THUONGMAI UNIVERSITY
ENGLISH FACULTY
------

GRADUATION PAPER
TOPIC:

DIFFICULTIES IN ENGLISH COMMUNICATION ACTIVITIES OF
FIRST-YEAR ENGLISH MAYJOR STUDENTS AT THUONG MAI
UNIVERSITY AND SOLUTIONS

HANOI, 2020


ABSTRACT
Nowadays, with the development of the world economy, English is not only
the language used solely in English speaking countries but also the international
language used throughout the world. This language is also currently playing more
important role in this global integration in which most of international business
deals using English as the mean of communication among enterprises or business
men. Along with the demand of global integration, learning foreign languages for
international communication has become more and more vital to Vietnamese
students.
Apart from the importance of English, many Vietnamese learners still face a
lot of difficulties when communicating in English. It is not easy for learners in this
context to achieve their fluency and proficiency in English communication
activities. Data used for analysis in this thesis were gathered through survey
questionnaires and analyzed by both qualitative and quantitative methods. 100 first
year students of English Faculty were chosen to be research participants. This study
was conducted with the aims of figuring out the difficulties in the English
communication activities and also proposing some useful solutions to improving

effectively communication skills. In addition, on the basis of the findings, the
researcher hopes that this study would be meaningful material and useful
suggestions for further studies.

ACKNOWLEDGEMENTS

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In the process of completing this graduation paper, I have faced up with many
problems in English, as well as the way to express my ideas. However, with the
great help, assistance and encouragement from teachers, family and friends; I have
overcome these difficulties and completed this graduation paper successfully.
First of all, I would like to express my deepest gratitude to Mrs. Pham Thuy
Giang, M.A who is my supervisor from English Faculty at Thuongmai University
who has not only given me many invaluable suggestions and comments but also
provided me with valuable materials.
In addition, I would like to thank all teachers of English Faculty at Thuongmai
University for their precious and useful lessons during my four-year study which
have been then the foundation of this study. Last but not least, my sincere thanks are
delivered to my parents and friends for their encouragement and assistance in this
time.
Because of limited time, knowledge and practical experience, the study’s
errors are unavoidable. Therefore, I honestly look forward to receiving comments
and suggestions to make it be more perfect.

Ha Noi, April 17th , 2020
Nguyen Thi Ly

TABLE OF CONTENT

ABSTRACT..............................................................................................................i
ACKNOWLEDGEMENTS....................................................................................ii
TABLE OF CONTENT.........................................................................................iii
LIST OF ABBREVIATIONS.................................................................................iv
CHAPTER 1: OVERVIEW OF THE STUDY......................................................1

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1.1. Rationale...........................................................................................................1
1.2. Previous studies................................................................................................2
1.2.1. Studies abroad................................................................................................2
1.2.2. Studies in Vietnam..........................................................................................3
1.3. Aims of the study..............................................................................................4
1.4. Research Subjects.............................................................................................4
1.5. Scope of the study.............................................................................................5
1.6. Research methodology......................................................................................5
1.7. Organization of the study.................................................................................6
CHAPTER 2: LITERATURE REVIEW...............................................................8
2.1. Communication and communication activities..............................................8
2.1.1.

Definition of language skills.......................................................................8

2.1.2. Definitions of communication........................................................................8
2.1.3. Definition of communication activities..........................................................9
2.1.4. Components of English communication activities.......................................10
2.1.5. The important roles of English communication activities...........................10
2.2. The factors affecting English communication activities...............................11
2.2.1 Objective factors.............................................................................................11

2.2.2. Subjective factors..........................................................................................12
2.3. Common difficulties in English communication activities...........................14
2.3.1. Speaking difficulties.....................................................................................14
2.3.2. Listening difficulties....................................................................................16
2.3.3. Lack of physical settings...............................................................................18
CHAPTER 3: RESEARCH FINDINGS..............................................................20
3.1. Data Analysis...................................................................................................20
3.1.1. General information.....................................................................................20
3.1.2. English usage and general evaluation.........................................................20
3.2. Difficulties and solutions to improving communication activities...............23
3.2.1. Difficulties and solutions to improving English speaking skills..................24
3.2.2. Difficulties and solutions to improving English listening skills..................30
3.2.3. Difficulties and solutions to improving physical settings.............................35

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CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS........................38
4.1. Recommendations for the university.............................................................38
4.2. Recommendations for teachers......................................................................38
4.3. Recommendations for students......................................................................40
4.4. Limitations of the study and suggestions for further studies......................41
CONCLUSION......................................................................................................42
REFERENCES......................................................................................................vii
APPENDIX.............................................................................................................ix
SURVEY QUESTIONNAIRE...............................................................................ix

LIST OF ABBREVIATIONS
Abbreviations
EFL

CTU
HPU
TMU
Q&A

English meaning
English as a foreign language
Can Tho University
Hai Phong University
Thuong Mai University
Question and answer

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LIST OF TABLES AND CHARTS
Tables and charts
Table 3.1
Chart 3.1
Chart 3.2

Name
Students’ ability of understanding foreign partners
Students’ evaluation of English communication activities
Students’ time self learning English each day

Chart 3.3

Students’ participation in activities of using English at


Chart 3.4

university
The general evaluation of difficulties in communication

Chart 3.5

activities
Students’ willingness to talk to foreign partners

Chart 3.6

Difficulties faced when speaking in English

Chart 3.7

Learning methods used to improve English speaking skills

Chart 3.8

Difficulties encountered when listening partners speak

Chart 3.9

Learning methods used to improve English listening skills

Chart 3.10

Physical setting problems in using English communication


Chart 3.11

skills
Conversational group practice method

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CHAPTER 1: OVERVIEW OF THE STUDY
1.1. Rationale
Language is a valuable asset and a characteristic of each nation. Every
country in the world has its own language, which creates cultural diversity.
However, to communicate with each other, they need a common language and that
is English. Nowadays, English is a global language which can be used for
communication with both native speakers and non-native speakers in the world,
especially in the education section. Moreover, all university students need it for
their studies in order to search information and obtain knowledge. Therefore, a lot
of universities throughout the world need to include the English language as one of
their required subject.
For Vietnam, we also see the importance of learning English. With students
who are the future generations of the country, learning English becomes much more
necessary than ever to catch up with the globalization trend and to bring the image
of the country world-wide.
One of the most important skills when learning a foreign language, including
English is communication skills. It is helpful for learners to use a foreign language
to express ideas, thoughts and feelings to the listener. Therefore, it can be said that
improving knowledge of communication skills and the influence of English

communication activities help English skills improve quickly.
Although communicating in English are very important, the situation of
teaching and learning this skill has long been ignored. Thus, many Vietnamese
students when learning English want to study and practice hard to improve their
speaking skills, which will help them in the future working environment. However,
many Vietnamese people when communicating in English always think that the
sentence is mixing words together and translating from mother tongue into English.
These errors often prevent speakers from becoming more professional in
communicating in English.
Vietnamese students in general and first year students of English Faculty at
Thuongmai University in particular, still meet many difficulties in the process of
learning English, especially when communicating in English. English Faculty

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students are the ones who will use English in the real work environment later.
However, English at classes is a big difference from English for communication
used in practice.
So far there has been no research on this issue, so I conducted this study:
“Difficulties in English communication activities of first-year English majored
students at Thuongmai University and solutions” for my graduation Paper.
1.2. Previous studies
The research related to the issues:” English communication activities” have
been studied by many different researchers around the world in general and in
Vietnam in particular.
1.2.1. Studies abroad
According to the thesis “English oral communication problem and strategies
used by Thai employees in an international workplace to communicate with the
native and non-native English speaking customers” by Fatinmar Jeharsea for the

Tourism English major (2012). This study is aimed to investigate the English oral
communication problems and strategies used by Thai employees when
communicating with native and non-native English speaking customers in an
international workplace.
The research “The role of communication skill in learning and using the
second languages” by Musolas Asubaie (2017) is the second thesis that I would like
to mention. The purpose of this study was to investigate how individuals learning a
second language communicate. The second language acquisition is a challenge that
requires many skills such as reading, listening, writing, speaking, grammar, and
vocabulary. However, even though communication skills are important for
individuals to interact and communicate, educators of second language learners
rarely include communication skills in the curriculum. The lack of the knowledge of
communication skills and the influence of communication skills on learners
illustrate the importance of conducting this study, showing some important
communication skills. Of ten participants in this study who used English as a
second language, in the United States, this study explored their experiences and
behaviors when they communicate with others. The study found a need to develop

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communication skills alongside grammar and vocabulary to enhance the
development of second language proficiency.
1.2.2. Studies in Vietnam
The study “Challenges to speaking skills encountered by English-majored
students: A story of one Vietnamese university in the Mekong Delta” (2017) by Vo
Phuong Quyen, Pham Thi My Nga and Ho Thao Nguyen School of Foreign
Languages, Can Tho University, Vietnam is the experiment examining the same
research concern related to difficulties encountered by university EFL students
while participating in oral classroom activities.

Moreover, the study “A study on techniques to improve the first year English
majors’ speaking skill at Hai Phong University” . This study explored the reality of
teaching and learning English speaking of the first year English majors at HPU and
suggest some main techniques which include the methods of strengthening the
teaching of English speaking to help students enhance their English speaking skill.
Only in this way, students who are learning English speaking can learn it well so
that they can communicate in English fluently. In order to help the students at HPU,
especially the first year English majors at HPU improve their English speaking
skill, the author of the study carried out this study. The study is expected to help the
students of Foreign Languages Department at HPU, especially the first year English
majors at HPU improve their English speaking in order to get a brighter future. The
aim of this study is finding out appropriate techniques for students to improve their
speaking skill that the study focuses on finding the reality of the first year English
majors learning English speaking and giving them the suggestions for better
communication. The author wants to change the students attitude on speaking
English and let them find English speaking more interesting by consider speaking
English as their favorite activity.
Another study on communication skills was completed by Nguyen Quynh
Tram(2016): “Difficulties in communication skills experienced by Russian major
students at Ho Chi Minh University of Pedagogy”. This study pointed out some
typical problems that prevented students from communicating effectively in real
situations. Because of bilingual learning issues, students experience many conflicts

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between two languages. The students do not recognize the sound of words and they
find it hard to understand the meaning of the text or conversation due to a lot of
unknown words. In addition, they are lacking of confidence to communicate in
English, as a result their communication skills are not good.

Overall, these studies have mentioned quite clearly and cleared many
problems and difficulties when communicating in English of students in different
fields, but there have been no studies on communication difficulties of TMU
students. Therefore I conduct research on the difficulties of Thuongmai University
first year students in communication and propose suitable solutions to improve their
English communication skills.
1.3. Aims of the study
When choosing and carrying out this study, I expect to clarify three main
issues:
 To identify some difficulties, common problems in English communication
activities which first – year English majors at TMU face.
 To investigate some factors affecting students’ communication activities.
 To suggest some possible solutions to these problems so as to help students
improve communication skills in English.
In order to achieve the aims, this study is seeking answers to the following
questions:
1. What are the main difficulties in communication activities in English of first
– year English majors at TMU?
2. What are factors that affect communication activities in English of first –
year English majors at TMU?
3. What are some solutions to improving their communication skills?
1.4. Research Subjects
This study researches difficulties in English communication activities faced by
first year English major students at Thuongmai University. Therefore, I determined
that the research subject of study is the difficulties of first year English major
students when communicating in English.

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1.5. Scope of the study
Within the scope of this study, I only conduct research on difficulties in English
communication activities for first year students of English Faculty at Thuongmai
University. Other skills such as listening, speaking, reading and writing are not
within the scope of the research.
Besides, because of the large number of students at TMU as well as the
limitation of time, resources and my knowledge, this study also does not explore the
difficulties in communication activities of second year, third year or final year
students of English Faculty or non-English major students of Thuongmai
University.
This study is conducted for 100 first year students of the English Faculty at
Thuongmai University.
1.6. Research methodology
1.6.1 Data collection instruments
This study is carried out in both qualitative and quantitative methods.
Therefore, I conduct the research to some following steps:
● Secondary data: (data collected from books, documents and previous studies)
Firstly, I search some necessary documents in web sites and library at
Thuongmai University. Besides, I read some previous studies related to
communication skills, especially speaking and listening skills. In addition, I borrow
books from book stores to orient for my study. Therefore, I gained the basic
knowledge and useful information to complete my research better .
● Primary data: (data collected by researchers through surveys, interviews or
observations)
Secondly, the study includes survey questionnaires for students who are first
year students of English Faculty at Thuongmai University. The survey investigates
100 students at TMU.
Survey questionnaire is a method of data collection that has been implemented
for the surveyed students. The questionnaires were designed for student in the way
that the researcher finds information easily as well as to summarize and analyze the

data. This method is more convenient, takes less time, is cheaper and easily

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answered by students. Survey questionnaire also help find necessary information for
research as well as provide useful solutions.
1.6.2 Data collection procedures
The data collection process is designed with 3 main steps (For primary data
only):
Step 1: Designing the questionnaire
In this step, the researcher begins researching and designing questions for
participants. The questions must be short, concise and easy to understand for
participants. It includes questions related to common mistakes made when
communicating, the factors cause them and their solutions to improve. After
designing, the researcher sends the questionnaire to the supervisor for comments.
After that, the researcher will draft a complete questionnaire.
Step 2: Delivering questionnaires
Seeking help from friends who are English major students, especially firstyear students. For the most objective results, the researcher asks them to pay
attention and seriously answer the questions in their own views.
The questionnaire is conducted through an Internet statistics application
system, or hand-out papers.
1.7. Organization of the study
The construction of this study includes four parts as follows:
Chapter 1: Overview of the study
The introduction gives the rationale, the aims of study, the research subjects,
scope of the study, methodology and the structure of the study.
Chapter 2: Literature review
The literature review shows up the background literature relevant directly to
the study being discussed.

Chapter 3: Research findings
Research findings include the results from the study, evaluation and analysis
from the survey questionnaire.
Chapter 4: Recommendations and suggestions

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The researcher gives the recommendations and suggested techniques for
improving English communication activities of first year English Faculty students at
Thuongmai University.
CHAPTER 2: LITERATURE REVIEW
2.1. Communication and communication activities
2.1.1. Definition of language skills
Language skills mainly consist of four micro inter-related skills: listening,
speaking, reading and writing. Hence, language learners are required to achieve the
mastery of the four skills and the degree of fluency of each skill depends on the
purpose of learners.
According to Donn Byrne (1991), among the four skills, “listening and
speaking are perceptive skills while speaking and writing are productive skills”. Of
the four skills, speaking and listening play a vital role since a person who is
identified as knowing or not knowing a language depends on whether he/she can or
cannot communicate in that language (speak and listen). All the four skills are
important and support other skills. When learners conquer those skills they can have
particular amount of knowledge as well as confidence in communicating and using
a language in general.
2.1.2. Definitions of communication
Wikipedia defines “Communication (from Latin communicare, meaning "to
share") is the act of conveying meanings from one entity or group to another
through the use of mutually understood signs, symbols, and semiotic rules. The

main steps inherent to communication are:


The formation of communicative motivation or reason.



Message composition (further internal or technical elaboration on what

exactly to express).


Message encoding ( written text, speech, pictures, gestures and so on).



Transmission of the encoded message as a sequence of signals using a

specific channel or medium.

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

Noise sources such as natural forces and in some cases human activity

(both intentional and accidental) influencing the quality of signals propagating from
the sender to one or more receivers.



Reception of signals and reassembling of the encoded message from a

sequence of received signals.


Decoding of the reassembled encoded message.



Interpretation and making sense of the presumed original message.”

Communication is the process of sending and receiving messages through
verbal or nonverbal means, including speech, or oral communication; writing and
graphical representations (such as information graphics, maps, and charts);
and signs, signals, and behavior. More simply, communication is said to be "the
creation and exchange of meaning". This definition presented by Rirchard Nordqist
that is a freelance writer and former professor of English and Rhetoric who wrote
college-level Grammar and Composition textbooks in 1985.
Media critic and theorist James Carey defined communication as "a symbolic
process whereby reality is produced, maintained, repaired and transformed" in his
1992 book "Communication as Culture," positing that we define our reality via
sharing our experience with others. All creatures on earth have developed means in
which to convey their emotions and thoughts to one another. However, it is the
ability of humans to use words and language to transfer specific meanings that sets
them apart from the animal kingdom.
The following definition offered by William Scott (2013) in his book
‘Organization Theory’ should appear comprehensive and specially satisfying to the
students of ‘business communication’ since it touches all aspects of the
communication process: “Administrative communication is a process which

involves the transmission and accurate replication of ideas ensured by feedback for
the purpose of eliciting actions which will accomplish organizational goals.”
2.1.3. Definition of communication activities
According to online page CAL, communication activities include any
activities that encourage and require a learner to speak with and listen to other
learners, as well as with people in the program and community. Communication

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activities have real purposes: to find information, break down barriers, talk about
self, and learn about the culture. Even when a lesson is focused on developing
reading or writing skills, communication activities should be integrated into the
lesson.
Furthermore, research on second language acquisition suggests that more
learning takes place when students are engaged in relevant tasks within a dynamic
learning environment rather than in traditional teacher-led classes (Moss & RossFeldman, 2003).
2.1.4. Components of English communication activities
In the process of communication there is no polarity between the transmitter
and the receiver, both are positive subjects, always exchanging roles.
Communication activities are always with the participation of many factors. These
factors both create the communication itself and govern the communication activity.
These factors are:
- Communication character: Who speaks, speaks to whom?
- Communication context: Speaking, writing in what circumstances and
where, when?
- Content of communication: Speaking, writing something about what?
- Purpose of communication: Speaking, writing to what purpose?
- Means of communication
2.1.5. The important roles of English communication activities

Nowadays, some immigrants, such as parents, elders, or people who work in
isolated environments (like housekeepers and babysitters) may feel lonely and
experience depression or have low self-esteem. They may begin to feel that they
will never learn English or never feel comfortable. Offering well-designed and wellexecuted communication activities can help turn the English classroom into an
active, safe, and enjoyable place where literacy- and beginning-level learners can
learn what they need and want to learn.
In additions, as English becomes a global language, learning English has
become more and more important, not only for graduates looking for work but also
for students who are still sitting in their school. Studying and practicing to improve
communication skills become more important in many schools and universities. To
keep up with the changing world, students are also encouraged to read more English
texts and find opportunities to enhance communication skills. Moreover, teachers
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encourage their students to participate in English communication activities such as
presentations, criticisms, plays, and films. By direct communication with native
speakers helps students acquire other knowledge more quickly and effectively.
Being active in collective activities, especially communicating with more people
helps students be more energetic, active and socialized with other people who have
similar interests. As a result, students gain valuable experiences and learn more
useful things during study progress and extracurricular participation at university.
In addition to manual work such as waiters or waitresses in restaurants, sales
assistants selling goods in shops, if they are confident in English and good
communication skills, they can apply for positions such as English teaching
assistants, translators, interpreters, freelance guides, salemen at travel agencies. It is
not only a wonderful opportunity for students to earn money but also let them keep
practicing and developing their English skill.
An English-speaking employee can get promotion in work because he/she is
able to communicate and learn advanced techniques effectively through

communication with foreigners. These language skills can help him/her ensure a
better job opportunity than someone who only possesses original technical skills.
Even before becoming an employee in the workplace, students need to have the
ability to communicate well in English to start interviews and the final purpose is
getting the high appreciation from the employer. Therefore, good communication
skills in English will give an advantage in job interviews.
In short, companies want people who can basically read, understand and speak
in English. They can increase their marketability by learning how to converse in
English fluently. If they want to stay ahead in the game, they will need to increase
English skills. In the professional world, this is very important for student to
represent in company meetings, conferences, and interactions with stakeholders. A
professional look has to be substantiated with effective English communication
skills.
2.2. The factors affecting English communication activities
2.2.1 Objective factors
● Environment

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The communication environment is one of the important factors in the practice
of communication activities which contributes to the success in improving the
training quality of English major of universities. Perfecting English skills is the
ultimate goal to build and develop a favorable, healthy communication
environment, and create best factors for English students to learn English.
According to Howard Gardner, Ph.D(1973) - the author of the theory of
intelligence, the ideal learning environment is the place where students
communicate, interact with friends, teachers, play, exercise, sing, dance, tell stories,
or do it manually. Learning in such environments helps learners remember more
than 80% of what they learn in a year later. Because in an English environment, we

do not learn passively but actively. The pressure in the English listening and
speaking environment forces us to focus on listening comprehension and converting
from the source language (Vietnamese) into the target language (English).
Developing the communication environment is to increase the favorable factors to
help the communication process achieve higher quality and efficiency.
2.2.2. Subjective factors
2.2.2.1. Knowledge
Students need to take time to improve their English related skills such as
listening and speaking which involve in communication activities. Listening and
speaking always go together to create good communication. When learning any
language, the ultimate goal is to be able to communicate naturally and fluently with
native people. Therefore, studying in class, returning home to do exercises, trying to
learn grammar must always be accompanied by the process of speaking English.
Therefore, students should improve both in terms of cultural knowledge and also
vocabulary and grammar to be able to communicate better.
2.2.2.2. Motivation and study attitude
Based on a scientific conclusion by Vilfredo Pareto(1896), the results of
studying English 80% depend on the feelings of the learners, the remaining 20% is
the method. Therefore, to learn English effectively, especially in communication
activities, how can students promote 80% of their emotions? And one of the current
trends and secrets of effective English learning selected by English centers is to

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create a good environment, where there is a full range of stimulating effects by the
images, sound, light, teaching methods, native teachers and extracurricular
activities. These ways help students create a sense of excitement in learning,
increase the ability to receive and remember knowledge longer in face to face
conversation.

Learning motivation is an important factor determining the quality of learning
effectiveness. For students, the motivation for learning is not available and cannot
be imposed. Motivation is formed during the learning and training process. In this
process, teachers are leaders, students must set their own goals and motivation for
learning. In particular, in communication activities, students have to find motivation
for themselves to promote the effective conversation. Without motivation, the
speaker often shows superficial attitude and does not focus on the other person.
2.2.2.3. Psychology
Most English learners are afraid of speaking and communicating with native
people because they are afraid of being wrong/ making mistakes. They are not
confident, ashamed and lose their temper whenever they have to communicate in
English. The main reason is because they have not been able to train themselves to
speak naturally so every time they communicate with others, they will feel awkward
and do not know how to respond. Therefore, creating a comfortable mentality in
communicating will help the speakers to be more confident and create familiarity as
if speaking in their mother tongue.
2.2.2.4. Study methods
To be able to speak English fluently, speakers definitely have to prepare a
solid foundation. The most important here is pronunciation, vocabulary and
reflexes, not just grammar. The choice of method of learning English
communication is very important. It will determine the effectiveness of
communication activities. There are many specific and effective methods that can
help you improve your knowledge base. It is important that you choose for yourself
the appropriate methods. According to Alyson Garrido(2019), speakers should use
the DISC method to understand some of the best ways English speakers
communicate:

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D—Dominance: People who speak in the dominant communication style tend
to control the conversation. They tend to move fast, and they'll want you to give
them an answer, so it helps to get right to the point.
I—Influence: People who have an influential communication style get excited
about things, and they really value you relationships. Before you get down to
business, try asking an influencer about their weekend, first.
S—Steadiness: Someone who has a steady communication style places an
emphasis on cooperation, dependability, and harmony. If you're sharing an idea with
a person with communication style, emphasize how it will benefit the whole team.
C—Conscientious: Someone with a conscientious communication style is very
detail-oriented. They need every "i" dotted and "t" crossed. Be prepared to give
them a lot of information, because they'll want to know all of the facts.
2.3. Common difficulties in English communication activities
2.3.1. Speaking difficulties
To a lot of language learners, the hardest part in terms of conquering a new
language is probably speaking. In addition, when it comes to identifying the
obstacles that stand in their way and prevent them from speaking English
effectively, there are a lot of difficulties that all English learners have faced (mainly
derived from subjective factors). With the aim of this study, however, the researcher
took obstacles of students at a specific company into consideration as to figure out
the difficulties and suggest effective solutions to improving their communication
skills.
There are some common problems following:
2.3.1.1. The difficulties in knowledge
● Unable to find suitable words and structures.
Learners often complain that they cannot come up with any suitable words or
structures to say when communicating. At the time of conversation taking place,
they may have an idea in their mind, however, they cannot find suitable words or
structure to express their ideas. Moreover, the conversation just takes place in a
specific period of time meanwhile learners spend too much time on thinking about

what words or structure to use. This process does cause the obstacle for English

13


speakers as a foreign language who want to speak effectively and respond to native
speakers quickly.
● Unable to find ideas for the topic of the conversation
In the real conversation of daily situation or other special events such as
business or politic, there have a diversified range of topics might be used.
Therefore, learners feel hard to cover all the topic that may come out in the
conversation.
As Ur (1997) stated that she faced problem to her learners to speak or respond
and one of those obstacles is identified as “no ideas to share”. As a result, when
native speakers come up with a topic, the learners do not have background
knowledge about it. They find it tough to come up with any ideas to share. This
obstacle also prevents English speakers from speaking as a foreign language when
interacting with native speakers.
2.3.1.2. The difficulties in psychology
● Afraid of making pronunciation and grammar mistakes.
Speaking is quite different when comparing to other skills as reading, listening
and writing. Since it is unlike other skills, it requires some degree of real time to
communicate directly with other people. Learners often get the fearful feeling of
making mistakes when trying to say or express things in a foreign language. They
are worried when they speak in a foreign language. They may pronounce incorrectly
and use wrong grammar structures, hence, native speakers cannot understand what
they try to say and they also have anxiety over losing face or getting criticism.
Burns and Joyce (1997) pointed out a groups of factors that likely to make
learners reluctant to speak and one of these factors is “linguistic problem”.
Vietnamese learners often run into troubles when it comes to some important

characteristics in terms of pronunciation such as some difficult sounds, stress,
intonation and linking words which are totally strange compared to Vietnamese.
Moreover, due to poor knowledge of grammatical patterns, they are often afraid of
making grammar mistakes. Even though it is clearly noticed that sound, stress,
intonation and linking words of spoken language convey crucial messages, many

14


learners find it difficult to pronounce words, stress the right syllables or apply the
reasonable intonation and linking sound to spoken language.
● Too tense and shy to speak with foreign partners
It is assumed that “when people speak in a second or foreign language, they
become more apprehensive and tense and thus more unwilling to participate in the
conversation” (Horwitz el al., 1986; MacIntyre & Gardner, 1989). Before the
conversation occurs, learners may have many ideas in their mind, but when they
come to a real communication with foreigners, their mind just go blank and cannot
produce words or sentences due to the tense and shyness. This is a common
problem that language learners encounter, they are too shy to speak out their
opinions or look directly and communicate with native speakers.
2.3.2. Listening difficulties
When it comes to obstacles of listening English, there are many factors
(including both objective factors and subjective factors) that stand in the way and
those obstacles must be aware to remove them and also improve listening
effectively.
2.3.2.1. The difficulties in environment
● The speakers use complicated words and structures..
In the listening process, there are words, phrases and structures that listeners
do not know or in other words, listeners have got a limited amount of vocabulary.
Therefore, when the speakers use complicated words and structures that are strange

or new to them, they easily get confused and distracted from the conversation. The
sophisticated words and structures become barriers making them focus on thinking
of the meaning of the words, then miss out the next part of speech.
● The speakers speak too fast.
One of the popular problems that English learners encounter is speed of
delivery. Many listeners often feel that they cannot understand or figure out the
meaning of message after the speakers deliver due to the quick speed. According to
Underwood (1989), “many English language learners believe that the greatest
difficulty with listening comprehension, as opposed to reading comprehension is
that learners can not know how quickly a speaker speaks”. Since the speaker speaks
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too fast, the listener cannot keep up with the speed, as a result they miss the
message conveyed.
● Topics in the conversation are unfamiliar
A person can follow and dive into a subject that familiar to him since he has
familiar ideas or opinions about that topic in his mind already, so he can be
confident when listening to the topic. Meanwhile, many listeners have troubles in
listening to an unfamiliar topic that is totally strange or new to him. They get easily
confused and worried since they have no ideas or little knowledge about that topic
and this problem does affect the efficiency of listening. This problem happens to not
only language learners but also native speakers who also feel confused when an
unfamiliar topic coming up with in the conversation.
2.3.2.2. The difficulties in knowledge
● The listeners do not recognize sounds, stress, intonation and linking sounds.
In terms of English, there are some sounds which do not exist in Vietnamese
so that it causes difficulties to learners to speak and listen as well. Rixon (1986)
stated that “one of the most obvious sources of difficulty for learners of English is
the way in which it is pronounced”. Hence, there have many learners can recognize

English words pretty well in written form, but when it comes to spoken form, they
find it really hard to understand clearly.
In addition, stress and intonation play an important role in recognizing and
differing the words. Words are stressed to indicate the main point of speakers and
help listeners get the right information in the conversation. As a result, it can make a
considerable difference to meaning of an utterance. Stress and intonation are typical
features of spoken language. Therefore, if listeners cannot recognize or understand
these features, it can lead to the misunderstanding of the received content.
Another obstacle that may stop listeners from listening well is linking sounds.
Linking sounds is a popular and useful way native speakers use to make their
speech fluently and effectively. However, this is also the problem that many learners
feel difficult to understand what native speakers say since the words are linked
together and then speed is probably faster.

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● Listeners have no background knowledge
Background knowledge is considered as an important tool in listening
comprehension. Anderson and Lynch (1988) said “when we learn a foreign
language, we acquire some degree of familiarity with the foreign culture”. Hence,
the lack of understanding the knowledge can cause the obstacles to listen
comprehension. Due to the differences in terms of culture or lack of basic
knowledge of the language, the listeners may find it hard to get the point.
2.3.2.3. The difficulties in motivation and study attitude
● The listeners do not concentrate on the conversation
One of popular problems relating to the difficulty of listening English is that
the listeners may understand words and sentences in the conversation, but they do
not concentrate on the conversation. Therefore, the listeners cannot get the main
point sometimes and become confused about what they have heard.

In addition, learners often find it difficult to focus on a long time due to the
boredom of listening. Ur (1984) stated “reading, writing and speaking are tiring,
but at least the learners can set their own pace and makes breaks when he wants, in
listening is set by the speakers”. Therefore, when the listeners have a short break in
attention, it can seriously cause the difficulty in understanding the meaning of the
message or they may miss out the important information.
2.3.3. Lack of physical settings
2.3.3.1. The difficulties in environment
● Practice environment
Many of the major English students have very good reading skills, can answer
emails and compose documents quite well and have quite specialized knowledge,
but when meeting foreigners, student are in trouble of confusion and unable to
communicate smoothly. This is the result of not having a regular practice
environment.
2.3.3.2. The difficulties in study methods
● The partners
The search for partners in learning process helps improve expose to and learn
more new experience and knowledge. Studying in a group or with a partner will
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make learners feel more excited and motivated to improve communication skills.
Despite the partners’ importance, many students still choose practicing on their own
instead of finding ideal partners. Hence, when making real communication
activities, the speakers often do not keep up with the pace of the others.
CHAPTER 3: RESEARCH FINDINGS
3.1. Data Analysis
3.1.1. General information
The survey was conducted with 100 first year students of English Faculty at
Thuongmai University. Students come from many parts of Vietnam, 54% from rural

areas and 46% urban ones. Therefore, the time learning English and level of the
students will vary. For students in the city they have a good environment to learn
English from kindergarten or primary school. They have the opportunity to
approach to the English learning environment from childhood. This is very useful
for developing English skills. Meanwhile, students from rural areas have been
exposed to English quite late, at the beginning of secondary school.
Besides, the conditions of facilities and teacher qualifications are still limited.
With most of the students from the countryside, the English learning is mostly selftraining at home because there is no condition to learn in English centers or
attending in professional English clubs.

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