Speaking is evidently one of the most crucial skills in communication, thus, in learning any language. However, the majority of first-year students of the International Program of the University of Languages and International Studies (ULIS) have reported to consider speaking assignments the most daunting tasks. In light of this situation, this paper investigates the factors that demotivate first-year students of the International Program at ULIS in speaking activities and discusses the implications for pedagogical practices. Data gathered through questionnaires conducted on 100 participants and further interviews with these subjects indicate that students experience demotivation largely due to inadequate linguistic knowledge, lack of practical knowledge, speech processing difficulties, and nervousness. In consideration of these factors, pedagogical implications for teachers to better foster students' skill development are suggested. Notably, speaking skills can be enhanced through repeating cycles of scaffolding practice, use, and timely feedback. In addition, it is essential that students are exposed to vocabulary and grammar in meaningful contexts. Informative and authentic material accompanied by guided post-reading or post-listening discussions and debates is also recommended to widen students' knowledge. At the same time, this practice would help them in gaining more experience and confidence as they take on active speech role. Keywords: Speaking skills of first-year university students, psychology of first-year university students, methods for improving learning behavior.
Speaking is evidently one of the most crucial skills in communication, thus, in learning any language. However, the majority of first-year students of the International Program of the University of Languages and International Studies (ULIS) have reported to consider speaking assignments the most daunting tasks. In light of this situation, this paper investigates the factors that demotivate first-year students of the International Program at ULIS in speaking activities and discusses the implications for pedagogical practices. Data gathered through questionnaires conducted on 100 participants and further interviews with these subjects indicate that students experience demotivation largely due to inadequate linguistic knowledge, lack of practical knowledge, speech processing difficulties, and nervousness. In consideration of these factors, pedagogical implications for teachers to better foster students' skill development are suggested. Notably, speaking skills can be enhanced through repeating cycles of scaffolding practice, use, and timely feedback. In addition, it is essential that students are exposed to vocabulary and grammar in meaningful contexts. Informative and authentic material accompanied by guided post-reading or post-listening discussions and debates is also recommended to widen students' knowledge. At the same time, this practice would help them in gaining more experience and confidence as they take on active speech role. Keywords: Speaking skills of first-year university students, psychology of first-year university students, methods for improving learning behavior.
Poster No.120 (Meeting Hall No.2) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
If you're experiencing playback problems, try adjusting the quality or refreshing the page.
Questions for Speakers?
Use the Q&A tab to submit questions that may be addressed in follow-up sessions.
