ABSTRACT
In the modern society, learning English is as a basic need for any students, especially
good speaking skills become more and more important than ever. Speaking is an important
skill in English learning process that students need to master in order to speak English well.
English is compulsory subject at Tam Dong 2 Primary school. However, students’ English
speaking skills are still far from expectation. Learning English speaking is a difficulty to
many students who still face to various problems in learning speaking that caused to their low
English competence.
The purpose of this study is to collect the opinions and perceptions of students about
aspects of teaching activities of NEST and NNEST, find appropriate solutions to help the
students can choose for themselves an effective learning methods, not fundamentalist or other
people's opinions. The study adopts a survey approach, which involved research
questionnaire as the main methodology. Studies show the common problems they are
encountering in the course learn English, after analyzing the data collected there will be
useful hints are given to help students and parents can have an overview about learning
English and help for education managers could see the learners' demand better, from which
appropriate adjustment to better service for those who learn.
The thesis composes of five chapters: Introduction, Literature Review, Methodology,
Results and Discussion, Conclusion and Recommendations. In the first chapter, the
investigator presents the rationale of the thesis and its purpose as well. In the next chapter,
this is Literature Review, which indicates the specific knowledge related to the content of the
study. The research methodology is presented in chapter three including the participants, data
collection instrument and the procedures of data collection and data analysis. The fourth
chapter deals with the results and data collected from participants in the survey. In the final
chapter, the researcher will summarize the whole thesis as conclusion and give
recommendations that will be helpful for both students at Tam Dong 2 primary school and
education managers.


Table of Contents

CHAPTER 1. INTRODUCTION
1.1 The statement of problem
Our country is in the period of industrialization – modernization, the knowledge
economy as the foundation, considers education and training as a top national policy. It is
necessary to improve the quality of teaching and learning in order to complete the training
and retraining of human resources for the country. To survive and grow, building and
protecting the country to keep up with developed countries, requires us to grasp the most
advanced achievements, to make the country Vietnam become a civilized and prosperous
country. To achieve this, requires people to have exchanges, learn from international friends.
For this, we must know the foreign language and use it expertly. Therefore, I think that the
teaching and learning of foreign languages in schools, especially primary schools are
necessities and compulsory. One of the foreign languages is being taught in secondary
schools and primary schools in Vietnam is English - the common language of the world to
communicate, bring people closer together. Joining with the ongoing development of the
country, Tam Dong 2 primary school identified English as basic subjects in school education.
At school, all students are learning English common program. But when polled parents and
some students in grades 4 in teaching and learning English at school, there are some issues to
be mentioned here are:
Some students are very interested in English subject but some others are not.
Some students have the ability to pronounce very well besides that there are students
who can not pronounce correctly.
Ability to communicate and reflectivity of the students also have some differences.
To improve the skills of foreign language learning, creating favorable conditions for
students, the majority of parents take their children participate in the language centers.
Besides the language centers been taught by Vietnamese teachers with reasonable tuition
rates there are language centers have foreign teachers with very high tuition, but parents still
register for enrolling their child. Because according to their opinion, communicating with
foreign teachers will help children expand vocabulary and more accurate pronunciation. So
Native English Speaking Teacher or Non-Native English Speaking Teacher, who is better for

4th grade students in language learning at Tam Dong 2 primary school and some suggestions.
By observations and practical experience, I would like to make some comments and
suggestions.


1.2 The aims of the study
With the above rationale, the study was conducted to get the aims as below:
- To show the English learning situation and trends of the 4 th grade students at Tam

Dong 2 primary school and demand for learning English nowadays.
- To know the feelings and desires of the students when they learn English.
- To help education managers understand the demand of learners.

1.3 The research questions
The research was undertaken with the goal to find out the answers for the following
research questions:
1. What are advantages and limitations of the NEST?
2. What are advantages and limitations of the NNEST?
3. What are differences in teaching between NEST and NNEST?
1.4 The significance of the study
As it was completed, the study would serve as one of the initial investigations into
students’ speaking problems at Tam Dong 2 primary school. The study could be a
contribution in enhancing students’ motivation and awareness in choosing the forms of
learning English. After evaluating the differences, advantages and limitations of NEST and
NNEST, the proper suggestions would be offered to help not only students improve their
speaking competence, but also teachers have better teaching methods in speaking classes.
1.5 The limitations of the study
Not all the things would be done perfectly without any barriers; this thesis was not an
exception. Here are some tiny limitations in the thesis. However, they did not affect greatly
on the value of thesis.

Firstly, how to improve the English competence of students was always the concern of
many teachers, parents and students nowadays. As a teacher in the future, the investigator
also had this concern sincerely; he took this study with the attempt to help the 4th grade
students at Tam Dong 2 primary school to improve their English somehow. However, it is
impossible to discuss all the problems related to learning English, the attention will be mainly
focused on the area of teacher’s speaking.
Secondly, each student at Tam Dong 2 primary school at different levels probably had
the different problems in their speaking. However, due to the limited time and permission, the
researcher could only carry out the survey on 4th grade students.
Finally, the researcher wanted to apply more kinds of research methodologies in the
study to get the best result in the investigation. Caused by the limited effort and time, the


small-scale research could be done by delivering the survey questionnaires to students at
different classes.
Some limitations can be counted, but the survey was done successfully under the
assistance and support of students at Tam Dong 2 Primary school and the results from the
survey have helped the investigator to make reliable and valuable analysis and discussions in
completing the thesis.
1.6 An overview of the thesis
The thesis includes five chapters such as introduction, literature review, methodology,
results and discussion, conclusion and recommendations. In the first chapter, the researcher
will present the statement of problem, the aims, the significance of the study, the research
questions, the limitations as well as the overview of the thesis. In chapter two, this is
literature review which is an essential part of the thesis includes the theoretical knowledge
and the framework for the study. This chapter provides the basic notions of speaking, its
difficulties in students’ learning process and the implications of teaching speaking English. In
the third chapter, the research methodology will be presented clearly including the
participants, data collection instrument, the procedures of data collection and analysis. In the
fourth chapter, the collected data will be showed into charts, figures. The findings and further

discussions will be given. In the last chapter, this is conclusion and recommendations in
which the researcher will summarize the whole thesis, and suggest some useful techniques in
learning and teaching English speaking for both Tam Dong 2 students and teachers.


CHAPTER 2: LITERATURE REVIEW
The chapter presents the theoretical knowledge of the study. The literature review
takes a vital element in providing the critical and analytical approaches and methodologies in
learning and teaching speaking English.
2.1 Terms of speaking
2.1.1 The concepts of speaking
Speaking definitions can be various defined by many linguists and educators.
Speaking
takes an important role in human life and is a key in communication.
Brown defined speaking as an interactive process of constructing meaning that
involves producing, receiving and processing information (Brown, 1994).
Speaking requires learners to know both the linguistic competence and sociolinguistic
competence. On the one hand, linguistic competence means to be able to produce the specific
points of language such as grammar, pronunciation and vocabulary, on the other hand,
sociolinguistic competence means that speakers understand when, where, why and in what
ways to produce language they use (Burns and Joyce, 1997).
2.1.2 Functions of speaking
Numerous language experts have tried to classify the functions of speaking in human
interaction. According to Brown and Yule (1983), there are three functions of speaking: talk
as interaction, talk as transaction and talk as performance.
In this part, the researcher will take a deeper look at the functions of speaking which
play a vital role in human communication.
2.1.2.1. Talk as interaction
Talk as interaction simply refers to “conversation” and describes interaction serves as
a primarily social function (Jack C.Richard, 2008:22). This can be understood as daily

conversations when people meet each other; they talk to each other to greet, exchange
information. These kinds of conversations can be casual or formal; it will depend on the
context or situations where the exchanges are taking place.
Brown and Yule (1983) described the nature of interactional conversation as follow.
The talk of interaction must have the following features:
- Has a primarily social function
- Reflects role relationships


- Reflects speaker’s identity
- May be formal or casual
- Uses conversational conventions
- Reflects degrees of politeness
- Employs many generic words
- Uses conversational register
- Is jointly constructed

It is not easy for students to master the level of talk as interaction. However, talk as
interaction always plays an important role in learning speaking. In many situations, students
find themselves difficult to respond and react when they are in such an interactional
conversation. Students need to get familiar with the kind of talk by practicing speaking a
wide range of topics.
2.1.2.2.

Talk as transaction

In contrast with talk as interaction, talk as transaction refers to what is said and done
in a particular situation. Participants in the conversation focus mainly on the message and
making oneself understood clearly and accurately (Jack C. Richard, 2008:24). In such
transactions as cited in Jack C. Richard (2008), “…talk is associated with other activities. For

example, students may be engaged in hands-on activities (e.g., in a science lesson) to explore
concepts associated with floating and sinking. In this type of spoken language students and
teachers usually focus on meaning or on talking their way to understanding” (Jones 1996:14).
According to Burns (1998), there are two different types of talk as transaction. The
first one refers the situation in which giving and receiving information are the focused points.
The second one focuses on obtaining goods and services.
Richard (2008) has defined the features of talk as transaction as below:
-

It has a primarily information focus

-

The main focus is on the message and not the participants

-

Participants employ communication strategies to make themselves understood

-

There may be frequent questions, repetitions, and comprehension checks

-

There may be negotiation and digression

-

Linguistic accuracy is not always important

2.1.2.3. Talk as performance

It is different from the two above types of speaking functions; talk performance tends
to be the form of monolog rather than dialog. It can be public talk such as classroom


presentation, speeches, or public announcements; the purpose of the talk is to transfer the
information to the audiences.
The talk as performance has the following characteristics (Jack C. Richard, 2008)
-

A focus on both message and audience

-

Predictable organization and sequencing

-

Importance of both form and accuracy

-

Language is more like written language

-

Often monologue

In each kind of activities, it will require different teaching methodologies. In the next section,

the specific teaching approaches for each type will be presented.
2.1.2.4. The teaching methodology in speaking class

a. Teaching talk as interaction
Interactional talk takes place under control of unspoken rules and is a complex
process; therefore, it is the most difficult skill to teach. The best way to teach this skill is to
provide the examples of naturalistic dialogues such as making small talk, opening and closing
conversations, telling experiences or personal incidents and so on (Jack C. Richard, 2008).
b. Teaching talk as transaction
Nowadays, the communicative materials are numerous in speaking activities such as
group discussion, information-gap or role-play; it makes the teaching for talk as transaction
easier. These kinds of activities in course book can provide “a source of practicing how to
use talk for sharing and obtaining information and for carry-on real-world transaction.”
(Jack C. Richard, 2008: 30)
c. Teaching talk as performance
Teaching talk as performance is more complicated and requires a different teaching
method. Teaching this kill often involves examples and models of oral presentation, speeches
or stories by letting students to watch videos or listen to audio recordings. The purpose of
doing this is to help students to understand how the texts are presented and what the
organizational features are. After watching or listening, students begin to work in groups or
pairs to create their own texts, which will be presented in front of class.
2.2 Difficulties in speaking
2.2.1 Factors affect learners’ speaking
There are various factors in speaking, which most students see as difficulties. English
is a popular language that many people are learning nowadays, but it does not mean that it is


easy to speak English well. The main reason for this is related to the features of English itself
such as grammar, pronunciation, vocabulary, intonation, and stress that many learners find it
as difficult to speak fluently and accurately. For most students, they cannot find confidence in

their speaking and some other problems preventing them from speaking as naturally as
possible. This section will take a deep consideration in the intrinsic and extrinsic factors in
speaking.
2.2.1.1. Intrinsic factors
a. Vocabulary

When studying speaking English, many students said that they could not speak
anything because they did not have enough vocabulary to speak out the sentences in their
mind. That is one of the most common problems preventing students from speaking not only
in their classroom but also in their real life. It cannot deny that English has a rich vocabulary
that learners need to learn if they want to speak well. “The minimum productive vocabulary
size needed for largely unpredictable speaking activities likely to be around 1,200 words”
(West, 1906, pp.95-134).
Although vocabulary is a vital component in learning any language, particularly
putting these words in a right way, students do not have to be afraid of vocabulary too much.
Because, according to Nation and Crabbe’s (1991), the source of immediately useable words
and multiword units is survival vocabulary for foreign travel. The list consists of 120 words
and phrases that are useful when visiting another country as a tourist. It can be learned in
about four hours of spaced study. For students, the problems with vocabulary seems to be so
frightened, but in fact, there is always a way for students to learn vocabulary in order to speak
English as easily as possible.
b. Expressive devices

For native speakers of English, they often vary stress, intonation and pitch when
producing particular utterances. They also change the volume and speed to show how they
feel when speaking to each other. The stress, intonation and pitch in English help speakers to
express emotion and intensity and contribute to convey meaning as well. This seems to be
become the difficulty for non-native speakers, particularly learning English learners.
2.2.2 Dealing with difficulties
It will be essential to make students more involve in speaking activities and reduce

the reluctance on students to encourage them to join in speaking.
Firstly, it is necessary for students to set goals in their own learning. It will help them
to be more motivated and be increase students’ motivation in studying.


Secondly, teachers can create a friendly and comfortable atmosphere in speaking class
where students can find themselves as comfortable as possible to study. Teachers can use a
wide range of materials to encourage students to speak. Teachers can use as much as visual
aids in teaching as possible that will attract students’ attention and interests in learning
speaking.
Thirdly, teachers can use various activities for students to take part in. The activities
can be ranged from communicative games, prepared-talks, role-play and so on. It is important
for teachers to make students involve in the speaking activities. That will make students be
active and interested in the lessons.
2.3 Speaking and communicative language teaching (CLT)
2.3.1 The concept of CLT
Nowadays, many teachers are asked about their methodology in classroom teaching,
they often mention the common language teaching, called “The communicative language
teaching” (or CLT) as their choice of teaching method. There are various definitions about
communicative language teaching that is defined by the majority of linguists and educators
According to Jack C. Richards, “Communicative language teaching can be
understood as a set of principles about the goals of language teaching, how learners learn a
language, the kinds of classroom activities that best facilitate learning and the roles of
teachers and learners in the classroom.” (2006:2)
“To be able to operate effectively in the real world, students need plenty of opportunity
to practice language in situations which encourage them to communicate their needs, ideas
and opinions” (Abbs and Freebrairn: Blueprint Intermediate, page1).
 To communicate with others
 To develop an ever improving capability to use English
 To acquire, develop and apply knowledge

 To think and solve problems
 To respond and give expression to experience

2.3.2 The characteristics of CLT
Littlewood (1981:1) states, “One of the most characteristic features of communicative
language teaching is that it pays systematic attention to functional as well as structural aspect
of language” (As cited in Richards, J.C and Rodgers, 1987).
2.3.3 Designing fluency-based activities for students in speaking classroom


There are various speaking activities that teacher can employ in their classes. The
speaking activities presented in this section will help the students to enhance their speaking
competence. These activities can be minimal responses, communication games, discussion,
presentation, simulation, role-play and so on. In this part, some common speaking activities
will be presented as follow.
a. Minimal responses
Students who are unconfident in their speaking ability often keep silence when the
class is practicing speaking. One way to encourage students to be active in speaking activities
is using minimal responses. These kinds of responses can be helpful for students as
beginners.
b. Discussion

Discussion is one the most common activities in speaking classroom employed mostly
by English teachers. Discussion can involve students in discussing a wide range of topics
from formal to informal such as hobbies, studying, experiences or some social issues; this
will help students to develop critical thinking and fluency in speaking. Discuss will require
students to use their own language to express their opinions to agree or disagree on the topics
that they are discussing
2.4 Summary
The literature review has stated the concepts of speaking and its functions, the

difficulties in learning speaking. Apart from that, the common teaching approach, which is
CLT has been presented specifically. The section has helped to make it easier to examine
theoretical approaches, contrasting perspectives and to point out the gap in previous
researches.


CHAPTER 3: RESEARCH METHODOLOGY
In chapter 2, the key theory and essential literature were presented to provide the
intellectual context for the thesis. It also helped to build knowledge and identify research
methods in the study. This chapter will take a deep consideration into the methodologies
which were employed mainly in the research.
3.1 Research questions
As it was indicated in chapter 1, the study aimed to answer three questions. Firstly,
What are advantages and limitations of the NEST. Secondly, What are advantages and
limitations of the NNEST. Finally, What are differences in teaching between NEST and
NNEST. In order to answer these two questions, it was necessary to carry out a survey to
collect the essential information from students. The design of research will be presented
specifically as below.
3.2 Research design
3.2.1 Participants
The surveyed subjects who took an important role in collecting the data helped to
judge the result of the study. At the very beginning, the participants of the study were
carefully chosen by the investigator. Majority of the students’ age are ten years old. They
were mostly the student in 4th grades. The number of female and male students joining in the
survey was nearly the same. These students took an important part in collecting the data for
the research.
3.2.2 Data collection instrument
Survey questionnaire was employed as the main device for gathering information
from students. Questionnaire could be considered as a useful tool to collect survey
information from a large number of students. It was more cost-effective and easier to analyze

than other survey methods. It also helped the researcher to save time and effort in gathering
information from a big quantity of students at Tam Dong 2 Primary school. Students may be
familiar with this kind of questionnaire that they might have done it through their learning
process. The questionnaire consisted of 22 questions with different aspects that was
developed by the researcher to investigate the problems in learning speaking of students at
Tam Dong 2 Primary school. The questionnaire was divided into two parts as follow:
The first part was about background information including 4 questions from question
number 1 to number 4 in which the subjects were requested to provide their relevant
information such as name, class, English learning situation, Number of years studying


English. These four questions would provide researcher the essential background of students
that would help him to have a deeper understanding about his subjects.
The second part was from question number 5 to question 26 including 22 questions. It
related to teacher’ attitudes toward teaching speaking. The purpose of this section is to find
out what students think about NEST teaching. The questions focused mainly on the following
aspects, such as, teacher's vocabulary, activities in the class... and so on.
The questions were expected to show up students’ feel toward learning Englishspeaking skill. And educators can better perceive students' thoughts, thereby improving the
quality of their staff.
3.2.3 The procedures of data collection
As the survey questionnaire was designed based on the purpose of the study, the next
stage was to deliver the questionnaire to students. The procedures of the data collection will
be presented clearly in the following part.
The survey questionnaire was considered as the main tool in collecting data in the
study; thus, the researcher prepared the questionnaire carefully and clearly from the
beginning. The types of questions and content of questions were cautiously considered with
the attempt to get the best results to serve the purposes of the thesis.
The survey questionnaire was delivered to some 4 th grade students at Tam Dong 2
primary school. The survey was conducted in ten classes in two days. After asking for
permission, the researcher delivered the questionnaires to students. 100 questionnaires were

delivered to students. The procedures in each class were similar from beginning to the end.
First of all, after delivering questionnaire to students, the researcher explained the instruction
to students clearly. The researcher stated the purpose and significance of the study so that
students could have a general image about the survey. While students were answering the
questionnaires, the researcher went around classroom to observe and give help as necessary.
After students finished their jobs, the questionnaires were collected and became the valid
data for further analysis and discussion.
3.2.4 The procedures of data analysis
After collecting the questionnaires, another important stage was to analyze the
collected data. It would take much time to calculate the answers from students into
percentages.
It was started to calculate the results after researcher collected all the questionnaires.
The answers for each question of different students were counted into number. Then the
number was calculated into percentages for further analysis. The percentage had been


presented for the number of participants with the same answers of each question. The data
had been then displayed by charts, tables, figures to show the results from questionnaire
clearly and effectively. By using figures, the researcher hoped that the information was
presented in the clear way.
3.3 Summary
With the participation of 100 students from classes, the survey was successfully
completed. After collecting the necessary information for the research, the data was analyzed
into number and percentages. The collected data also helped to answer the research questions
mentioned above. In order to know what results were got from the survey, in the next chapter,
the data will be shown into charts and figures for further discussion.


CHAPTER 4: RESULTS AND DISCUSSION
4.1. Students’ Responses To The Questionnaire

In this chapter, the researcher would like to analyze and discuss the data collected in
the survey taken place at four classes. The problems in the current speaking-learning process
of IUH students and students’ self-assessment of their teachers’ teaching methods would be
shown in the detailed following figures. The analysis would be divided into three small parts
as students’ background, students’ attitudes toward learning speaking English and teachers’
teaching methods in speaking classes.
The purpose of the next question was to identify participants’ genders
Gender

Figure 4.1: The gender of students
As shown in the figure above, the number of female is larger than male, as 60% for
female and 40% for male students. There was no big distance between the number of female
Male
and male students, who participated in the
survey.
40%
Question number 1 to number 4 in
the survey were
requested to provide their relevant
Female

information such as name, class, English learning situation,
Number of years studying
60%
English.


The first question helped to identify the students are learning English at school.
Learing English at school
Figure 4.2: Students are learning English at school.

The chart shows that 100% of students are learning English at school. Today, English
is considered
oneofofstudents
the leading languages in the world, so the teaching of English in the
Number
school is very interested.
The second question helped to identify the students are learning English at foreign
language centers.
Learing English at language centers
Figure 4.3: Students are learning English at foreign language centers.
The chart shows that 100% of students are learning English at foreign language
centers. Besides
English at school, some parents want their children to learn more.
Numberstudying
of students
To be able to surpass other friends.
The third question helped to identify the students are learning English with Native
English Speaking Teacher at foreign language centers.
Learing English with NNEST
Figure 4.4: Students are learning English at foreign language centers with NEST.
The chart shows that 100% of students are learning English at foreign language
centers Number
with Native
English Speaking Teacher. To attract more learners, and to provide
of students
learners with the opportunity to practice their language skills, foreign language centers often
invite foreign teachers (NEST) to teach. Help students get more excited with the knowledge
they have learned.
Question number 5 to question 26 including 22 questions. It related to teacher’
attitudes toward teaching speaking. The purpose of this section is to find out what students

think about NEST & NNEST teaching. The questions focused mainly on the following
aspects, such as, teacher's vocabulary, activities in the class... and so on.


Question number 5 is asked to determine the amount of words the NEST uses.
Very much, abundant.

Figure 4.5: Frequent use of English words

Many words, but not abundant, diverse.

The chart shows that 69% of students find that NEST uses a wide variety of English
Pretty much.
words while teaching, 4% of students find NEST to be a lot but not as varied as words . 21%
Little

of students found NEST
to use quite a lot of vocabulary. 5% of students found NEST to use
Few
fewer words and 1% of students found NEST to use very few words. We can see that most
69%uses a lot of rich and varied terms, because English is their
students have realized that NEST

mother tongue. But there are still some students claiming that NEST uses not a lot of words,
probably because they are worried that students will not be able to understand what they are
saying with so many new words.
21%
4%

5%


1%


Question number 6 was asked to define the skill in explain the words of NEST.
Very Figure
easy to understand,
with many
words.
4.1.6: Skilllively
in explain
the English
words of
NEST.
Sometimes
I understand,
because
do not
know.
It could
not deny
that halfsometimes
students not
shared
themany
samewords
idea Ithat
NEST
help them feel
Pretty

easy to understand.
excited and
understandable
when explaining new vocabulary(44%). And 46% of students find

that sometimes
they
find it difficult
understand
because
thehear
teacher
speaks
they
Difficult
to understand
becausetothere
are some words
I can
and have
wordswords
I can not
hear.
don’t understand.
Andto 10%
of thebecause
students
theyanything.
felt quite understandable. However,
It is difficult

understand
I cansaid
not hear
NEST has always found a way to help students understand the meaning of new vocabulary.
For example, they can dance, sing, play… so students do not get confused when they hear
new words.


Question number 7 was asked to define the skill in explain the difficult words of
NEST.
Figure 4.1.7: Skill in explain the difficult words of NEST.
When explained the new vocabulary, 50% of students found NEST to be easy for
them to understand, 31% of students feel fairly easy to understand, 13% are not clear and 6%
are quite general. Most students can understand the meaning of difficult words when
explained by NEST. However, more than half of the students find it difficult to understand
50% because many words in English can not be explained by
and the knowledge is quite general

pictures or body language.
31%

13%
6%
0%


Question 8 was asked to identify class activities of NEST.
By the pictures, gestures, action is fun, humorous.

Figure 4.1.8: NEST’s class activities.


Interpretation through pictures, words in books.

When explaining words or talking in class, NEST often has very harsh and funny
Just explain
words.
attitudes, make
students
feel fun and easy to understand, as many as 65% of students feel

excited by Rarely
the fun,
29% words.
of the students said NEST just explained through photos, the
explained
vocabulary in the book, 5% of students said NEST just explained the words and 1% said
Did not explain words.

NEST rarely explained words. NEST is very comfortable and close to the students, they
always know how to make students feel comfortable and interested in learning, they can
make jokes, do cute and funny things and help students easily understand the article.


Question 9 is asked to determine how your English communication is doing in your
classroom.
The teacher encourages and teaches me to speak, communicating entirely in English.

Figure 4.1.9: Communication activities in class.

The teacher encourages and lets me talk, communicate in Vietnamese and English.


The chart shows that 69% of students said NEST encourages students to speak and

I mainly communicate in Vietnamese, only speak English when reading new and new words.

communicate more in English, from which students speak more and more confidently, 27%
I rarely talk and communicate in class, just take notes and read new words.

of students said that NEST encourages students to speak and communicate in English and
I do not talk and communicate in class, only record and read new words.

Vietnamese because students do not know how to express new words in English. In addition,
3% of the students said they mainly communicate in Vietnamese and only read new English
vocabulary 5% of students reported less talk and communication in class, perhaps due to less
NEST or discouraging passive students, 1% of students said they did not speak but only
wrote and read new words.


Question 10 is asked to determine how student's avtivities in class.
Yes, very often, every day.

Figure 4.1.10: Student’s activities in class.

but not
often.
TheYes,
chart
shows
how often NEST requires students to participate in classroom


activities such as dancing, singing, storytelling, introducing themselves. 25% of the students
Occasionally but not much.

surveyed said they are very often engaged in such activities. A large number of students
Rarely organized activities.

(40%) say they are involved in classroom activities but not often, as the reason is because
No organized
activities.one or two times a week to study English with NEST and
language centers
offer students

About 4 times a month. 13% of the students said they were occasionally involved in such
activities, 12% of the students said they rarely organized such activities, and 10% of the
students said that they were not allowed to participate in such activities.


Question 11 is required to determine how NEST's interest in students is not good at
English.
Very caring, always encouraging, encouragement.

Figure 4.1.11: NEST's interest in students is not good at English.

Interested but do not encourage or motivate.

The chart shows that 80% of NEST students said that NEST was very interested in
are concerned
but not much.
motivating Some
and motivating

students,
5% said NEST was interested in the student but not

encouraging,
that NEST had occasional interest in students but not many, 4%
Not11%
careindicated
much.
said NEST did not care much about the students. Because English is the mother tongue of
Absolutely not paying attention.

NEST, so they can find the smallest errors in pronunciation of the student and can be corected
immediately. Sometimes NEST does not have much time to interact with students in class so
they do not know the level of each student and can help them in pronunciation.


Question 12 is required to determine how students feel about the voice and
pronunciation of NEST.
Very naturally, there are stresses in different tones, making a noticeable difference in the words.

Figure 4.1.12: Voice and pronunciation of NEST.

Naturally, but there are some words with no stresson the syllables, so sometimes I find the
The
chart
shows
that 88% of the students said that when they listened to NEST,
words
sound
the same.

Quite
with or the
without
stress with
on sounds.
they felt
thenatural,
tone but
wassometimes
very natural,
accents
stress that made the difference

between
words,less
7%stress
of students
Unnatural,
on sounds.said NEST's voice was natural but sometimes there
was noNot
stress
on the
sounds,
5% inofthestudents
naturally,
there
is no stress
syllables.said that NEST's voice was natural, but
sometimes there was no stress on sounds. Because English is the mother tongue of NEST,
they can speak very naturally, but there are some NESTs that speak fast and connect the

words so some students do not hear and hear clearly.


Question 13 is required to determine NEST’s interest with the student about the
pronunciation.
Very caring, always fixing my pronunciation.

Figure 4.1.13: NEST’s interest with the student about the pronunciation.

Very interested in your pronunciation, but sometimes not correct me.

The chart shows that 91% of students find NEST to care and correct their
Not very errors,
interested,
can guess
what NEST
she wants
say and rarely
correct me.
pronunciation
8%theofteacher
students
said that
is tointerested
in pronunciation
of

studentsLess
butinterested,
sometimes

NESTpronunciation
does not correct
not correct
for me.pronunciation errors for students, 1%
of students
said
not care
did not correct pronunciation for students. In
Do not
careNEST
and do did
not correct
yourand
pronunciation.
the communication process, NEST very concerned about the issue of student’s
pronunciation, because they can recognize the small errors in pronunciation to correct
errors for students.