Enhancing EFL Vietnamese Students’ Communicative Competence through Selected Speaking Strategies
Abstract
In Vietnamese tertiary education, there is a growing focus on enhancing students' speaking skills through the use of speaking strategies. This study aims to investigate the effectiveness of different types of speaking strategies when employed in authentic settings. A mixed-methods research approach was employed, using a questionnaire and interview to collect data from 90 pre-intermediate undergraduate students at a local university. Random sampling was utilized with the support of SPSS version 20. Ten strategies were carefully designed to meet the requirements of tasks in the pre-, while-, and post-speaking phases, based on previous studies. The results showed that the use of these speaking strategies had a positive impact on EFL students' communicative competence, as evidenced by their scores and feedback. Moreover, teachers were found to be able to vary their speaking strategies according to the specific types of activities, with a particular strategy being implemented in a given class meeting. This research represents one of the first empirical studies investigating the roles of speaking strategies in improving students' communication skills and achieving learning autonomy in the Vietnamese tertiary education context. Furthermore, it is hoped that the findings will make significant contributions to the curriculum development of programs and to Target No.4: Quality Education, as defined by the United Nations, both in Vietnam and globally. Overall, this study highlights the importance of effective speaking strategies in EFL education and provides valuable insights for educators seeking to enhance their students' communicative competence.
Downloads
References
Alabsi, T. A. (2016). The effectiveness of role play strategy in teaching vocabulary. Theory and practice in language studies, 6(2), 227-234. http://dx.doi.org/10.17507/tpls.0602.02
Alharbi, H. A. (2015). Improving Students’ English Speaking Proficiency in Saudi Public Schools. International journal of instruction, 8(1), 105-116.
Al-Tamimi, N. O. M. (2014). Public speaking instruction: abridge to improve English speaking competence and reducing communication apprehension. International journal of linguistics and communication, 2(4), 45-68.
Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International education, 5(2), 131-154. https://doi.org/10.1177/1475240906065589
Angelini, M. L., & GarcĆa-Carbonell, A. (2019). Developing English Speaking Skills through Simulation-Based Instruction. Teaching English with Technology, 19(2), 3-20.
Barnard, K., Duygulu, P., Forsyth, D., De Freitas, N., Blei, D. M., & Jordan, M. I. (2003). Matching words and pictures. The Journal of Machine Learning Research, 3, 1107-1135.
Blau, S., Hall, J., & Sparks, S. (2002). Guilt-free tutoring: Rethinking how we tutor non-native-English-speaking students. Writing Center Journal, 23(1), 23-44.
Candilas, K. (2021). Developing English-Speaking Skills through Socratic Questioning in Online Synchronous Learning. AsiaCALL Online Journal, 12(3), 74-81.
Chanh, N. H. (2021). Hỗ trợ quá trình dịch thuật bằng việc phân tích phụ tố – Một nghiên cứu ở tác phẩm “Ông già và biển cả”. Tạp chí Khoa học, 18(4), 592-603. https://doi.org/10.54607/hcmue.js.18.4.3080(2021)
Chanh, N. H. (2021). Simile As An Effective Literary Device in the Vietnamese-English Translation Equivalent. REiLA: Journal of Research and Innovation in Language, 3(2), 115-123. https://doi.org/10.31849/reila.v3i2.6829
Chau, K. G. (2021). The Effect of ICT on Learners’ Speaking Skills Development. International Journal of TESOL & Education, 1(1), 22-29.
Chen, M. R. A., & Hwang, G. J. (2020). Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology, 51(3), 817-834. https://doi.org/10.1111/bjet.12887
Chien, S.-Y., Hwang, G.-J., & Jong, M. S.-Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751
Cho, S. H. (2007). Effects of motivations and gender on adolescents' self-disclosure in online chatting. CyberPsychology & Behavior, 10(3), 339-345. https://doi.org/10.1089/cpb.2006.9946
Dawson, M., Madera, J. M., Neal, J. A., & Chen, J. (2014). The influence of hotel communication practices on managers’ communication satisfaction with limited English–speaking employees. Journal of Hospitality & Tourism Research, 38(4), 546-561. https://doi.org/10.1177/1096348012461552
Do, L. M. (2021). The Role Pronunciation Teaching in EFL Classrooms: Beliefs and Practices of Teachers and Students. International Journal of TESOL & Education, 1(1), 47-53.
Dörnyei, Z. (1997). Motivational factors in second language attainment: A review of research in Hungary. Acta Linguistica Hungarica, 44, 261-275.
Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group dynamics and motivation. The modern language journal, 81(4), 482-493. https://doi.org/10.1111/j.1540-4781.1997.tb05515.x
Efrizal, D. (2012). Improving students’ speaking through communicative language teaching method at Mts Ja-alhaq, Sentot Ali Basa Islamic boarding school of Bengkulu, Indonesia. International Journal of Humanities and social science, 2(20), 127-134.
Efrizal, D. (2012). Improving students’ speaking through communicative language teaching method at Mts Ja-alhaq, Sentot Ali Basa Islamic boarding school of Bengkulu, Indonesia. International Journal of Humanities and social science, 2(20), 127-134.
Faez, F., & Karas, M. (2019). Language Proficiency Development of Non-Native English-Speaking Teachers (NNESTs) in an MA TESOL Program: A Case Study. TESL-EJ, 22(4), 1-16.
Gay, L. R. (2009). Educational research. Pearson Education Inc.
Hidayat, F., & Krismanti, N. (2022). Students’ surface strategy taxonomy errors in narrating a story: A morpho-syntactical view. Journal of English Educational Study (JEES), 5(1), 49-56. https://doi.org/10.31932/jees.v5i1.1488
Intaraprasert, C. (2000). Language Learning Strategies employed by Engineering Students Learning English at the Tertiary Level in Thailand. [Ph.D Thesis, The University of Leeds].
Kalantari, F., & Hashemian, M. (2016). A Story-Telling Approach to Teaching English to Young EFL Iranian Learners. English Language Teaching, 9(1), 221-234.
Khamkhien, A. (2010). Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective. English Language Teaching, 3(1), 184-190.
Kim, E. G., & Shin, A. (2014). Seeking an effective program to improve communication skills of non-English-speaking graduate Engineering students: The case of a Korean Engineering school. IEEE Transactions on Professional Communication, 57(1), 41-55.
Kim, J. R. (2003). Using mail talk to improve English speaking skills. English Teaching-Anseonggun, 58(4), 349-369.
Liao, G. (2009). Improvement of Speaking Ability through Interrelated Skills. English Language Teaching, 2(3), 11-14.
Ma, L. P. (2012). Advantages and disadvantages of native‐and nonnative‐English‐speaking teachers: Student perceptions in Hong Kong. TESOL quarterly, 46(2), 280-305. https://doi.org/10.1002/tesq.21
Mei, L. L., & Masoumeh, A. (2017). An Analysis of Factors Influencing Learners’ English Speaking Skill. International Journal of Research in English Education, 2(1), 2(1), 34–41.
Mengduo, Q., & Xiaoling, J. (2010). Jigsaw Strategy as a Cooperative Learning Technique: Focusing on the Language Learners. Chinese Journal of Applied Linguistics, 33(4). 113-125.
Najarzadegan, S., Dabaghi, A., & Eslami-Rasekh, A. (2017). A critical discourse analysis of Iran and US presidential speeches at the UN: The sociopragmatic functions. Theory and practice in language studies, 7(9), 46-53.
Nguyen, N. T. T. (2021). A review of the effects of media on foreign language vocabulary acquisition. International Journal of TESOL & Education, 1(1), 30-37.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House.
Pabro-Maquidato, I. M. (2021). The experience of English speaking anxiety and coping strategies: a transcendental phenomenological study. International Journal of TESOL & Education, 1(2), 45-64.
Prabawa, W. P. (2016). Speaking strategies used by Indonesian tertiary students. English Review: Journal of English Education, 4(2), 231-242. https://doi.org/10.25134/erjee.v4i2.337
Pratiwi, Z. F., & Ayu, M. (2020). The use of describing picture strategy to improve secondary students’ speaking skill. Journal of English Language Teaching and Learning, 1(2), 38-43. https://doi.org/10.33365/jeltl.v1i2.603
Romero, M. D., Bernal, L. M. T., & Olivares, M. C. (2012). Using songs to encourage sixth graders to develop speaking skills. Profile, 14(1), 11–28.
Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690
Salehi, H., Khadivar, Z., Babaee, R., & Singh, H. K. A. J. (2015). An Evaluating Study on ESP Medical Textbook: Instructors and Learners' Needs Analysis. English Language Teaching, 8(8), 142-151.
Sayuti, H. A. M., Ann, T. G., Saimi, W. M. S. A., Bakar, M. A., Bakar, A., Dawawi, S.N. A., & Mohamad, M. (2020). Using gold standard project based learning for intermediate year three pupils to enhance English speaking skill: A conceptual paper. Creative Education, 11(10), 1873-1889. https://doi.org/10.4236/ce.2020.1110137
Sayyora, S. (2021). The implementation of speaking strategies in developing students’ communicative competence. Журнал иностранных языков и лингвистики, 2(5). 1-6
Shah, R. S., Holt, F., Hayati, S. A., Agarwal, A., Wang, Y.-C., Kraut, R. E., & Yang, D. (2022). Modeling Motivational Interviewing Strategies on an Online Peer-to-Peer Counseling Platform. Proceedings of the ACM on Human-Computer Interaction, 6(CSCW2), 1-24.
Shin, S. J. (2008). Preparing non‐native English‐speaking ESL teachers. Teacher development, 12(1), 57-65. https://doi.org/10.1080/13664530701827749
Singh, M., & Han, J. (2010). Teacher education for World English speaking pre-service teachers: Making transnational knowledge exchange for mutual learning. Teaching and Teacher Education, 26(6), 1300-1308. https://doi.org/10.1016/j.tate.2010.03.004
Styfanyshyn, I. M., & Kalymon, Y. O. (2021). Online practice for speaking English. In Collective Monographs (pp. 124–132). https://doi.org/https://doi.org/10.36074/rodmmrfssn.ed-1.12.
Van, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The effectiveness of using technology in learning English. AsiaCALL Online Journal, 12(2), 24-40.
Wang, L.-J., & Chang, H.-F. (2010). Applying innovation method to assess English speaking performance on communication apprehension. BELT-Brazilian English Language Teaching Journal, 1(2). 1-17
Xoshimova, D., & Muhamatjonova, D. (2020). Effective Technics to Improve English Language Speaking Skills. Опыт и перспективы обучения иностранным языкам в евразийском образовательном пространстве, 5, 62-69.
Yusuf, K., & Mabagits, S. (2020). Does activeness in organization improve English speaking skill?: University students’ perspective. Leksika: Jurnal Bahasa, Sastra dan Pengajarannya, 14(2), 73-77. http://dx.doi.org/10.30595/lks.v14i2.7383
