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Tạp chí KHOA HỌC & CÔNG NGHỆ

84(08): 123 - 128

AN EXPLORATION OF STRATEGIES FOR ORAL SKILLS IMPROVEMENT
BY ADVANCED PROGRAM STUDENTS AT THAI NGUYEN UNIVERSITY
OF TECHNOLOGY
Duong Duc Minh*
Thai Nguyen University of Technology - TNU

ABSTRACT
Research in language learning strategy has addressed the necessity of improving oral skills in
second language acquisition. This study attempts to explore strategies reported to be employed by
30 EFL advanced program students at Thai Nguyen University of Technology (TNUT) to improve
their oral skills. Semi-structured interview and open-ended questionnaire were used as the
instruments for the data collection. The data was then analyzed qualitatively for the purpose of the
study. The findings of the study showed that two main categories to improve speaking skills have
been reported included 1) fluency-focused strategies and 2) accuracy-focused strategies. Two main
categories to improve listening skill comprised 1) direct strategies and 2) indirect strategies.
Key words: oral skills improvement, language learning strategy, science-oriented students.

INTRODUCTION*
Nowadays, English has become an
international language, and it is widely used
in various areas, especially in education as
well as science and technology areas. As the
result, students have to be aware of the
necessary to employ strategies to success in
their study academically and socially.

Technology.
LITERATURE REVIEW
Language learning strategies (LLS) are the
behaviors or steps which an individual uses to
enhance his/her learning. The term
“strategies” which applies to language
improvement, has been developed since the
first studies by Rubin (1975) [14], Oxford
(1990) [10] and Kyong and Oxford (2008)
[6]. Examples are note taking, practicing,
finding a conversation partner, analyzing
words, using background knowledge, and
controlling anxiety. There have hundreds of
such strategies been identified. Successful
language learners use language learning
strategies that are most effective for them and
they put them together smoothly to fit the
needs of a given language task while less
successful learners are “a desperate grab-bag
of ill-matched techniques”.
In some recent years, a lot of attention has
been paid to the importance of developing
strategies in language learning. Many
research works has been conducted to
examined and explored the use of learning
strategies in the teaching and learning of
vocabulary (Brown and Perry, 1991) [2],
listening comprehension (Rossano, 1994)
[13], reading (Rusciolelli, 1995) [15], and in
the understanding of the learning process

were generated for the purpose of the study:
1) what types of strategies reported by
science-oriented graduate students for their
listening skill improvement and 2) what types
of strategies reported by science-oriented
graduate students for their speaking skill
improvement. The researchers examined a
recorded semi-structured interview of 3
students and 19 open-ended questionnaires to
collect data for the study.
METHODOLOGY
1. Participants
The participants of the present study were 30
first-year AP students at TNUT. All the
classes they have are lectured in English
except
Marxist-Leninism,
Physical
Education, and
National
Defense
Education courses are taught in Vietnamese.
At the moment, the students are studying
English from 38 to 42 periods per week. They
deal with English as a medium of instruction
to survive in their study. Among them, 3
students were purposively selected for indepth study based on their oral skills
proficiency identified by their classmates.
According to Patton (2001), a purposive
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2. Instruments
There are different methods or procedures to
collect the data in learning strategy research,
such as observation, interview, questionnaire,
verbal report, diary, and etc. Each method has
its advantage and disadvantage as well and
can be applied according to the focus of the
research. Punch (1998) points out that
different research questions required different
methods to answer them [12]. In the present
study, data collection will be conducted
through semi-structured oral interviews and
an open-ended questionnaire.
The interviews are the most widely used
method of generating data in qualitative social
research (Nunkoosing, 2005) [9]. They can be
classified into three categories ranging in
terms of their degree of formality ranging
from unstructured through semi-structured to
structured (Nunan, 1992) [8]. Of the three

Vietnamese. The interview lasted for 20
minutes and was recorded.
4. Data analysis
The interviews’ records were fully transcribed
using verbatim and then analysed using
Strauss & Corbin’s (1998) open and axial
coding [16]. All student responses to the
open-ended questionnaire items were
collected and typed out.
RESULTS AND DISCUSSION
[1].After the carefully analysis of the
collected data from interviews and
questionnaires, there were finally 19
strategies for oral skills improvement reported
by the AP students. Strategies reported by the
AP students for their speaking skill
improvement consist of 10 strategies and 9
strategies for listening skills which will be
presented in Table 2.

advance, but be free to modify their order, to
change the way they are worked. In the
present study, the semi-structured interviews
were conducted with the participants to elicit
information and obtain in-depth perceptions
about what types of strategies they employed
for oral skills improvement. To acquire more
useful information related to the research
purposes, individual interviews were used
with audio recording.

asking and answering questions
6. Using the internet to improve one’s speaking
skill
7. Seeking an opportunity to speak English
8. Talking to oneself in English
9.Asking for a correction from teacher
10. Playing a speaking game in English

STRATEGIES FOR SPEAKING SKILL
IMPROVEMENT
1. Listening to radio programs in English
2. Listening to English songs
3. Watching TV programs in English
4. Watching English speaking films
5. Doing the repetitive listening
6. Using the internet to improve one’s listening skill
7. Having a conversation in English
8. Interacting with teachers in English
9. Seeking ways for improving one’s listening skill

However, the strategies for speaking and
listening skills improvement can be classified
into 2 sub-categories for each oral skill.
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Firstly, the strategies for speaking skill
improvement are categorized into (1) the
fluency-focused strategies and (2) the
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84(08): 123 - 128

survive
the
program
socially
and
academically by having a good ability to
communicate in English. They need to speak
fluently to keep on their relationships and
study. They try to communicate as much as
possible. The only one goal for their speaking
at this time is that their speaking should be
understood by their interlocutors. Therefore,
most of the strategies reported by this group
of students are the fluency-focused strategies
for speaking skill improvement which they
employed to make a better or improve their
speaking skills.
However, there are some accuracy-focused
strategies reported by this group of students
for speaking skill improvement. This is
because of at some levels, accuracy is also
very important for them. For example, they
need to make a formal presentation.
Moreover, accuracy is very important for
them to write their theses, reports, or articles.
So, accuracy is also important for them if they
want to succeed in their learning.

The Direct Strategies
The Indirect

Strategies
Seeking ways for
improving one’s
listening skill

Listening to radio
programs in English

Listening to English
songs

Having a conversation in English
Watching TV programs Interacting with
in English
teacher in English
Watching English
speaking films
Doing the repetitive
listening
Using the internet to
improve one’s listening
skill

Playing a speaking game in
English

On the other hand, strategies for listening skill

to practice to improve listening skill, they can
practice to improve listening skill individually
or they have no need to find out a partner or
interlocutor to interact for a listening practice.
They just find out the English programs on
the internet, radio, or television to watch and
listen. Therefore, roles of mass media in
language teaching and learning are increasing
and very important for the world today. Mass
media helps people to learn a language easily
than the past.
CONCLUSION
The AP students in the present study reported
19 strategies for oral skills improvement.
Firstly, there were 10 strategies for speaking
skill improvement reported by the AP
students which could be classified into 2 subcategories – the 7 fluency-focused strategies
and the 3 accuracy-focused strategies.
Secondly, there were 9 strategies for listening
skill improvement reported by the AP
students which could be classified into 2 subcategories – the 6 direct strategies and the 3
indirect strategies.
The AP students are adult learners who focus
their study on contents of the subject and
English is used as a medium of instruction
since this program is the international
program. All of them (19 students) are non-

English native speakers. However, although
the AP students have to use English for their

survive
the
program
socially
and
academically at this moment. But for the
second academic year, their English ability
both speaking and listening should be
improved more than this moment, therefore;
at that time these subjects may tell more
strategies about how they improve their oral
skills. This is especially for the accuracyfocused strategies to improve their oral skills
where accuracy is needed and important for
them in the future.

REFERENCES

Strategies Creating a Framework for Improved
Small-Group Communication

[1]. Bejarano, Y., T. Levine, E. Olshtain and J.
Steiner. (1997). The Skilled Use of Interaction
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Strategy Training on Developing
Discussion skills in an ESL classroom. ELT
Journal. 54(3), 245-255
[8]. Nunan, D. (1992). Research methods in
language learning. Cambridge: Cambridge
University Press.

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[9]. Nunkoosing, K. (2005). The problems with
interviews. Qualitative Health Research, 15(5),
698-706.
[10]. Oxford, R. (1990). Language Learning
Strategies: What every teacher should know.
Boston: Heinle & Heinle.
[11]. Patton, M. (2001). Qualitative research and
evaluation methods. Thousand Oaks, CA: Sage
Publications.
[12]. Punch, K. F. (1998). Introduction to social
research:
Quantitative
and
qualitative
approaches. London: Sage Publications.
[13]. Rossano, M. J., & Hodgson, S. L. (1994).
The process of learning from small-scale maps.
Applied Cognitive Psychology, 8, 565–582
[14]. Rubin, J. (1975). What good Language
learner can teach us? TESOL Quarterly, 9(1), 4145
[15]. Rusciolelli, J. (1995), Student Responses to


*

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