adequate English vocabulary for writing essays  
2.32 Sometimes
8 Able to develop a suitable structure for the content.  
2.85 Oftentimes
9 Can expand relevant points to come up with a paragraph.  
2.29 Sometimes
10 Never have a writing problem. 2.74 Oftentimes
  Average 2.74 Oftentimes
Table 12 Problems With English on Writing Skills
 Results and Discussions
Respondents’ Profile
No Socio – Cultural Perspectives Weighted Description
Mean  
1 Role play (drama, dialog with classmate) 2.56 Oftentimes
2 Language games with lots of actions 2.88 Oftentimes
3 Conversations with other students 3.06 Oftentimes
4 Solving problems in groups 3.03 Oftentimes
5 Grammar exercises 3.3 Oftentimes
6 Pronunciation practice 2.64 Oftentimes
7 Going out with classmates and practicing language  
Oftentimes
2.56
8 Memorizing conversations/dialogues 2.85 Oftentimes
9 Reading in front of the class 2.88 Oftentimes
10 Giving presentation to the class 3.3 Oftentimes
  Average 2.91 Oftentimes

Table 13 Sociocultural Perspectives on Second Language Learning

 Results and Discussions
Respondents’ Profile
No Barriers to Intercultural Communications Weighted Description
Mean  

1 Differences in race/nationality 2.38 Undecided

2 Differences in cultural background/beliefs/traditions/religion  
2.68 Undecided
3 Differences in attitude 2.71 Undecided
4 Differences in learning abilities 2.79 Undecided
5 Differences in age level 2.53 Undecided
6 Differences in gender 2.44 Undecided
7 Differences in traditional way of living/life style  
2.64 Undecided
8 Different attitudes toward the completion of learning tasks  
2.32 Undecided
9 Differences in language 2.85 Undecided
10 Differences in social etiquette/behavior 2.29 Undecided
  Average 2.56 Undecided
Table 14 Barriers to Intercultural Communications
 Results and Discussions
Respondents’ Profile
Age Listening Speaking Reading Writing Overall

 
Mean 2.85 2.83 2.42 2.24 2.59
5 – 10 N 6 6 6 6 6
Std. Deviation 0.616 0.343 0.638 0.554 0.538
Mean 3.37 3.29 3.30 2.89 3.21
11 – 15 N 17 17 17 17 17
Std. Deviation 0.339 0.352 0.311 0.282 0.321
Mean 2.50 2.58 2.38 2.14 2.40
16 – 20 N 4 4 4 4 4
Std. Deviation 0.289 0.501 0.345 0.282 0.355
Mean 2.68 2.58 2.27 2.22 2.44
21 – 25 N 6 6 6 6 6
significant at p < 0.05
Std. Deviation 0.368 0.585 0.207 0.254 0.354
Mean 3.65 3.40 3.58 3.11 3.44
More than 25 N 1 1 1 1 1
0.669 0.516 1.021 0.651 0.714
  Std. Deviation
 
 
Mean 2.79 2.94 2.79 2.52 2.76
Over-all N 34 34 34 34 34
Std. Deviation 0.504 0.459 0.504 0.405 0.468
F-value   0.699 0.987 1.332 3.603 1.655
p-value   0.644 0.547 0.366 0.351 0.477
Interpretation Insignificant Insignificant Insignificant Insignificant Insignificant
Decision Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

Table 15 Result of ANOVA Among the English Language Difficulties of the Respondents by
Age
 Results and Discussions
Respondents’ Profile

English Language Sex Mean SD t-value p-value Interpretation

Difficulties Decision
Listening Male 2.76 0.275     Significant
Female 3.35 0.462 -5.297 0.001 Reject H0

Speaking Male 2.86 0.258     Significant

Female 3.16 0.385 -4.800 0.001 Reject H0

Reading Male 2.76 0.226     Insignificant

Female 3.02 0.506 -1.707 0.149 Accept H0

Writing Male 2.48 0.193     Insignificant

Female 2.70 0.309 -2.026 0.077 Accept H0

Over-all Male 2.72 0.238     Insignificant

Female 3.06 0.416 -3.458 0.057 Accept H0

Table 16 Result of t-test Between English Language Difficulties and Gender

 Results and Discussions
By English Proficiency Ratings
English Proficiency Listening Speaking Reading Writing Overall

Rating  
Mean 2.77 2.73 2.60 1.94 2.51
Poor N 1 1 1 1 1
Std. Deviation 0.500 0.391 0.117 0.462 0.368
Mean 2.69 2.80 2.55 2.22 2.57
Fair N 13 13 13 13 13
Std. Deviation 0.457 0.365 0.319 0.338 0.370
Mean 3.15 3.12 3.05 2.78 3.03
Good N 13 13 13 13 13
Std. Deviation 0.326 0.379 0.345 0.326 0.344
Mean 3.70 3.39 3.55 3.21 3.46
Excellent N 7 7 7 7 7
Std. Deviation 0.346 0.343 0.357 0.328 0.344
   
Over-all Mean 3.08 3.01 2.94 2.54 2.89
N 34 34 34 34 34
  0.407 0.370 0.285 0.364 0.357

  Std. Deviation

 
F-value   1.499 1.414 2.949 0.885 1.687
p-value   0.398 0.416 0.537 0.576 0.482
Insignificant Insignificant Insignificant Insignificant Insignificant
Interpretation
Decision Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

Table 18 Result of ANOVA Between English Language Difficulties and English Proficiency Ratings
 Results and Discussions
Reasons for Learning English Language

 Table 17 presented the significant difference in English language difficulties of the respondents
and the reasons for learning English language. Using t-test to identify the differences, there were
the results: For reason 1 - interested in the language, had a t-value of -0.251 and a p-value of
0.152 which means insignificant and that denotes the acceptance of the null hypothesis. For
Reason 2- interested in the culture , had a t-value of 0.223 and a p-value of 0.205 which means
insignificant and signifies the acceptance of the null hypothesis.
 Results and Discussions
Reasons for Learning English Language

Socio-Cultural Perspectives Influencing Language Difficulties

Reasons for Learning English Language Difficulties
English Language       Interpretation/
Mean SD t-value p-value Decision
1. interested in the language         Insignificant
0.71 0.463 -0.251 0.152 Accept H0
significant at p < 0.05
2. interested in the culture         Insignificant
0.29 0.463 0.223 0.205 Accept H0
3. need it for my future job         Insignificant
0.91 0.288 0.078 0.660 Accept H0
4. need it for travel         Insignificant
0.79 0.410 0.071 0.689 Accept H0
5. have friends who speak         Significant
0.56 0.504 0.348 0.044 Reject H0
English
6. need to take a language         Insignificant
0.38 0.493 0.048 0.789 Accept H0
course
          Insignificant
Over-all 0.608 0.537 0.086 0.423 Accept H0

Table 19 Result of t-test Between the English Language Difficulties and the Reasons for
Learning English Language
 Results and Discussions
Reasons for Learning English Language

Table 21 presented the significant difference in barriers of

Comparison Mean sd t-value p-value Interpretation/
Decision
Listening 3.09 0.762 -1.159 0.256 Insignificant
Socio-cultural Perspective 2.91 1.029 Accept H0

Speaking 3.03 0.672 -0.876 0.388 Insignificant

significant at p < 0.05 Socio-cultural Perspective 2.91 1.029 Accept H0

Reading 2.90 0.805 -0.453 0.654 Insignificant

Socio-cultural Perspective 2.91 1.029 Accept H0

Writing 2.60 0.846 1.377 0.179 Insignificant

Socio-cultural Perspective 2.91 1.029 Accept H0

  2.86 0.874 -0.278 0.369 Insignificant

Over-all 2.91 1.029 Accept H0
Table 20 Result of t-test Between Socio-Cultural Perspectives and English Language Difficulties Barriers of
Intercultural Communication Influencing Language Difficulties
 Results and Discussions
Reasons for Learning English Language
Comparison Mean sd t-value p-value Interpretation/
Decision

1. Listening 3.09 0.762 -2.509 0.017 Significant

Socio-cultural Perspectives 2.91 1.029 Reject H0

2. Speaking 3.03 0.672 -2.431 0.021 Significant

Socio-cultural Perspectives 2.91 1.029 Accept H0
significant at p < 0.05

3. Reading 2.90 0.805 -1.451 0.156 Insignificant

Socio-cultural Perspectives 2.91 1.029 Accept H0

4. Writing 2.60 0.846 0.239 0.812 Insignificant

Socio-cultural Perspectives 2.91 1.029 Accept H0

  2.86 0.874 -1.538 0.252 Insignificant

Over-all 2.91 1.029 Accept H0

Table 21 Result of t-test Between Barriers of Intercultural Communication and English Language Difficulties
 Results and Discussions
Relationship Between Socio-Cultural Perspective and English Language Difficulties

 Table 22 revealed the significant relationship between the socio-cultural perspective and the
English language difficulties. Using Pearson product-moment correlation coefficient (r) to identify
the relationship, the r-value was 0.424 and p-value of 0.020 which denotes the rejection of the null
hypothesis. This means that socio-cultural perspective and the English language difficulties of the
respondents had a significant difference. Moreover, the “socio-cultural perspective”
“moderately” affect the English language difficulties of the learners.
 Results and Discussions
Relationship Between Socio-Cultural Perspective and English Language Difficulties

Variables Compared r-value Strength of p-value Interpretation

correlation Decision
 

significant at p < 0.05

Socio- English 0.424 Moderate 0.020 Significant
Cultural Language Reject Ho
Perspective Difficulties

Table 22 Result of Pearson r Socio-Cultural Perspective and English Language Difficulties

 Results and Discussions
Relationship Between Barriers of Intercultural Communication and English Language
Difficulties

 Table 23 revealed the significant relationship between the barriers of intercultural communication
and the English language difficulties. Using Pearson product-moment correlation coefficient (r) to
identify the relationship, the r-value was 0.549 and p-value of 0.001 which denotes the rejection of
the null hypothesis. This means that barriers of intercultural communication and the English
language difficulties of the respondents had a significant difference. Consequently, the “barriers of
intercultural communication” ”moderately” affect the English language difficulties of the
learners.
 Results and Discussions
Relationship Between Barriers of Intercultural Communication and English Language
Difficulties

Variables Compared r-value Strength of p-value Interpretation

correlation Decision
 

significant at p < 0.05 Barriers of English 0.549 Moderate 0.001 Significant

Intercultural Language Reject Ho
Communication Difficulties
 

Table 23 Result of Pearson r Barriers of Intercultural Communication and English Language Difficulties
CONCLUSIONS AND RECOMMENDATIONS
 Conclusions
Based on the findings of the study, the following conclusions are drawn.

1. Most of the students are female between 11 – 15 years old, learning English language between 5 – 6
years, with proficiency ratings in English between good and fair, and most of their reasons in learning
English would be for their future jobs.
2. The students oftentimes encountered difficulties in listening reading, and writing skills, and
sometimes encountered difficulties for speaking skills.
3. The students have rated oftentimes the factors on sociocultural perspectives affecting their language
difficulties encountered, while the factors on the barriers to intercultural communications rated
undecided
4. The students met the same language difficulties in four language skills regardless of age; while in
terms of gender, male had higher level of difficulties met in four macro-skills in English; the same
difficulties encountered by the students in terms of the number of years studying English; despite of
the language encountered by thestudents, they have proficiency ratings of fair and good; and finally
they need to learn English language no matter how difficult the four language skills are.
 Conclusions
Based on the findings of the study, the following conclusions are drawn.

5. The socio-cultural perspectives influence the language difficulties

encountered by the students of which they have more difficulties in reading
and writing skills.
6. The barriers of intercultural communications influence the language
difficulties encountered by the students having more difficulties in reading
and writing skills.
7. The socio-cultural perspectives and barriers to intercultural communications
moderately affect the language difficulties encountered by the students.
8. The intervention program is indispensable in order to improved the
students’ English language skills.
 Recommendations:
Based on the findings, conclusions of this study, the following recommendations are offered.

1. The students are teens and having proficiency rating of fair and good and wanted to learn
English for their future jobs. The English teachers should find ways and means in their
teaching in order to level up their language proficiency level.
2. The English teachers must deeply identify the basics in these three language skills as the
basin for moving forward for lesson designing so as to cater to the language skills needed
by the students.
3. The school heads should closely monitor English teachers to underscore varied lesson
activities for the students to overcome their problems encountered in the four language
skills acquisition.
4. The English teachers must increase their level of lesson preparations for students’
development regardless of age, gender, years of learning English because skills might be
difficult for students but the fact is that teaching of macro-skills in never in an isolation
way.
 Recommendations:
5. The English teachers must encourage students’ participation and design interactive lessons
to solve their language problem on reading and writing skills in which students collaborate
or interact among themselves to accomplish learning objectives.
6. The English teacher, with the close monitoring and regular evaluation of school heads,
should combine language teaching and culture teaching in order to develop students‘
intercultural communicative competence.
7. The schools heads should spearhead forums and seminar-workshops on cultural
differences of the target language for the English teachers to attend in order for them to be
effective and efficient in the second language classroom.
8. The need to implement the intervention program is necessary and must be funded.
 AN INTERVENTION PLAN
AS GUIDE TO THE IMPROVEMENT OF STUDENTS’
ENGLISH LANGUAGE SKILLS
 RATIONALE:
 It is widely known that in-order to become a well-rounded communicator one
needs to be proficient in each of the four language skills – the listening, speaking,
reading, and writing. It is also believed that these four skills give learners
opportunities to create contexts in which to use the language for exchange of real
information, evidence of their own ability- the proof of learning, and the most
important is the confidence. However, listening and reading are the receptive
skills because learners do not need to produce language, they receive and
understand it. These skills are sometimes known as passive skills, while the
productive skills are speaking and writing because learners are applying these
skills in a need to produce language. They are also known as active skills
(EnglishMate, 2008).
 OBJECTIVES:
The following are the objectives based on the findings of the study.
 Equip English teachers to use different English teaching strategies in order to
find solutions to the language difficulties encountered by students.
 Provide English teachers professional development for appropriate use of
English teaching strategies and practices to improve students’ performance
in four language skills.
 Monitor and evaluate English teachers regularly through class observations
and other relevant tools in order to find out teachers performance level.
 Increase teachers’ awareness on curriculum development, teaching
methodologies, techniques which will improve the teaching styles to directly
address the language problems of students in four language skills through in-
service trainings.
 Methodology
The following methodologies guide the implementers of this intervention program.

 Conducting students’ diagnostic and post tests on the four language skills as basis for
English teachers’ lessons preparation and designing.
 Conducting regular monitoring and evaluation for English teachers through class
observation and other relevant ways to find out problems and concerns in language
teaching.
 Spearheading forums, seminar-workshops, and teaching post conferences to discuss
matters and issues identified in English teaching and learning process.
 Conducting in-service training for English on classroom testing and construction – the
formative and summative form.
 Collaborating with the parents, and other English teachers in conducting concrete
English language activities and presentations that will encourage students’ participation
in order to enhance their English language skills.
 Providing awards and recognitions to performing English teachers.

Activities Strategies
A. Listening Skills
1.Understanding the main idea of the Inviting native resource
native speaker speakers
 
Forum
Film showing
2. Understanding classroom lecturers in Groupings and presentations
English Note taking
Question and answer activity
3. Understanding Sharing and discussions
comments given by native speakers  
Film showing
Oral-aural activity
Note taking and presentation
4. Feeling comfortable listening a native Oral presentation
speaker in the classroom  
Inviting resource speakers
Note taking
Film showing
Matrix of Activities
Performance Time Frame Persons Responsible
Indicators
80 % of the students are Weekly English teachers
exposed to listening the    
resource speakers Monthly English coordinators
 
85% of students’ Weekly English teachers
participation is achieved    
Monthly English
coordinators
Start of the school year
80 % of the students During classes English teachers
achieved their listening goals    
  Weekly Resources speakers
Start of the year Parents
 
85% of the students have Daily Teachers
confidence talking to a native    
speaker Weekly English Coordinators
Start of the year  
 Matrix of Activities
Activities Strategies Performance Time Frame Persons Responsible
Indicators
 
2. Speaking Skills
 
1. Feeling comfortable talking with a native Oral Activity 90% of the students participate Everyday English teachers
speaker in the classroom   in the varies class activities    
Groupings and presentation Weekly English coordinators
     
Role playing Monthly School administrators
     
Speaking contest  
 
English festival
 
2. Asking questions in English in the Question and answer activity 90% of the students Everyday English teachers
classroom   participated in class activities    
Class reporting Weekly English coordinators
     
Presentation Monthly School administrators
   
Dialoging  
 
3. Having an informal conversation in Pair work 90% of the students improve Everyday English teachers
English   their speaking skills    
Dialoging Weekly English coordinators
     
Presentation Monthly  
 
Classroom dramatics
 
 Matrix of Activities
Activities Strategies Performance Time Frame Persons Responsible
Indicators
3. Reading Skills

1.Identifying the cause and effect of a Reading aloud 88% of the students Daily English teachers
given situation   identify cause and effect    
Pair activity Weekly English coordinators
   
Story reading Monthly

2. Getting the meaning of the Vocabulary development 90% of the students Daily English teachers
unfamiliar word   improved their    
Spelling contest vocabulary skills Weekly English coordinators
   
Context clues Monthly
   
Passage reading
 
3. Explaining the main idea and Story reading 90% of the students Weekly English teachers
summary of a passage   identified the main idea    
Answering Wh and H and write acceptable Monthly English coordinators
questions summary
 
Listing facts and details
 
Paragraph and summary
writing

Activities Strategies
4. Writing Skills
1. Developing a suitable structure for the Defining terms
content Vocabs development
Outlining
Paragraph writing
Guided writing
Free writing
Paragraph writing contest
2. Writing reports, letters, and class Providing samples
assignments in English Pair writing
Guided writing
Free writing
English festival
3. Writing an academic paper in English Identifying thesis statements
Writing paragraphs
Writing short summary
Providing sample student
outputs
Portfolio assessment and
evaluation
Listing facts and opinions
Writing contests
Performance
Indicators
90% of the students write
acceptable paragraphs
88% of the students
achieved their goals in
writing
90% of the students can
write acceptable paragraphs
Matrix of Activities
Time Frame Persons Responsible
Weekly English teachers
   
Monthly English coordinators
Ending of a semester
Daily English teachers
   
Weekly English coordinators
Monthly
Daily English teachers
   
Weekly English coordinators
Monthly School administrators

Activities Strategies
1. Professional Development Forums
Training for English Teachers  
  Seminar-Workshops
Class Observation
2. Teachers’ Demonstration Peer Teaching
Teaching on the Four Language  
Skills Model Teacher Demo-Lecture
  Using Class Observations
  Checklist
3. Lesson Planning, Lesson Planning and
Designing, and English Materials Critiquing
Production  
 
Instructional Materials
Production and Evaluation
Matrix of Activities
Performance Indicators Time Frame Persons Involved
95% of English teachers Before the Start of the School Heads
apply skills they learn in Classes  
their English classes English Teachers
Coordinators
100% of the teachers Before and After the School Heads
enhance teaching skills and Semester/  
techniques Classes Start and End Teachers
Coordinators
100% of English teachers Before Classes Begin School Heads
are prepared for their    
lessons with appropriate   Teachers
teaching devices End of the Semester  
  Coordinators
 Monitoring and Evaluation:

1. The language activities on four language skills are mainly done by the English teachers,
and be closely monitored and evaluated by the school administrators in order to find out if
students have improved their language skills. This can be done weekly, monthly or
quarterly depending on their agreement between the teachers and the evaluators
themselves.
2. The forums and seminar-workshops will be conducted before the opening of classes, and
year round activities for the others parts of the intervention plan.
3. The activities will be spearheaded by the school administrators, school heads, and the
teachers respectively.
4. With the full implementation of the intervention plan, the problems encountered by the
students in the four language skills will be remediated, and the improvements are possible.
 Budget
The breakdown of the expected expenses is reflected below.
Particular/Items] Approximate Amount
 
1. English Academic Contest for Students, Prizes, Certificates and the VND 20,000,000.00
like
 

   
2. Teachers’ Awards and Recognitions VND 30,000,000.00
 

   
3. Resource Speakers and Judges for Students Academic Contest VND 15,000,000.00
 

4. Forums, Seminar-Workshops and Honorarium for the Resource VND 50,000,000.00

Speakers
 

5. Venue, Foods, Snacks, Certificates and the like VND 50,000,000.00

 

   
TOTAL VND 165, 000,000.00
 
GOD BLESS YOU ALL!