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The study titled 'Factors affecting speaking skills of the first-year students at the faculty of English, Hanoi Open University' aims to identify challenges and propose solutions to improve English speaking skills among students. It utilizes both quantitative and qualitative research methods, including surveys and interviews, to gather data from 100 first-year students. The research focuses on understanding difficulties, identifying influential factors, and recommending strategies for enhancing speaking abilities.

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6 views

câu hỏi ppl

The study titled 'Factors affecting speaking skills of the first-year students at the faculty of English, Hanoi Open University' aims to identify challenges and propose solutions to improve English speaking skills among students. It utilizes both quantitative and qualitative research methods, including surveys and interviews, to gather data from 100 first-year students. The research focuses on understanding difficulties, identifying influential factors, and recommending strategies for enhancing speaking abilities.

Uploaded by

meokunngok12345
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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FINAL ORAL EXAMINATION

(SUGGESTED QUESTIONS)

1. WHAT IS THE TITLE OF THE STUDY?


=> THE TITLE OF THE STUDY IS: Factors affecting speaking skills of the first-year students at the
faculty of English, Hanoi Open University.

2. REASON FOR CHOOSING THE TITLE?/WHY DO YOU CHOOSE THIS TOPIC? (RATIONALE))
=> REASON FOR CHOOSING THE TITLE IS: I want to mention the factors that affect English
communication and propose solutions to help learners overcome and change these issues.
=> REASON FOR CHOOSING THIS TOPIC IS: In fact, most pupils-students often face many
obstacles, difficulties in learning to speak especially when communicating with all
everyone or even foreigners. However, speaking practice can be challenging for
English learners, as it requires quick thinking and a focus on delivering accurate
language while responding to others. Therefore, the topic “Factors affecting
speaking skills of the first-year student at the faculty of English, Hanoi Open
University” was chosen. Aims to provide impact solutions to support students in
overcoming challenges, fostering improved confidence, and competence in their
spoken English abilities.

3. WHAT IS THE AIM OF THE STUDY?


=> The research aims at helping learners to gain better knowledge of speaking
skills.

4. WHAT ARE THE OBJECTIVES OF THE STUDY?


=> Objectives of the study: the major purposes of this study are as follows:
+ To determine the difficulties in studying speaking skills of the first-year students
+ To discover the factors that help improve their speaking skill
+ To identify the problems that affect the students’ speaking ability

5. WHAT ARE THE RESEARCH QUESTIONS OF THE STUDY?


=> This study aims to answer the following question:
+ What are the difficulties and problems in studying speaking skills of the first-
year students ?
+ What are the factors that cause difficulties in studying speaking skills of the
first-year students ?
+ What are some solutions to improve the speaking skills of first-year students?

6. WHAT IS THE STRUCTURE OF THE STUDY? HOW MANY CHAPTER ARE THERE IN THE
STUDY?
=> This study is divided into 4 chapters:
Chapter 1. The introduction introduces the rationale for choosing the field for
study, the aim and objectives, the scope of the study, the research questions, the
research methods, and the organization of the study.
Chapter 2. The literature review discusses the previous studies on the effect of
using technology in developing English-speaking skills and presents some
theoretical frameworks that could be used as the foundation for the process of
conducting the research.
Chapter 3. The methodology presents Research types, populations, samples, and
research methods.
Chapter 4. The conclusion summarizes the main points of the study, the major
findings of the investigation, concluding remarks, limitations, and recommendations for
further study.

7. WHICH METHOD/METHODS WILL YOU USE IN YOUR STUDY?


=> To reach the goal of the research, the writer used two main research
approaches. They were quantitative and qualitative approaches. By virtue of the
quantitative method, the data were collected for the study including the effects of
English speaking skills. The qualitative method was applied to describe and analyze the
data of the study.

8. WHICH TOOL/INSTRUMENT DO YOU USE TO COLLECT THE DATA FOR YOUR STUDY?
=> In order to achieve the aim and objectives, the descriptive and contrastive methods
are used in the thesis. The researcher used quantitative methods and
qualitative methods.
(Quantitative approach): A survey questionnaire was applied to identify the typical errors made by the first-
year students of FOE, HOU when speaking skills. The survey questionnaire results were interpreted and used
as a basis to propose some recommendations to improve the quality of teaching and learning English
pronunciation for the first-year students of FOE, HOU.
Qualitative approach (Conducting interviews)
In this study, the researcher conducted interviews to identify the causes/ factors leading to typical errors
made by the first-year students. These findings were used as a basis to propose some recommendations to
improve the quality of teaching and learning English speaking for the first-year students of FOE, HOU.

9. WHAT IS THE SCOPE OF THE STUDY?


=> Academic scope: English speaking skills
Social scope: The second–year English major students at a university in Hanoi.

10. WHAT IS THE POPULATION OF THE STUDY?


=> The population of the study includes students of the Faculty of English, Hanoi Open
University, who are currently enrolled in speaking skills.
11. WHAT IS THE SAMPLE SIZE OF THE STUDY?
=> The sample size of the study consists of 100 participants, selected using the
convenience sampling method. These participants volunteered to participate in the
survey and represent a diverse group of first -year students. This sample size was
deemed sufficient to provide reliable data for analyzing the strategies and difficulties
encountered in speaking skills.
12. HOW DO YOU SELECT THE SAMPLE? (RANDOMLY)
=> The research is based on a survey of the first –year students at a
university in Hanoi, in the academic year 2023-2024, with 100 students chosen at
random to participate.

13. WHAT’RE THE DIFFERENCES BETWEEN QUANTITATIVE AND QUALITATIVE METHODS?


Quantitative(định lượng) approach:
* Based on the measurement quantity or amount
* Applicable to phenomena that can be expressed in terms of quantity
* Relates to the techniques of using statistics, variables, reliability of data, describing data,
analyzing data, testing hypotheses and dealing with problematic data. [Deals with numbers
and statistics (thống kê)]

Qualitative(định tính) approach: (Deals with words and meanings)


* Qualitative phenomenon- relating to quality(Hiện tượng định tính - liên quan đến chất
lượng)
* Underlying motives and desires, using in depth interviews for the purpose.
(Động cơ và mong muốn tiềm ẩn, sử dụng phỏng vấn sâu để thực hiện mục đích này)

14. HOW WILL YOU DESIGN THE SURVEY QUESTIONNAIRE?


=> The questionnaire was designed to find out typical errors made by the first-year students
at FOE, HOU when speaking English. Some factors affect speaking skills. They are
combination of complexity of many factors such as time/scheduling constraints, lack of
listening skill when speaking, levels of anxiety and confidence, the lack of vocabulary
affected their oral performance, motivation and interest in the speaking ability, English
environmental condition.
Write down questions for your research problems.
You can use Google Form to helps with the format.
Main contents: A title and instruction, The type of questions, How to design a survey
questionnaire

A Title and instruction of a survey questionnaire


The survey title ...
+ summarizes the survey objectives and attracts the respondents’
attention.
+ convinces the respondents that it is worthwhile to complete the survey.
+ clarifies the questionnaire purpose and instructs to survey a particular
area.
+ indicates how long it will take to complete the questionnaire.

15. WHAT’RE THE DIFFERENCES BETWEEN OPEN-ENDED AND CLOSED-ENDED QUESTIONS?


1. Response Type:
o Open-ended: Allows for detailed, free-form responses.
o Closed-ended: Provides predefined answer options (e.g., Yes/No,
multiple choice).
2. Purpose:
o Open-ended: Gathers in-depth insights and opinions.
o Closed-ended: Collects specific, quantifiable data.
3. Data:
o Open-ended: Qualitative, descriptive responses.
o Closed-ended: Quantitative, measurable responses.
4. Analysis:
o Open-ended: Requires more time for interpretation and analysis.
o Closed-ended: Easier and quicker to analyze.

16. WHAT ARE THE EXPECTED RESULTS OF THE STUDY? (FACTORS, DIFFICULTIES, EFFECTS,
INFLUENCES, SOLUTIONS BASED ON LITERATURE REVIEW)
The expected results of the study are:
1. Factors Affecting Speaking skills: They are combination of complexity of many factors
such as time/scheduling constraints, lack of listening skill when speaking, levels of
anxiety and confidence, the lack of vocabulary affected their oral performance,
motivation and interest in the speaking ability, English environmental condition.
2. Difficulties: * Often feel very anxious and tend to lack knowledge and
vocabulary in speaking skills
* The few opportunities to practise their speaking
* Without the ability to express ideas accurately and fluently

3. Solutions: Learners must develop foundational language skills, including


grammar, vocabulary, pronunciation, and other linguistic elements. Without the
ability to express ideas accurately and fluently, learners may struggle to convey
meaning and achieve their learning goals. Practicing speaking in authentic
situations. Students should develop the habits of listening to BBC, CNN and other
such programs for the improvement of their speaking skills. To check the
language competency of students at various levels viva-voce as a compulsory part
of the examination system may be included. There should be a balance in the
books regarding literature and language as presently the books are more
literature-oriented, lacking language competency activities.

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