Full name: Nguyen Que Anh Student’s code: DAV217337
Class: DH22AV2 Gmail:
anh_dav217337@[Link]
Explore the reasons behind insufficient English
communication fluency
1. Problems Faced by Jordanian Undergraduate Students in Speaking English
8915 Huwari 2019 [Link] ([Link])
2. Problems Of Learning Speaking Skills Encountered By English Major Students At Ba
Ria-Vung Tau University, Vietnam
PROBLEMS OF LEARNING SPEAKING SKILLS ENCOUNTERED BY ENGLISH
MAJOR STUDENTS AT BA RIA-VUNG TAU UNIVERSITY, VIETNAM | Anh Tram
| European Journal of English Language Teaching ([Link])
3. A Study Of Speaking Common University Learner Barriers In Indonesian Context
View of A STUDY OF SPEAKING COMMON UNIVERSITY LEARNER BARRIERS
IN INDONESIAN CONTEXT ([Link])
4. Exploring Bangladeshi university students’ willingness to communicate (WTC) in
English classes through a qualitative study
Exploring Bangladeshi university students’ willingness to communicate (WTC) in
English classes through a qualitative study | Asian-Pacific Journal of Second and Foreign
Language Education ([Link])
5. Key Factors Influencing Learners’ Oral Fluency In English Speaking Classes: A Case
At A Public University In Viet Nam
[Link]
One of the most extensively spoken languages in the world, English is being utilized more
and more to promote cross-border communication. Additionally, English is becoming more and
more necessary in Vietnam in order to become more efficient and proficient in communicating.
It is now mandatory to teach English at the lowest educational level. Even with the ongoing
emphasis on language, many children still struggle with fluency in speaking and writing. I
therefore looked into the reasons why foreign language majors don't do well on their follow-up
assignments. In this essay, I will examine the reasons behind inadequate English communication
in five related research studies and provide a more thorough analysis of the root issues.
First of all, the feature that establishes the nature of the research piece is the research
purpose. All research articles have the same general purpose, but besides that, they also
have differences in different aspects of the problem. Each research article has its
perspective on the causes of poor communication. Their common goal is to find the
causes that affect English communication fluency. Although the studies were conducted
in different regions and contexts, they all found that the common problem is why
spending a lot of time learning English but still not communicating in English fluently.
This proves that this problem is caused by many different causes, not just a few
prominent causes. In this way, research has been promoted to determine the cause and
find ways to overcome it. Research has been carried out in many different environments
such as Jordanian University, Ba Ria-Vung Tau University, Indonesian, Bangladeshi
University, and Hanoi. The study (1) was to discover the problems faced by Jordanian
undergraduate students in speaking English at [Link] the study (2) discovering, and
analyzing English major students’ problems in speaking English as well as suggesting
feasible solutions to address the situation. The study (3) to determine the barriers faced
by university learners in speaking. The study (4) explores the experiences of Bangladeshi
university students’ WTC by employing a multiple case study method. And the last, the
study (5) finds prominent factors affecting learners’ oral fluency in English-speaking
classes.
Secondly, the research methodology will assist us in directing the [Link] studies
choose qualitative methods to research this issue. Only in study number 5 did they
choose to use a mixed method. This study used a mixed methods design which is the
collection of both quantitative and qualitative data to understand and explain the
research problem. The researchers chose survey questionnaires as the main instrument
to gather quantitative data and then conducted interviews to get in-depth qualitative
data for the study.
Regarding the research instrument, despite using the same qualitative methodology, the
research methods for gathering and analyzing data varied. In the first study, no other
methodologies were used—only interviews. In research 2, a 25-question speaking skills
questionnaire was employed as a means of gathering data. Additionally, research 3 used semi-
structured interviews to gather qualitative data from Sixth-semester students from five distinct
study programs made up of the participants. A method known as snowball sampling was used to
choose participants. WTCQ was the primary research tool employed in this study 4 to gather
data. Lastly, research 5 employed a combination of methodologies, using a survey questionnaire
as the primary means of data collection. quantified, followed by interviewing participants to
gather comprehensive qualitative data for the study.
We are going to explore the participants next. In research number (1), the subjects were first-year
English language and literature majors at ZU, Jordanian universities. They all share the same
major and mother tongue. Study (2) involved sixty-five BVU English majors. Sixth semester
students from five study programs participated in study (3). The participants make a difference.
This study (4) selects one class out of ten to observe the English speaking proficiency of the
pupils using a non-random sampling method. There are 98 pupils in the research population of
study number 5. The participants, 32 men and 66 women, were chosen at random from a group
of second-year university students in Hanoi who were not majoring in English.
One of the most crucial factors to consider when selecting which research article to read is
reliability. The credibility of this research is largely dependent on its content. The quantity of
participants and the method used to collect the data to determine the dependability level. While
the dependability of most of the five research articles is good, several details require additional
investigation. Every question in the study (1) was examined to make sure it was accurate and
clear. Additionally, they employ time- and accuracy-preserving field note approaches. Because
research (2) did not specify the number of participants that were initially anticipated or whether
they were first- or second-year students, among other things, their dependability cannot be
assured. Furthermore, the survey Furthermore, it is unclear from the query what the content is.
They just stated that there were 25 questions. Research (3) The snowball method was employed
in the study to choose participants. This is a simple method since it makes personal connections
to develop networks, which in turn enables research to reach populations that are difficult to
reach. There is no minimum number of people needed to use this strategy. To guarantee the
validity of the research findings, however, this approach must be used with caution. Research (4)
Ten out of fifteen students took part. Furthermore, maintaining reliability throughout the entire
data collection process is essential for qualitative research (Mirhosseini, 2020). It can be made
sure of by employing validation techniques like triangulation, member verification, field note
keeping, recording, and peer review of the gathered data. Marshall & Rossman, 2014; Creswell
& Poth, 2016). Since the researcher seems to be the main tool in qualitative research, their
honesty guarantees a higher degree of credibility. Thus, in order to guarantee dependability, the
current study adhered to every recognized procedure that academics had mentioned. In order to
collect trustworthy data for Study 5, the researchers made sure to record the respondents'
responses as quickly as possible—at least one day after the interview.
Thirdly, exploring how most research studies determine what influences fluency in English.
First, the majority of students claim that their inability to speak English fluently is mostly caused
by a lack of vocabulary. Another explanation is that they lack confidence while speaking, are
bashful, and fear making errors. In addition to the commonalities, every study has unique results.
It was demonstrated in the first research (1) that students should be studying more vocabulary
instead of concentrating too much on grammar. They have also mentioned the following four
primary causes: The first problem is linguistics matters like (pronunciation, grammar, and
vocabulary). The second problem is psychological (inhibition, lack of motivation). The third
problem is the learning environment (topics of speaking modules, limited time). The fourth
problem is practicing the language (lack of practice). The results of the second study (2)
demonstrated a relationship between methods of teaching and proficient English speaking. Two
primary groups were found in the study (3) that resulted in influential communication. There are
two types of barriers: psychological and linguistic. One type of psychological barrier is anxiety
related to speech. They saw the humiliation and nervousness that students experienced during
presentations and public speaking. Additionally, there is a lack of confidence and a fear of
making mistakes. They blame the language barrier on the requirement for grammatical
proficiency. Research (4)has demonstrated that a key contributing factor to communication
breakdowns is an excessive emphasis on grammar instruction. Additionally, developing self-
confidence is essential to learning English. In the study (5) five speaking fluency problems
ranged from the largest to the smallest: not knowing what to say, pauses that aren't appropriate,
limited expressions, and trouble responding to partners. Of greater significance, the variables
contributing to these issues were also made clear by the data analysis results. The majority of
individuals identified the emotive factors group—in particular, the fear of making mistakes—as
the most significant. Following that, a slightly smaller proportion of them were impacted by
automation and error-correcting elements. Only a small portion of the pupils who spoke English
well were impacted by the performance factors.
To put it briefly, English is the most widely spoken language in the world, hence speaking it
fluently is crucial. And a lot of people have come to understand how important it is and that one
issue that needs to be resolved is the inability to speak English well. Numerous research articles
have been written about this subject, and they have also identified common causes of the issue.
However, a great deal of information remains to be firmly and precisely verified. Consequently,
further thorough research on this matter is still necessary.
References
1. Problems Faced by Jordanian Undergraduate Students in Speaking English (Huwaria,
2019)
2. Problems Of Learning Speaking Skills Encountered By English Major Students At Ba
Ria-Vung Tau University, Vietnam (Tram, 2020)
3. A Study Of Speaking Common University Learner Barriers In Indonesian Context
(RigeSampelolo, Matius Tandikombong,Nehru Pasoloran Pongsapan, Hans Lura, 2021)
4. Exploring Bangladeshi university students’ willingness to communicate (WTC) in
English classes through a qualitative study (Md Rabiul Alam, Diana Ansarey, Huzaina
Abdul Halim, Md Masud Rana, Md Rashed Khan Milon & Rabeya Khatun Mitu, 2022)
5. Key Factors Influencing Learners’ Oral Fluency In English Speaking Classes: A Case
At A Public University In Viet Nam (Dinh Thi Bich Ngoc & Tran Thi Dung, 2020)
