VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ TUYẾT ANH
AN ACTION RESEARCH ON METHODS TO IMPROVE STUDENTS’
CONFIDENCE IN SPEAKING ENGLISH AT NGUYEN BA NGOC
LOWER SECONDARY SCHOOL

Nghiên cư
́
u ha
̀
nh đô
̣
ng nhă
̀
m nâng cao kha
̉
năng tư
̣
tin
trong tiê
́
ng anh cu
̉


NGUYỄN THỊ TUYẾT ANH
AN ACTION RESEARCH ON METHODS TO IMPROVE STUDENTS’
CONFIDENCE IN SPEAKING ENGLISH AT NGUYEN BA NGOC
LOWER SECONDARY SCHOOL

Nghiên cư
́
u ha
̀
nh đô
̣
ng nhă
̀
m nâng cao kha
̉
năng tư
̣
tin
trong tiê
́
ng anh cu
̉
a ho
̣
c sinh lơ
́
ii

ACKNOWLEDGEMENTS
In completing my thesis, I have received warmly help from my supervisor,

iii

ABSTRACT

skill at Nguyen Ba Ngoc Lower Secondary School. The subjects of the study are 65 ninth
graders of Nguyen Ba Ngoc Lower Secondary School. The data are collected through talks
- questionnaire and post- questionnaires and analysis of the
textbook. The research was conducted during the first semester of the school year.
The study shows that most students at Nguyen Ba Ngoc Lower Secondary School
experience many difficulties in speaking English. They are not confident when they speak
or talk with their teachers and their friends. To make situation better, an action plan was
made which focus on using warm up activities, group work and project - based activities to
help students to improve speaking skill.
I hope that the study will be helpful to English teachers who share the same aspiration to
onfidence in speaking
English.




v

TABLE OF CONTENTS
Page
Declaration i
Acknowledgements ii
Abstract iii
List of charts and tables iv
Table of Contents v
PART I: INTRODUCTION 1
1. Rationale of the research 1

1.1.6.8. Accent 12
CHAPTER II : THE METHODOLOGY 13
2.1.Context of the study 13
2.1.1. An overwiew of teaching and learning English at Nguyen Ba Ngoc Lower
Secondary School 13
2.2. English teaching staff 13
2.3. The student 13
2.4. English learning and teaching condition 13
2.5. Textbook 14
2.6. Participants 14
2.7. Data collecting instruments 15
2.7.1. Talks with colleagues and personal class observation 15
2.7.1.1. Talks with colleagues 15
2.7.1.2. Personal class observation 15
2.7.2. Pre-Questionnaire table for students 15
2.7.3. Post-trying out questionnaire 15
2.8. Research procedure 16
2.8.1. Phrase 1: Diagnosing 16
2.8.2. Phrase 2: Action planning 17
2.8.3. Phrase 3: Taking action 17
2.8.4. Phrase 4: Evaluating 17
2.8.5 Phrase 5. Specifying learning 18
2.9. Summary 18
CHAPTER III: DATA ANALYSIS AND FINDINGS 19
3.1. Diagnosing data 19
3.1.1. Analysis of the textbook 19
3.1.1.1. English 9 19
3.1.2. Analysis of talks with colleagues 19
vii


for people who want to find a good job. Thus, learning English speaking has
become more important than ever. English teaching and learning in Vietnam has
been developing at an unprecedented speed. It has become the number one foreign
language to be taught both inside and outside the formal educational system of
many countries. As a lower secondary English teacher, I know that how English
has become one of the compulsory subjects in the curriculum and how Vietnamese
education system appreciates the importance of English learning nowadays. Most
language teachers, following a traditional, test-oriented teaching approach, often
concentrate on teaching English vocabulary, grammar, and sometimes on
pronunciation, all the language elements covered in the textbooks. Therefore
students do not spend much time on speaking and as a result they lack their
confidence when speaking the language.
In order to study English as a foreign language and to be successful with it,
students must be helped by the teacher to acquire skills in the four language skills,
namely: speaking, listening, writing, and reading. Of these four skills, speaking is
the skill secondary school students need great support. In my teaching experience, I
have found that one of the aspects that they really need is to build their confidence
in speaking English. That is why in this thesis I want to find out the factors that
2

affect their confidence in speaking, and help them over come it and speak English
better. That is the reason why I choose this research.
2. Aims and objectives of the research
2.1. Aim
The overarching aim of this research is to find out ways to help students at
Nguyen Ba Ngoc Lower Secondary School gain confidence in speaking English.
2.2. Objectives
The above over archiving aim can be broken down into the following objectives:
 finding out in the literature the fa     in
speaking a foreign language;

could be made.
- Pre-questionnaires for students (10 questions): conducted with 65 students
to find out problems and their expectations.
- Trying out “warm up activities, work group and project - based
activities”
- Post- questionnaire for evaluation (4 questions)
6. Design of the study
The thesis consists of three parts as follows:
Part I: Introduction  provides the basis information such as rationale for the
study, aims and objects of the study, research questions, scope of the study, methods
of the study and design of the study.
Part II: Development  consists of three chapters.
Chapter 1 is literature review in which the theoretical background relevant to
the purpose of the study is discussed.
Chapter 2 is concerned with the methodology of the study in which a detailed
description of how the study is conducted is provided.
Chapter 3 provides a report on the data of the research.
Part III: Conclusion  summarizes what has been studied. Then
recommendations are proposed, some limitations of the study are pointed out, and
some suggestions for further study are offered. 4

PART II: DEVELOPMENT
CHAPTER I: LITERATURE REWIEW

The aim of this chapter is to review the literature relevant to the issues under study.
1.1. Speaking skills
1.1.1. Definition of speaking and speaking skill

closely to writing, reading, and listening. So, in language teaching, it is of great
importance to emphasize the interrelationship of skill. From the above definitions
and explanations of speaking in second language or foreign language learning, the
definition of speaking in this study is summarized as the process of building and
sharing meaning through the use of verbal and non-verbal symbols, in a various
context to express ideas, opinions, or feelings to others by using words or sounds of
articulation in order to inform, to persuade, and to entertain that can be learnt by
using some teaching learning methodologies.
1.1.1.2. What is speaking skill?
Speaking is the productive skill in the oral mode. It, like the other skills, is more
complicated than it seems at first and involves more than just pronouncing words.
There are three kinds of speaking situations in which we find ourselves:
Interactive, partially interactive, and Non-interactive. Interactive speaking
situations include face-to-face conversations and telephone calls, in which we are
alternately listening and speaking, and in which we have a chance to ask for
clarification, repetition, or slower speech from our conversation partner. Some
speaking situations are partially interactive, such as when giving a speech to a live
audience, where the convention is that the audience does not interrupt the speech.
The speaker nevertheless can see the audience and judge from the expressions on
their faces and body language whether or not he or she is being understood. Some
few speaking situations may be totally non-interactive, such as when recording a
speech for a radio broadcast. Here are some of the micro-skills involved in
speaking. The speaker has to:
- Pronounce the distinctive sounds of a language clearly enough so that people
can distinguish them. This includes making tonal distinctions.
- Use stress and rhythmic patterns, and intonation patterns of the language
clearly enough so that people can understand what is said.
6

- Use the correct forms of words. This may mean, for example, changes in the

less motivated classes, learners find it easier or more natural to express themselves
in their native language (Ur1995: 121).

in language classrooms regardless of the level of proficiency or the number of
students in the group. Moreover, every learner enters any learning and
communicative environment with his or her entire personality additionally shaped
by their prior learning and communicative experiences, both positive and negative.
This individual dimension is particularly noticeable among older and more
advanced learners who often have a good insight into the nature of their individual
difficulties, an accurate assessment of the skills they have already developed and,
consequently, clearly defined needs.
( )
The fact is that English is used for communication among people in the world. As
an international language, it is necessary for us to learn it. But we know that
studying English as a foreign language is not easy. Therefore, the students should be
taught English from elementary level. English skills are divided into four skills.
They cannot be separated each other. So, in teaching and learning process the four
skills must be taught in integration. In the process, it is possible that many problems
rise in every skill and need the attention to give the solution for it.
Finally, the non linguistic problems are limited reference, limited time in
practicing English, less frequency in studying English, never have partner in
practicing English, never have chance to speak English with native speaker, simply
shame and there is no habit in practicing English. In coping with the problems there
are no significant different ways, these are asking to friend or teacher, opening the
dictionary, practicing with partners, reviewing the lesson at home, and trying to
always be active in speaking activities.
().

            
             
9

general, successful language learners appear to have higher self-esteem than those
   -       
hinders him from achieving that task-pursuing a targeted language accomplishment.
Moreover, it is widely believed that once students gain self-confidence, it
progressively expands, in conjunction with experiencing success and satisfaction as
well as good relationships.
1.1.5. The Importance of students’ confidence in language learning
      confidence is one of the
factors to improve their learning (Kelly and Watson, 1986, p. 4). Dornyei (2001)
         
experience of success, encouraging the learners and reducing anxiety.
Gander (2006, pp. 13-14) argued that many individuals appear most satisfied and
successful when they have gained at least the independent or fluent levels of
proficiency, where they feel confident in their work.
Keller has developed a model that specifies four kinds of strategy (as cited in Aik &
Tway, 2006, p. 31). This is called the ARCS model (Attention, Relevance,
Confidence and Satisfaction) and was summarized and discussed by Small (as cited
in Aik & Tway, 2006, p. 31).
Confidence strategies help students develop positive expectations for successful
achievement of learning objects. One confidence strategy is to inform the learner
about the learning and performance requirements and assessment criteria. A second
confidence strategy is to provide challenging and meaningful opportunities for
successful learning. A third strategy is to link learning success to personal
responsibility, for example, providing positive feed back to the learner about his or
her efforts to learn.
Saetan (1991, p. 8) identified self-confident learners as likely to rely on selective

what to say. This theory is also supported by the result of this research in which
most students fail to perform the speaking performance at their best. As they say,
their inability to show their ability in speaking is also influenced much by their
feeling of shyness. In other words, it can be said that shyness plays an important
role in speaking performance done by the students.

11

1.1.6.3 Anxiety
(Horwitz et al cited in Nascente, 2001) sees anxiety as a feeling of tension,
apprehension and nervousness associated with the situation of learning a foreign
language. Further Nascente mentions that, among other affective variables, anxiety
stands out as one of the main blocking factors for effective language learning.
In other words, anxiety influences students in learning language. Therefore,
paying attention to this factor of learning should also be taken into consideration.
The fact that anxiety plays an important role in students' learning is also shared by
other researchers like Horwitz (1991). He believes that anxiety about speaking a
certain language can affect students' performance. It can influence the quality of
oral language production and make individuals appear less fluent than they really
are. This explanation suggests that teachers should make an attempt to create a
learning atmosphere which gives students more comfortable situations in their
learning activity.
1.1.6.4 Lack of confidence
It is commonly understood that students' lack of confidence usually occurs
when students realize that their conversation partners have not understood them or
when they do not understand other speakers. In this situation, they would rather
keep silent while others do talking showing that the students are lack of confidence
to communicate. In response to this, Nunan (1999) says that student who lack of
confidence about themselves and their English necessarily suffer from
communication apprehension. This shows that building students confidence is an

from. Accent is also one of the main reasons why people have a hard time
understanding each other, and thus many people strive to change their accent. There
is a fact that people hardly can get rid of their accent. They just can actually change
their accent a bit by studying another accent and imitating it. 13

CHAPTER II
THE METHODOLOGY

2.1. Context of the study
The study was carried out at Nguyen Ba Ngoc Lower Secondary School where I
have been working for about six years. The discript
as follow.
2.2. An overwiew of teaching and learning English at Nguyen Ba Ngoc Lower
Secondary School
Nguyen Ba Ngoc Lower Secondary School was established in 1977. In the past
French had been taught as the foreign language for over 22 years. When French
           
Since teachers of French did not teach that language any more in 2009.What a pity
French is also an interseting language. Now Nguyen Ba Ngoc Lower Secondary
School has been developing rapidly. The Leaders of the school always are interested
in well- qualified teachers, encourage and give good learning and studying

However English is the subject which students do not have to take to the entrance of
the high school. So students learn this subject with less motivation than Math and
Literature.
A lot of students spend most of their time studying Math and Literature. Some
consider English as a sub - subject. So most of teachers are trying their best to find
out the most suitable methods and techniques in order to teach it well and make
students understand the importance of this subject so they will love it and learn it
with high motivation.
2.6. Official textbook
Tiếng Anh 9 is a textbook which continuously improves English speaking level
of the students by combining it with to listening, reading and writing skill in higher
rate. In one lessons which has a vivid and various content. It includes 10 units for
60 periods. Each unit consists of the following parts:
- Getting started and Listen and read
- Speak
- Listen
- Read
15

- Write
- Language focus
2.7. Participants
The participants of the research were 65nine - graders (15-16 years old) and 4
teachers of Nguyen Ba Ngoc Lower Secondary School The research was carried
out at the beginning of the first term of the year 2013-2014 at Nguyen Ba Ngoc
Lower Secondary School.
2.7.1. Data collecting instruments
2.7.1.1. Talks with colleagues and personal class observation
2.7.1.1. Talks with colleagues
I have conducted some talks with my colleagues at the beginning of the research

2.8.1. Phrase 1: Diagnosing
- Personal class observation and talks with the colleagues were made to identify
problems and causes of the problems:
            

Some difficulties are clear to be seen but there may be some difficulties that
need to investigate deeply. That leads me to the second research question: “What
are the factors that affect students’ confidence when speaking a foreign language?”
In order to identify the problem, I conducted some talks with two colleagues and
personal class observation about teaching English especially English speaking skill.
Some problems are listed:
- Some students were willing to speak any thing that their teacher asked.
- Many students were shy to speak.
- Some students were shivering and gabbling, they stood up without saying
full sentence.
-  what
they like.
- In order to consolidate my conclusion, after one week I continued to survey
10 questionnaires for my students to get the certain information for the third
research question, “What are the factors that affect Nguyen Ba Ngoc Lower
Secondary School students’ confidence in speaking English?”