VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES

LÊ THỊ HỒNG MINH

A STUDY INTO STUDENTS’ RETICENCE IN ENGLISH
SPEAKING LESSONS: A CASE OF 10
TH
- FORM STUDENTS
AT HOẰNG HOÁ 4 HIGH SCHOOL

( Nghiên cứu về sự dè dặt, ít nói của học sinh lớp 10
trường THPT Hoằng Hoá 4 trong các giờ học nói Tiếng Anh)
M.A MINOR PROGRAMME THESIS
Field: English Language Teaching Methodology
Code: 60 14 10


M.A MINOR PROGRAMME THESIS
Field: English Language Teaching Methodology
Code: 60 14 10
Supervisor: Dr. Nguyễn Huy Kỷ
Ha Noi- 2013

iv LIST OF ABBREVIATIONS

G.C.S.E: General Certificate of Secondary Education
CLT: Communicative Language Teaching
GTM: The Grammar- Translation Method
No: Number

U. : University
HH4: Hoằng Hoá 4
ESL: English as a Second Language
EFL: English as a Foreign Language


Chart 6: Teaching methods currently used in teaching speaking skill.
Chart 7: Teacher‟s attitude towards unwilling speakers.
Chart 8: Techniques to create good relationship with students. LISTS OF TABLES
Table 1: Students‟ reasons for learning English.
Table 2: Students‟ interest in learning speaking skill.
Table 3: Students‟ opinions on the speaking tasks of “ Tiếng Anh 10” textbook.
Table 4: Student- related factors making students reticent in oral activities.
Table 5: Students‟ desires on what teacher should do to encourage them to speak English.
Table 6: Difficulties teachers encountered in teaching speaking skill.
Table 7: Teachers‟ attitude towards mistake makers.
Table 8: Techniques applied by teachers to encourage reluctant students to speak English.
vi

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP
ACKNOWLEDGEMENTS
ABSTRACT
LIST OF ABBREVIATIONS
LIST OF CHARTS AND TABLES
TABLE OF CONTENTS

1
2
2
2
3
3
4
4
4
4
5
7
8
8
9
10
12
13
13
14
vii

2.3. Data collection instruments
2.4. Procedures of data collection
2.5. Procedures of data analysis
2.6. Summary
CHAPTER 3: DATA ANALYSIS
3.1. Data analysis of the first survey questionnaire and the interview for students
3.2. Data analysis of the second survey questionnaire for teachers
3.3. Summary.

32
34
39
40
40
40
41
42

I
VII
IX
XI 1

PART A : INTRODUCTION
1. Rationale:
It is undeniable that English is an international language and together with its
increasing importance, the need of learning English is becoming more urgent than ever.
In learning English at high schools in Vietnam, speaking skill has become compulsory
since the new English textbook was officially put into use in 2006. However, among the
four skills, speaking seems to be the most difficult one but paid the least attention to at
most high schools. While many Vietnamese students can be good at grammar, reading or
writing skill, they cannot speak English correctly and fluently in real-life communication.
As we can see, for a long time, the language teaching and learning have been based on the
out-of-date methods in which students only passively sit, take notes but rarely contribute
to the lessons. They do not ask their teacher questions, even when they have problems.
Therefore, when approaching new teaching methods such as Communicative Language

th
- form students at HH4 high school reticent in English
speaking lessons?
(2) What should be done to minimize the students‟ reticence in speaking English?
4. Methods of the study:
To achieve the objectives of the study, several methods were used, but the
researcher used mainly quantitative and qualitative methods. Each methodology has its
strengths and weaknesses, thus it cannot alone help to find out satisfactory and sufficient
information. That is the reason why the researcher chose to make full use of both
approaches rather than employ one so as to achieve the reliable results.
The data serving the research analysis and discussions were collected by means of:
+A survey questionnaire for students
+ A survey questionnaire for teachers
+ A follow-up interview for students
All the comments, recommendations and conclusions provided in the study were based on
the data analysis of the study.

5. Significance of the study:
Firstly, the information about students‟ reticence in English speaking lessons in
this minor thesis is believed to be useful for the teachers of English in general and the
English teachers at HH4 high school in particular so that they can apply suitable and
effective techniques to teaching oral activities.
Secondly, this research may help raise the students‟ awareness of causes of
silence they have in foreign language lessons, and from that they can make progress in
speaking English.
3

Thirdly, the study may be used as a reference on which other researchers can
conduct other studies in similar areas.
6. Scope of the study:


PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter consists of two sections. Section one concerns the issues of reticence
which include the definition of reticence, possible causes of language learning reticence
and effects of reticence in class as well. Section two deals with the issues of speaking skill
in second/ foreign language learning which cover many matters such as definition of
speaking, characteristics of a successful speaking activity, and approaches to the teaching
of speaking.
1.1. Theoretical background of reticence:
Reticence on the part of students in second or foreign language classrooms has received
increasing attention in recent decades. By observing, interviewing, and doing surveys,
studies have revealed that learners, especially Asian learners, often seem reticent and
quiet in language classes. Dick and Robinson (1995) reported that Malaysian students
“preferred not to say anything during lecture discussion sessions. If an instructor asked a
general question, the classes became deadly silent” (p. 5). Korean students “speak only
when invited by their instructors” and “the professors also regard those who don‟t ask any
questions as very good students” (p. 268). Japanese students are “nervous about asking
questions in class” because they are unsure if a question was appropriate and they would
choose “to ask questions after class, only with teachers” (Chen, 2003, p. 267).
1.1.1 Definition of reticence:
Reticence is generally viewed as an abstract concept and has been defined by
many researchers. McCroskey (1977) portraits it as “an individual‟s level of fear or
anxiety associated with either real or anticipated communication with another person
or persons ”. Reticent people often speak less and for shorter durations; their language
tends to be less comprehensible, less immediate, and less intense (Evans, 1996).
According to Keaten & Kelly (2000), reticence is a communication problem with
cognitive, affective, and behavioral dimensions and is due to the belief that one is better
of remaining silent than risking appearing foolish . Reticent individuals refer to those who
view themselves as incompetent communicators. In their minds, reticence is typified by a

Hashimoto 2002; Yashima 2002; Liu 2005).
Educational researchers often attribute Asian students‟ reticence to „Confucianism‟,
6

which has influenced the cultures in many Asian countries for more than two
thousand years (Kennedy, 2002; Scollon & Scollon, 1995). The major principles of
Confucian legacies include “respect for hierarchy and age, group orientation and
preservation of face…Confucian imperative of working to achieve harmony, to which all
other goals are subordinate” (Chen & Pan, 1993, p. 13, quoted in O‟keefe & O‟keefe,
1997). Because of the “differentials in power relationships” (Stables & Wikeley,
1999) between teachers and students, little interactional space is being granted to the
learners. The study conducted by Lee (2006) is also in support of the above findings.
According to Lee‟s observation, there are strict behavioural rules between the teacher
and students in English classrooms. In most cases, students only speak when they
are spoken to. The character of the interaction between the teacher and students is that the
teacher leads students initiatively and students‟ verbal participation is passive. These
cultural values generally have encouraged reticence and helped make students more
apprehensive and less willing to communicate in English.
In Tsui‟s study, there are some contributing factors from the learners themselves for their
reticence. Firstly, their low English proficiency prevents them from speaking up in
classroom. In fact, some students know the answer but they do not know how to express
their thought in English. Secondly, students are unwilling to speak in English for the fear
of making mistakes and being laughed by their classmates. Even when their students have
a well-preparation for the lesson, they are still afraid of losing face if they give the wrong
answer. Another factor is students‟ lack of confidence in their language proficiency and
their shyness. When they feel unconfident in their English knowledge, they prefer
remaining silent to risking making mistakes.
Moreover, teachers‟ intolerance of silence is a widespread phenomenon. It‟s easy to
realize that in class interaction, teachers often asks one question after another without
giving students much time to think about the answer because they are afraid that a longer

reticence on the part of grade 10 students in English classrooms at HH4 high school.
1.1.3. Effects of reticence in class:
The effects of reticence are particularly evident in ESL/ EFL classes and it, to some
degree, is a strong indicator of academic performance. Reticence negatively affects
everything from the teachers‟ expectations of student performance, actual classroom
performance, and perceptions of others while communicating (Burgoon et al., 1987;
8

Evans, 1996; Miller, 1987).
Reticent learners suffer from mental blocks during spontaneous speaking activities, lack
confidence, are less able to self-edit and identify language errors and are more likely to
employ strategies such as skipping class. Reticent students also forget previously learned
material, volunteer answers less frequently and have a greater tendency to remain passive
in classroom activities than their less reticent counterparts.
The effects of reticence could also extend outside the second language classroom. A high
level of reticence might also correspond with communication apprehension, causing
individuals to be quieter and less willing to communicate in other public occasions. As a
result, people who exhibit this kind of communication reticence are more likely to be
perceived as less trustworthy, less competent, less socially and physically attractive,
tenser, less composed and less dominant.
Therefore, working on reticence problem in and out of class is of great significance
not only in academic development, but also in mental development of the students.
1.2. Theoretical background of speaking skill in foreign language learning:
1.2.1. Definition of speaking:
It is known that language has been divided into four inter-related skills, in which listening
and speaking are called the oral skills because of the manners by which they are formed
(they are related to articulator organs); reading and writing are called the literacy skills as
they connect with manual script. Of all the four skills, Ur (1997: 120) believes, speaking
seems intuitively the most important. Most language learners, she adds, are primarily
interested in learning to speak. Similar view is held by Hedge when he writes that

evolving.
Secondly, speaking requires that learners not only know how to produce specific
points of language such as grammar, pronunciation, or vocabulary (“linguistic
competence”), but also that they understand when, why, and in what ways to produce
language (“sociolinguistic competence”).
Thirdly, speech has its own skills, structures, and conventions different from
written language. A good speaker synthesizes this array of skills and knowledge to
succeed in a given speech act.
Lastly, Bygate (1987) considers speaking as an undervalued skill in many ways.
The reason is that almost all people can speak, and so take speaking skill too much for
10

granted. He also asserts that speaking skill deserves attention every bit as much as literacy
skills. Learners often need to be able to speak with confidence in order to carry out many
of their most basic transactions. Bygate also highly appreciates speaking skill by stating
that speaking is the medium through which much language is learnt.
Ur (1996: 120) explains some characteristics of successful speaking activities
which include learners talk a lot, participant is even, motivation is high, and language is
of an acceptable level. Each characteristic is explained as follows:
1) Learners talk a lot
As much as possible of the period of time allocated to the activity is in fact occupied by
learners talk. This may be obvious, but often most time is taken up with teacher‟s talk or
pauses.
2) Participant is even
Classroom discussion is not dominated by a minority of talk active participants. It means
that all students get a chance to speak and contributions are fairly evenly distributed.
3) Motivation is high
Learners are eager to speak because they are interested in the topic and have something
new to say about it, or they want to contribute to achieve a task objective.
4) Language is of an acceptable level

its purpose, i.e. the ability to use a language in real-life situations, the ability to
communicate. If it was addressed, then it usually was only in terms of accuracy. That can
be seen in the following quotation: “Oral expression involves not only [….] the use of the
right sounds in the right patterns of rhythm and intonation, but also the choice of words
and inflections in the right order to convey the right meaning” (Bygate: 5). The quotation
reflects the conception of speaking at that time. The emphasis on the formal part, i.e. the
correct sounds, the correct choice of words and inflections etc., led to the accuracy
oriented practice. The result was that, although learners knew the patterns and memorized
the rules, they were not able to use their knowledge in practice. They were not capable of
exploiting the rules and patterns in real interaction.
- The Communicative Language Teaching ( CLT)
Communicative Language Teaching, with an emphasis on meaning and communication,
and a goal to develop learners‟ “communicative competence”, evolves as a prominent
language teaching method and gradually replaced the previous GTM and Audio-lingual
12

method. Since the concept of “communicative competence” was first introduced by
Hymes in the mid-1960s, many researchers have helped develop theories and practices of
CLT approach.
Features of CLT could be concluded as: “(1) an emphasis on learning to
communicate through interaction in the target language; (2) the introduction of
authentic texts into the learning situation; (3) the provision of opportunities for
learners to focus, not only on language but also on the Learning Management process; (4)
an enhancement of the learner‟s own personal experiences as important contributing
elements to classroom learning; (5) an attempt to link classroom language learning with
language activities outside the classroom.” (David Nunan‟s, 1991)
In CLT context, learners are seen as active participants in the construction of knowledge,
rather than passive recipients of information provided by the teacher or the textbook. In
contrast, language teachers are no longer viewed as the authority of the knowledge,
playing a dominant role. Rather, they share different roles such as communication

English is the only foreign language taught and learnt at the school. The total
number of English teachers at HH4 high school is 9. All of them are female aged from 23
to 52. They were trained from training courses in English language teaching at different
universities in Vietnam. Two of them are experienced teachers who have devoted nearly 30
years of their life to teaching students. Others are young teachers who are friendly, active,
knowledgeable and full of inspiration for teaching.
The main English textbooks used in teaching English at this school are
Tieng Anh 10, Tieng Anh 11, and Tieng Anh 12 ( Basic stream). There are only three
periods of English every week, with 45 minutes for each period. The teaching method
applied by the teachers at this school is various and integrated, but mainly GTM.
The teaching of English in general and the teaching of English speaking in
particular at this school has encountered many difficulties. Firstly, because the national
English tests are designed in written form, the speaking skill is often considered less
important and even neglected. Secondly, the teachers have to teach in large- sized classes
( more than 45 students), so it is difficult for them to organize oral activities as well as to
pay attention to all students during class time. The third is that most of the students are
not familiar with teaching in English. They don‟t understand when new words, new
structures are explained in English and they feel pressured when using English to express
14

themselves. It is set as a habit and when students come to upper grades, they become
more reluctant to speak English. Therefore, it is very necessary for the staff at HH4 high
school to find out effective ways to minimize the difficulties in teaching English and from
then, to improve the quality of English speaking lessons.
2.2. Participants:
The subjects of this study consist of 149 participants placed into two groups:
- The first group contains 140 students of three classes: 10A1, 10A8, 10A10 chosen
randomly from ten 10
th
- form classes at HH4 high school. It includes 78 male and 62

+ Factors making students reticent in speaking lessons. ( questions 5, 6, 7, 8 )
+ Students‟ desires to stimulate them to speak English ( questions 9, 10)
- The second questionnaire was delivered to 9 English teachers. It consists of 6 questions
concerning 4 aspects:
+ Their teaching method used in teaching speaking skill ( question 1)
+ Difficulties they usually encounter when teaching the speaking skill ( question 2)
+ Their attitudes towards reluctant speakers and mistake makers ( question 3, 4)
+ Their recent techniques to motivate reluctant speakers ( question 5, 6)
The two questionnaires consist of closed questions in which the respondents were
required to choose a suitable answer from the list given by the researcher.
The researcher did not design all question items but modified most of them from other
researchers because there are many similar questionnaires which can suit the
researcher‟s purpose.
2.3.2. Interview:
In this thesis, the aim of the researcher for interview is to get better insights
into the research questions and to discuss for further information about the items raised in
the first questionnaire for students. The interview was carried out in Vietnamese in the
form of an informal conversation between the researcher and 10 students randomly
chosen from the three classes after students had done their survey questionnaire. Each
interview lasted about 15 minutes. The questions in the interview were based on the
questions in the first questionnaire for students, but were extended to get more thorough
understanding of the matter. The data collected from the interview were recorded,
transcribed, and then translated into English for the purposes of the study.
2.4. Procedures of data collection:
16

The questionnaire was issued to students first in the middle of the second semester of
the academic year 2012- 2013 and then a following audio-recorded interview was
conducted with students individually. The reason why the researcher conducted the
questionnaire to students prior to the interview is that students unfamiliar with the

This chapter aims at analyzing the data collected. A careful analysis is clearly presented to
investigate the reticence among the students during speaking activities.
3.1. Data analysis of the first survey questionnaire and the interview for students:
3.1.1. Students’ attitude towards speaking skill:
Question 1: How important is speaking skill to you?

Chart 1: Students‟ opinions on the importance of speaking skill

Surprisingly, the statistical results from Chart 1 above revealed that students in general
attached to speaking a considerable importance. The high percentage of the respondents
(44%) considered speaking skill quite important to them. 40% of the respondents
mentioned speaking was a very important skill. 12% did not highly evaluate the
importance of the speaking skill when they said that the speaking skill was little
important. Only 4% of them thought the speaking skill was not important at all.
From this fact, it can be concluded that the majority of the students were aware of the
importance of speaking skill. It was, thus, the teacher‟s role to find the ways to stimulate
the students to participate in the speaking activities effectively. not at all
4%

English speaking skill is compulsory in the syllabus
115
82
You like English, especially English culture and
people
15
11
It is necessary for your future job.
34
24
You want to study abroad
3
2
It is easier than other skills to get high marks
11
8
You learn to speak English for entertainment
17
12
It is an important means of communication
46
33
Others
0
0
Table 1: Students‟ reasons for learning English speaking
As can be seen from table 1, the highest percentage (82%) of the students wanted to learn
English because they thought that English was one of the obligatory subjects for learning
in the school‟s curriculum. When being interviewed by the researcher, one student said :
- “I don‟t have any specific purpose in learning English. It is a compulsory subject, so I

up the higher proportion than those with high one interest.
Question 4: How often do you speak English in English class time?
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
always usually sometimes rarely never
3%
6%
34%
29%
28%

Chart 2: Students‟ frequency of speaking English in class time
As can be seen from the chart above, only 9% of the respondents usually spoke English or
were willing to speak in any activities, whereas 63% spoke it rarely or never spoke
Question
Options
No of students
Percentage (%)
3. How much do
you feel interested
in speaking English
in class?