ENGLISH SPEAKING SKILLS OF GRADUATE STUDENTS IN A PUBLIC UNIVERSITY IN THAILAND: PROBLEMS AND SOLUTIONS
BY
MISS THANYATORN PARNROCH
AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN CAREER ENGLISH FOR INTERNATIONAL COMMUNICATION LANGUAGE INSTITUTE THAMMASAT UNIVERSITY ACADEMIC YEAR 2018 COPYRIGHT OF THAMMASAT UNIVERSITY
Ref. code: 25615921040548FWN ENGLISH SPEAKING SKILLS OF GRADUATE STUDENTS IN A PUBLIC UNIVERSITY IN THAILAND: PROBLEMS AND SOLUTIONS
BY
MISS THANYATORN PARNROCH
AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL FULFILLMENTS OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN CAREER ENGLISH FOR INTERNATIONAL COMMUNICATION LANGUAGE INSTITUTE THAMMASAT UNIVERSITY ACADEMIC YEAR 2018 COPYRIGHT OF THAMMASAT UNIVERSITY
Ref. code: 25615921040548FWN
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Independent Study Paper Title ENGLISH SPEAKING SKILLS OF GRADUATE STUDENTS IN A PUBLIC UNIVERSITY IN THAILAND: PROBLEMS AND SOLUTIONS Author Miss Thanyatorn Parnroch Degree Master of Arts Major Field/Faculty/University Career English for International Communication Language Institute Thammasat University Independent Study Paper Advisor Associate Professor Nopporn Sarobol Academic Year 2018
ABSTRACT
This research study focused on problems in speaking English in the classroom among graduate students in a public university in Thailand. The ways of solving problems in speaking English are also discussed in this study. The objectives of this study are to investigate problems and explore the ways of solving problems in speaking English in the classroom. A total of 33 graduate students who studied in one of the public universities in the Master Degree Program in Career English for International Communication participated in the study. Data were collected by using questionnaires and analyzed statistically with SPSS program. The findings revealed that most graduate students encountered the limited vocabulary and had pressure during their presentation. In terms of the ways to solve their problems, they used dictionary online and tried to increase their self-confidence and reduce stress by taking deep breath and concentrating more before their presentation. The findings of this study will be useful and beneficial for the teachers to get support the students to have more confidence in speaking English.
Keywords: English speaking skills, problems, ways of solving problems, graduate students
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ACKNOWLEDGEMENTS
I would like to express my deepest appreciation to those who supported me to accomplish this independent study. First of all, I would like to thank Associate Professor Nopporn Sarobol, my advisor, who always supports me for valuable guidance and suggestions on this research.
Secondly, I would like to thank my classmates who studies in the second academic year at Language Institute, Thammasat University for giving me the data in this study. This research would not have been completed without their assistance.
Thirdly, I would like to express my appreciation to my parents and all of the instructors at the Language Institute, Thammasat University who have encouraged me to complete the success.
Then, I would like to express my appreciation to Ashley Backhouse, English language lecturer at Srinakharinwirot University Prasarnmit Campus who helped me edit some parts of the study. In addition, I would like to thank Mark Zentz, English language lecturer at Language Institute, Thammasat University who supported me to edit chapter one to five of this study.
Lastly, for those persons who have not been refered, I would also like to say “thank you” for all of their support and guidance to me to accomplish this independent study and everything.
Miss Thanyatorn Parnroch
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TABLE OF CONTENTS
Page ABSTRACT 1
ACKNOWLEDGEMENTS 2
CHAPTER 1 INTRODUCTION 1
1.1 Background of the study 1 1.2 Statement of the problems 2 1.3 Research questions 2 1.4 Objectives of the study 2 1.5 Definition of terms 3 1.6 Scope of the study 3 1.7 The significance of the study 3 1.8 The organization of the study 3
CHAPTER 2 REVIEW OF LITERATURE 5
2.1 The importance of speaking skills 5 2.2 Problems in English speaking 7 2.3 Ways of solving problems in speaking English 12 2.4 Relevant studies 15 2.5 Summary of the study 17
CHAPTER 3 RESEARCH METHODOLOGY 18
3.1 Subjects 18 3.2 Research instruments 18
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3.3 Research Procedures 19 3.3.1 Research Design 19 3.3.2 Data Collection 19 3.3.3 Data Analysis 20
CHAPTER 4 RESULTS 21
4.1 Personal information of the participants 21 4.2 English speaking problems of the participants 24 when using English in classroom 4.3 Ways of solving problems of the participants 28 when using English in classroom 4.4 Additional opinions about the problems and ways of 32 solving problems in speaking English
CHAPTER 5 CONCLUSION, DISCUSSION AND RECOMMENDATIONS 34
5.1 Summary of the study 34 5.2 Summary of the findings 35 5.3 Discussion 39 5.4 Conclusion 40 5.5 Recommendations for further research 41
REFERENCES 42
APPENDICES 48
APPENDIX A 49 APPENDIX B 56
BIOGRAPHY 63
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CHAPTER 1 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Nowadays, many people widely speak English as the standard language for the business and educational purposes to associate with others who speak English and achieve their own goals of conversation. According to Zaremba (2006), speaking skill seems to be the most important skill among the four English skills required for communication. However, this skill needs to be improved for higher performance because the development of speaking performance could create a number of benefits for both speakers and business organization. In addition, the persons who have good command of spoken English are likely to be successful in second language acquisition and career advancement. Zaremba (2006) also indicates that many organizations usually consider promote a group of people who have good and effective speaking performance and presentation from their motivation, work experience and credibility towards the organization because if they have good levels of speaking proficiency, they are likely to be promoted to higher positions. Most non-native English speakers have studied English language since a young age. However, there are some problems in speaking English in the classroom in terms of, the aspects of language proficiency, few opportunities to speak English, the different levels of English language proficiency and lack of grammar comprehension. Moreover, learner aspects such as anxiety and fear of mistakes are further obstacles to success. However, the solutions for solving those problems have been proposed in several previous studies. For example, teachers can provide students with a supportive environment in the EFL classroom and speak English with students to enhance their speaking abilities, which can improve their motivation to learn (Zehler, 1994).
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1.2 STATEMENT OF THE PROBLEM
Even though the graduate students in the master‟s degree program in a public university in Thailand study in an English program, they often encounter difficulties in speaking English in the classroom. Although students study English courses with both native and non-native instructors, they usually speak in Thai language with classmates rather than English and some struggle to have discussions and give presentations in English in the classroom. Some of them lack self-confidence and the courage to speak English with instructors, resulting from, fear of making mistakes. Therefore, the purpose of this research is to analyze these problems and explore the ways the graduate students use to solve them.
1.3 RESEARCH QUESTIONS
1.3.1 What are the problems that the graduate students encounter when speaking English language in the classroom? 1.3.2 What are the solutions for the problems that the students encounter when speaking English language in the classroom?
1.4 OBJECTIVES OF THE STUDY
1.4.1 To investigate the problems that the graduate students encounter when speaking English language in the classroom. 1.4.2 To find out the solutions for the problems that the students encounter when speaking English language in the classroom.
1.5 DEFINITION OF TERMS
1.5.1 Speaking skills refer to a process of communication, in which people speak to exchange their ideas or thoughts, or give some information to the listener (Chaney, 1998). In this study, speaking skill refers to a conversation in English between students and the instructors in the classroom. 1.5.2 Graduate students refer to master‟s degree students at one public university in Thailand.
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1.5.3 In this study, problems refer to the difficulties that graduate students encounter when speaking English in the classroom. 1.5.4 Solutions refer to the methods of solving the problems for more effective results. In this study, it refers to the ways to solve the problems, including communication strategies that students apply to speak in the classroom. 1.5.5 A public university refers to a university that it is publicly owned by the national government.
1.6 SCOPE OF THE STUDY
The study is limited to the participants of thirty-three graduate students who were studying in an English program. They were both English and non-English majors pursuing a bachelor‟s of degree.
1.7 THE SIGNIFICANCE OF THE STUDY
Speaking skill is one important aspect that people need to practice. The problems and solutions of speaking skill are presented in this study. The findings of the study will be useful and beneficial for the students in terms of improving their English speaking skill and raising awareness about the importance of speaking English. In addition, this research may be used as a guideline by other researchers in the future.
1.8 THE ORGANIZATION OF THE STUDY
The organization of the study includes five sections as follows:
The first chapter explains the background of the study, statements of the research questions, objectives of the study, definition of terms, scope on the study, the significance and the organization of the study. The second chapter contains the literature review related to the study. The third chapter of the study states the research methodology, the participants, the research procedures, the data collection and the data analysis. The fourth chapter presents the results of the study and a summary of the results.
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The fourth chapter presents the results of the study and the summary of the results. The fifth chapter presents the discussion and recommendations for further research.
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CHAPTER 2 REVIEW OF LITERATURE
This chapter presents a review of the related literature in five sections (1) the importance of speaking skills; (2) problems in speaking English; (3) ways of solving problems in speaking English; (4) previous studies; and (5) a summary of the study.
2.1 THE IMPORTANCE OF SPEAKING SKILLS
Speaking is one of the important skills in communication, in which people speak in various languages for same understanding. In addition, speaking is one strategy used to exchange personal attitudes and opinions between two individuals, groups and nations, as well as transform ideas and share feelings to get a response from others. The objectives of speaking are to convey important details or influence others to do something. The importance of speaking skills can be explained as two- way communication aimed at achieving a mutual understanding and creating a good relationship between two persons. However, the success of the speaking depends on the choice of words, quality of information and audience comprehension. To be successful language learners, the learners need to practice speaking in the target language to enhance their language proficiency, access more opportunities in life and advance in their careers. Widdowson (1994) asserted that speaking skills take time in practice, as they require communicative competence in the aspects of language proficiency, i.e., grammar, vocabulary, pronunciation, as well as the aspect of learner‟s self-confidence and willingness to speak English. The study concluded that speaking of the target language could be successful if the speaker spends time learning the language, practices speaking continuously and aims to achieve a personal goal of learning (Ur, 1996). As cited in Biyaem (1997), Wiriyachitra (2002) maintained that English language is an important and official language in Thailand, which is spoken in the business and education fields. However, Thai people face several obstacles that affect English language learning as follows:
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Literal translation between Thai to English A problem that affects learners‟ performance in speaking the English language relates to literal translation of grammar and vocabulary from Thai language. The common problem of Thai people relates to the use of Thai grammar structures for speaking in English, which leads to grammatical errors. Few opportunities to speak Thai students have little opportunity to speak English because of speaking in their daily life rather than English; they usually speak English in the classroom for the additional activities in speaking. The reason of speaking in Thai is to facilitate quicker responses; however, speaking in Thai can affect learners‟ performance in learning English language because they usually speak Thai in the classroom for the topics they have to present or they sometimes speak in English. Consequently, they tend to encounter difficulties in terms of the use of grammar, vocabulary, a lack of confidence in speaking and anxiety. Psychological factors In terms of the aspect of learners, psychological factors tend to affect personal performance in speaking English, for instance, fears of mistakes, shyness and a lack of self-confidence. When students speak with a lack of confidence, shyness and anxiety, they are likely to present incomplete thoughts and irrelevant ideas to the audience. Consequently, the audiences tend to get confused about the speakers‟ messages. Uninteresting contents Content assigned by teachers that is not interesting could affect students in terms of an unwillingness, low motivation and lack of preparation to speak English in class. Hence, they may present the topic with a fair performance in speaking but not do as well as they expected.
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2.2 PROBLEMS IN ENGLISH SPEAKING SKILL
As cited in many studies, there are problems in speaking English among people both native and non-native English speakers as follows: 2.2.1 The aspect of language proficiency 2.2.1.1 The limited vocabulary Vocabulary plays an important role in effective language acquisition (Cameron, 2001). Nation (2001) found that vocabulary learning could support language learners‟ speaking skills; high vocabulary comprehension and the use of correct words can enable language learners to speak with clear and comprehensible meaning. However, having a limited vocabulary may lead to problems in speaking the target language because learners may use other vocabulary that is similar in meaning to the intended word but it is incorrect and irrelevant in the context. In addition, they may encounter difficulty in terms of lacking the vocabulary to express their ideas and thoughts. Students who have a strong command of vocabulary tend to select appropriate words for discussion in a variety of topics, enabling them to speak clearly and correctly. On the contrary, the students who have a limited vocabulary will not be able to communicate effectively because of the use of incorrect words, which results in listeners‟ misunderstanding. 2.2.1.2 Grammar structures Larsen-Freeman (2000) states that grammar in the target language is one of the most important aspects in language learning; grammar comprehension can increase the learners‟ comprehension with the fewest communication errors. However, most learners encounter difficulties with the use of grammar, such as sentence sequence and the use of incorrect grammar in conversation due to few opportunities to speak the target language with others and limited grammar knowledge. The above mentioned difficulties may affect speakers‟ performance in speaking and language proficiency in grammar: when they have to speak the target language, they may translate literally from their native language into the second language, which may lead to the listeners‟ misinterpretation and misunderstanding. Therefore, the speakers tend to get nervous and lack confidence when speaking foreign languages in real-life situation.
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2.2.1.3 Word pronunciation and stress According to Garrigues (1999), success in speaking relates to correct pronunciation in the target language, which can influence to the understanding between a speaker and the listener/s. However, many studies have looked at the aspect of pronunciation in the target language. Ur (1996) analyzed the errors in English pronunciation as follows: The first type of error concerns learners‟ first language pronunciation, which may or may not have the same pronunciation structure as the target language. However, if the speakers‟ first language sounds are similar to English language, the learners are likely to use their native language sounds in English. In addition, the learners may know how to pronounce words in English, but they may not understand the theory of language pronunciation and not realize the importance of intonation in speaking. Consequently, some pronunciation errors may occur when they pronounce words by applying their first native languages sounds. Mispronunciation in English could also occur in terms of incorrect intonation, leading to misinterpretations by the listeners. The second type of error pertains to word stress. Both native and non-native English speaker students commonly encounter difficulties in pronunciation of the target language in terms of syllable stress because one word can have more than one meaning; intonation and stress need to pronounce by the speakers correctly so the listeners may respond to them accordingly. The incorrect pronunciation could adversely affect the meaning of the intended word because of changes to the target language‟s sounds and the resultant misperception by listeners (Tree, 1995). In addition, Brown (2000) determined the different sounds systems in two languages can lead to miscommunication, due to the emphasis given to vocabulary with other meanings instead of the correct words. The third error concerns pronunciation interference from first to the second language. Senel (2006) indicated that interference transfer from the first to second language can lead to pronunciation errors in the target language in terms of intonation, aspiration and word stress, which are different between two languages' sounds and words-combining process. For instance, the word „beer‟ in English language is pronounced as „beer‟ with one syllable; however, the word‟ beer‟ in Japanese has a
Ref. code: 25615921040548FWN 9 different pronunciation from English with two syllables, a first syllable „bi‟ pronounces as long stress and second syllable „ru‟ pronounced as a short sound. This word also refers to a „beer‟ but it may mispronounced by those who are not Japanese as „bill‟ in English language instead. If the learners pronounce words in second language using sounds in the native language, the word meaning may change, resulting in misinterpretations by listeners. 2.2.2 Learner aspects 2.2.2.1 Anxiety Anxiety is a common condition relating to the psychological behaviors in each person, such as worries, beliefs, frustration, and a lack of self-confidence, which can be aroused by many factors. Horwit et al. (1986) anxiety is a normal phenomenon that everyone can experience in any situation or in a classroom environment. However, research indicates that anxiety during foreign language speaking can directly affect students‟ performance in the target language. This can result in both behavioral and psychological changes when they start to speak, and they are likely to present disorganized thoughts, forget what they plan to speak and show signs of anxiety during presentations, including eye-contact avoidance, stuttering, fear of mistakes and feeling inadequate. Nevertheless, with experience and proper feedback, the speaking performance needs to be improved. Horwit‟s study also indicated that persons who experience high anxiety tend to achieve a low performance in speaking: they may have difficulty expressing ideas with others and have tendency to avoid speaking activities. Anxious students tend to get nervous easily, have self-doubt and may not answer questions in classroom or avoid classroom activities in speaking. Therefore, they cannot improve their speaking skills unless they change their attitudes towards speaking. According to Elkhafaifi (2005), anxious students tend to avoid volunteering answers and participating in speaking activities in the classroom, due to their previous experience of being laughed by others or stuttering while speaking. Nevertheless, another study found that having low anxiety could have a positive impact on learners‟ performance in speaking. This is due to the fact that persons who can speak the target language without fear of mistakes tend to achieve
Ref. code: 25615921040548FWN 10 higher effectiveness in speaking and have self-confidence when they start presentation. (MacIntype and Gardner, 1989).
2.2.2.2 Lack of self-confidence The problem of a lack of confidence due to some negative experience in the past leads to the fear of speaking or expressing something. MacIntyre and Gardner (1989) studied the impact of the lack of self-confidence, finding that persons who speak with signs of low confidence tend to repeat information and misquote details, and thus could appear to be unprepared for a presentation. Speaking without self-confidence can have a long-term effect on the performance of a speaker, leading to absent-mindedness and an inability to focus on their presentation. This may in turn lead to self-doubt and have a long-term effect on their psychological well-being. Nunan (1999) determined that speaking without self-confidence has a negative impact on the quality of a presentation. Poor proficiency in language delivery can adversely affect the quality of the messages and lead to disorganized ideas during a presentation. Consequently, listeners are likely to get confused about what the speaker is intending to convey and they may not pay attention to the speaker. 2.2.2.3 Motivation Gardner and Lambert (1972) define motivation as an individual's desire and need to perform something based on the goals of learning, divided into two types: Integrative motivation This refers to the personal desire and need to perform something, resulting from an individual‟s interest in that language. Learners who have integrative motivation learn a language with willingly and make a concerted effort to be a part of the target language community. In addition, they view that proficiency in the target language can lead to personal success. Instrumental motivation
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Instrumental motivation refers to an individual‟s desires to learn a second language for some concrete objectives, such as obtaining career advancement or getting a scholarship to study abroad. Nunan (1999) claimed that motivation in a second language affects speaking in the target language because of learner‟s willingness to learn a second language over an extended period of time for greater success in learning. However, as cited in Latha (2012), having lower motivation levels or lacking motivation in learning the target language could prevent learners from actively participating in speaking activities. Speakers may avoid speaking, answering questions and sharing the ideas with classmates and teachers in classroom due to a lack of opportunities to speak the target language and their poor language proficiency. Consequently, they are likely to show a lower performance in speaking activities. 2.2.3 The problems of speaking English language: Contents and ideas 2.2.3.1 Topical knowledge Bachman and Palmer (1996) identified topical knowledge as a relevant issue supporting the students to apply the target language in speaking with clear understanding in the long-term. The study also found that topical knowledge could affect learners‟ performance in speaking: when they understand in topical knowledge for the topic, the conversation flowed easily. However, if speakers did not have enough topical knowledge, they tended to speak unclearly and the listeners may not understand them. 2.2.3.2 Nothing to express Another problem in speaking a second language relates to having nothing to express with others. According to Rivers (2018), one cause of having nothing to express relate to the topics of discussion assigned by the teachers; the students may not understand how to speak or have little background knowledge about the assigned topics. Therefore, the students may perform poorly, for example, stuttering, sharing irrelevant ideas, lacking confidence, and displaying disorganized thoughts during a presentation. Baker and Westrup (2003) found that speaking on a topic about which learners have little experience and knowledge may lead to difficulties in terms of language proficiency such as grammar and vocabulary because they lack an understanding of the background.
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2.3 WAYS OF SOLVING PROBLEMS IN SPEAKING ENGLISH There are varieties of ways that can use to solve problems in speaking English as follows:
2.3.1 Using online dictionary websites
Nation (2001) concluded that vocabulary learning could make speaking clearer and more understandable; learners need to learn and understand the target language to apply it in two-way communication, leading to a more effective speaking performance. In addition, the use of online vocabulary is widely seen by many language learners as supportive of learning and speaking target languages. Hulstjin et al. (1996) also determined that the use of online vocabulary can positively impact language learners; they can search vocabulary to find appropriate words, leading to quicker responses in conversation. According to Laufer and Hill (2000), the use of online vocabulary websites can facilitate learners‟ proficiency in speaking to flow and not be misinterpreted by the listeners. 2.3.2 Code-mixing Code mixing refers to the use of two languages in one sentence to highlight the key words or main points in a conversation (Hasan & Akhand, 2014). The objectives of code mixing are to convey the messages and emphasize some important words in sentences by using native language instead of the second language. Makulloluwa (2013) found that the use of code mixing may facilitate speaking, allowing for quicker responses and increased comprehension between a speaker and listener. Keller (2016) viewed that effective of speaking requires the use of code-mixing in two languages, as it can lead to higher performance in speaking and compensate for language deficiencies in terms of grammar and vocabulary. In conclusion, the use of code mixing can enable both a speaker and listener to understand better. When speakers get confused about vocabulary in the second language, they can turn to their native language to clarify some ideas and achieve speaking process.
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2.3.3 Code-switching The strategy of code switching is another way to support speaking skill in the target language, which can be used when forgetting vocabulary or getting confused about grammar. Valdes-Fallis (1978) viewed code switching as a strategy can use to decrease the target language‟s complexity, offering speakers a choice of two languages to summarize the important details in shorter sentences. Crystal (1987) also stated that code switching in language communication could solve problems related to of lexical and grammatical deficiencies while speaking targeted languages; they can choose two languages to speak and flow in conversation. (Gass and Selinker, 1994, as cited in Moore, 2002) code-switching process can be a useful strategy in conversations because speakers can switch to their native language grammar to facilitate speaking. 2.3.4 Taking deep breath and doing meditation Nikitina (2011) suggested reducing fear in speaking by taking deep breath during a presentation can enables speakers to relax because this strategy can help the speakers to regain self-confidence, remain focused and organize their thoughts systematically during a presentation, making it clearer and more comprehensible. In addition, a speaker can also make eye contact with the audience to establish rapport and achieve a higher level of effectiveness in speaking. 2.3.5 Peer speaking practice Nikitina (2011) determined that peer-speaking practice could increase an individual‟s confidence and decrease anxiety before a presentation as it allows them to practice pronunciation in the target language and edit some information in advance. After practicing, speakers tend to deliver messages to the audiences with a higher performance and have less fear of mistakes during a presentation. 2.3.6 Brainstorming Brainstorming is another beneficial strategy for students who study second languages. According to Rubin (1975), the advantages of brainstorming are as follows:
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Organize information Learners who have good command of a second language and communication skills can use brainstorming sessions to discuss, exchange ideas, gain correct information and ask questions to teachers. In addition, brainstorming can help the speakers to organize ideas, leading to quicker responses and improve speaking performance.
Support critical thinking McCoy (1979) supported that brainstorming can enhance learners‟ critical thinking because everyone can share each idea based on their existing knowledge and experience, making the speaking process faster and more effective. 2.3.7 Paraphrasing To check speakers' comprehension, speakers can use paraphrasing to organize ideas and summarize information (Kintsch, 1998). The benefits of paraphrasing can classify as follows: Improve individuals' comprehension Paraphrasing can support individual comprehension by making the speaking process easier as the speakers have prepared for speaking, searched for information and organized their thoughts before starting a group discussion. Create the critical thinking Paraphrasing would support the thinking process as higher performance because the speakers have an individuals‟ understanding including with the existing knowledge and additional resources they have, then they can explain some intended topic logically and understandably with the brief summarization. 2.3.8 Motivation as self-practice in speaking Nunan (1999) stated that one solution to speaking problems is self-motivation in speaking practice. Speakers should solve themselves with interesting and creative listening and speaking activities with their peers or classmates. Moreover, after they finish practicing, the students may share feedback about weaknesses, so they can improve their speaking skill. In addition, the students need to aware that second language acquisition can enhance their chance of career advancement.
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2.4 RELEVANT STUDIES The previous studies relating to problems in English speaking reviewed as follows: 2.4.1 Relevant studies in non-Thai contexts Baidya (N.D.) investigated to the university students in terms of the problems and the ways of solving problems when speaking English. The researcher used questionnaires, interview and observation to the target participants. The findings indicated that vocabulary was the most frequent problem of them when speaking English language. In addition, the study indicated that they use code-switching into their first language to continue speaking. This study recommended that the students need to improve their vocabulary knowledge by learning the new words, based on many strategies. Leffa (1992) studied to the benefits of using dictionary in language learning. The study indicated that using dictionary in learning language can improve the personal ability to speak targeted language; the learners can find the new words to practice speaking with the classmates in classroom. Tanveer (2007) studied the problems in speaking English with respect to learners‟ anxiety. The researcher used qualitative semi-structured interviews with three groups of participants. The results indicated that anxiety is the most influential problem because of the difficulty of second language learning, fears of mistakes and avoidance of speaking activities in the classroom. The study also presented ways of solving problems, e.g. watching English soundtrack movies and learning English idioms and expression through online websites. Gan (2012) investigated English speaking problems among twenty EFL learners at Hong Kong University. The study found that most students learn English grammar to achieve high scores rather than using it in speaking practice in the classroom. The study also determined that a lack of grammar comprehension can affect learners‟ performance, leading to a lack of self-confidence. It was found that students speak in long sentences but their messages reveal an incorrect use of grammar and then the listener tends to get confused. This study recommended that students need to practice grammar to increase language proficiency.
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Hadijah (2014) investigated the problems in English speaking skills among 130 students in an Islamic boarding school. The researcher uses mixed-methods including speaking tests, retrieved from questionnaires and interviews. The results indicated that the participants‟ English proficiency in speaking was low. The interview results also revealed that grammar was the most significant difficulty faced by students, followed by pronunciation and vocabulary comprehension with the problems leading to shyness and dissatisfaction with English learning. The study recommended that the students need to motivate themselves and improve English speaking skills for higher performance. Tuan and Mai (2015) investigated the factors causing English speaking problems among 203 students in grade 10 and 11 teachers at a Vietnamese high school. The purpose of the study was to investigate problems with English speaking skills. Classroom observation and questionnaires were adapted in data collection. The findings showed that the participants‟ lack of topical knowledge was a significant problem affecting their English speaking performance, followed by student's listening ability and motivation to speak English. It was recommended that students should consider to the importance of speaking English. Secondly, they should practice speaking English outside the classroom with their classmates as much they can. Finally, they need to speak English in classroom to develop English speaking proficiency. Heriansyah (2016) investigated the English speaking problems among English major students. The researcher collected the data from interviews and observations of ten students selected from 25 students with poor English proficiency. The findings indicated that the students encounter both linguistic and non-linguistics problems. There were three linguistic problems: deficiency of vocabulary, English grammar comprehension and incorrect pronunciation. The non-linguistic problem that most students encountered was a lack of confidence in speaking English. 2.4.2 Relevant studies in Thai contexts Pongpanich (2011) investigated the problems in speaking English of 129 management science students at a public university in Chonburi Province. The aims of the study were to determine the problems in speaking English and find solutions. The study was mixed-methods research using participatory observation, structural in-
Ref. code: 25615921040548FWN 17 depth interviews, and a Likert-scale. The findings indicated that the participants encountered problems with speaking English in public and group discussions in the classroom in terms of anxiety, shyness, speaking with a Thai accent, limited vocabulary knowledge, and stuttering. In addition, the results from the in-depth interviews indicated that the students had a lack of confidence and were nervous when speaking English in the classroom. The causes of the problems included few opportunities to speak English, lack of grammar structures comprehension and limited vocabulary. The study recommended that they should practice and learn English to strengthen their self-confidence in speaking and decrease shyness, nervousness, and anxiety when speaking English with classmates and instructors. Tanwichien (2012) conducted research on the speaking English among flight attendants at Thai Airways. The findings indicated that speaking problems can arise in cross-cultural communication owing to differences in cultural background. It was recommended that traveling abroad would help non-native English speakers to understand intercultural aspects and interact with others in different societies appropriately.
2.5 SUMMARY OF THE STUDY This study aimed to investigate the major problems in terms of English speaking skills and the ways to solve them. Based on a review of previous studies, students‟ problems had both linguistic and non-linguistics causes, including a lack of confidence, anxiety, few opportunities to speak English, a lack of understanding of grammatical structures, pronunciation and vocabulary. A variety of ways were recommended in previous studies to solve problems in speaking English. In conclusion, this chapter presented the review of literature. The third chapter presents the research methodology.
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CHAPTER 3 RESEARCH METHODOLOGY
This chapter presented the research methodology, which is divided into three parts (1) Subjects (2) Research Instrument (3) Research procedures including research design, data collection and data analysis.
3.1 SUBJECTS The participants of this study were 33 second-year graduate students who were studying in a Career English for International Communication program at a public university in Bangkok, Thailand. Purposive sampling was used to select the subjects in this study.
3.2 RESEARCH INSTRUMENTS The research instrument in this study was a questionnaire, which consisted of four sections as follows: Section 1: Personal information of the participants The first section asked about the participants‟ gender, age, majors in education, work experience and their TU-GET scores. Section 2: Problems in speaking English in the classroom The second section asked the participants to indicate their level of agreements to fourteen questions in a questionnaire. A five-point Likert scales was used to measure the respondents‟ levels of agreement. Rating of opinions Levels of Agreement 5 Strongly Agree 4 Agree 3 Neutral 2 Disagree 1 Strongly disagree
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Section 3: Ways of solving problems in speaking English in the classroom The third section consisted of seventeen questions asking about the ways to solve the problems of the participants in speaking English in the classroom. A five- point Likert scale was used to measure the participants‟ level of agreement. Rate of opinions Levels of Agreement 5 Strongly Agree 4 Agree 3 Moderate 2 Disagree 1 Strongly disagree Section 4: Open-ended questions This section was used to investigate the problems of graduate students in speaking English and their solutions when speaking English language in the classroom. To ensure that the questionnaire was valid, the instrument was sent to the research advisor to check the contents. In addition, five graduate students were asked to complete the questionnaires and make suggestions for revision before the data collection was done.
3.3 RESEARCH PROCEDURES This section described the procedures for collecting the data, which were classified as follows: 3.3.1 Research design A quantitative research approach was applied in this study. A questionnaire was conducted to find the problems of graduate students and their solutions in speaking English in the classroom.
3.3.2 Data collection The researcher distributed the questionnaires to the 33 graduate students around the end of March. After that, when all of the questionnaires had been
Ref. code: 25615921040548FWN 20 collected, the data were entered into a database and analyzed with the SPSS 24 program.
3.3.3 Data Analysis Descriptive statistics were used to compute the percentages and frequency in section one. The data were analyzed using SPSS 24 program. In the second and the third part of the questionnaire asking about the problems and solutions of speaking English, the data was presented in the forms of means and standard deviations. To analyze the data, the levels of agreement were divided into five levels based on a five-point Likert scale as follows: Mean Levels of interpretation 4.51 – 5.00 very high 3.51 – 4.50 high 2.51 – 3.50 moderate 1.51 – 2.50 low 1.00 – 1.50 very low In the last part of the questionnaire, the data from the open-ended questions were analyzed using the content analysis to investigate the problems, solutions and additional opinions of the graduate students regarding their English speaking skills.
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CHAPTER 4 RESULTS
This chapter presented the results of the study, based on the data retrieved from the questionnaires, which was divided into four sections as follows: (1) Personal information of the participants (2) English speaking problems of the participants when using English in the classroom (3) Ways of solving problems in speaking English in the classroom and (4) Additional opinions about the problems and ways of solving problems in speaking English.
4.1 PERSONAL INFORMATION OF THE PARTICIPANTS Table 1. Gender Gender Frequency Percentage (%) Male 4 12.1 Female 29 87.9 Total 33 100.0 As shown in Table 1, there were 33 graduate students as participants in total; 87.9% of the participants were female while 12.1% were male.
Table 2. Age
Age (years) Frequency Percentage (%) 23-25 8 24.2 26-30 12 36.4 31-35 5 15.2 36-40 4 12.1 41-45 4 12.1
Total 33 100.0
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Table 2 reports that most of the participants at 36.4% were between 26-30 years old; 24.2 % of them were 23-25 years old, 15.2% of the participants were 31-35 years old, 12.1% of them were between 36-40 years old and 41-45 years old.
Table 3. Majors in Education
Majors Frequency Percentage (%)
English 14 42.3
Business and Administration 2 6.1 Education 2 6.1
Art and Humanity 2 6.1
Politics /Social science / Law/History 6 18.2
Others 7 21.2
Total 33 100.0 Table 3 reports that most participants (42.3%) had a bachelor‟s degree in English; 21.2% of the participants studied in various majors whereas 18.2% of them studied in politics, Social science, and History. A total of 6.1% of the participants studied in Business administration, Education and Art and Humanity.
Table 4. Work experience
Work experience Frequency Percentage (%) No experience 2 6.1
less than 1 year 2 6.1
1-2 years 7 21.2 3-5 years 6 18.2
more than 5 years 16 48.4
Total 33 100.0
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Table 4 shows that most of the participants (48.4%) had working experience of more than five years. There were 21.2% who had working experience between 1-2 years and 18.2% of participants had work experiences between 3-5 years. A total of 6.1% of the participants had work experiences of less than one year while the same percentage of the participants had no experience in working. Table 5. TU-GET Scores
TU-GET scores Frequency Percentage (%) Below 400 1 3.0
400-500 4 12.1
510-600 14 42.4 610-700 10 30.3 710-800 2 6.1 810-900 2 6.1
Total 33 100.0
Table 5 presents the TU-GET scores of the participants: 42.4% of the participants had TU-GET scores test between 510 and 600. 30.3% of the participants who had TU-GET scores between 610-700, 12.1% of participants got TU-GET scores between 400 to 500, 6.1% of the participants got TU-GET scores between 710 to 800 and 810 to 900, and the remaining 3% had TU-GET scores below 400. Table 6. English speaking proficiency of the participants
English speaking proficiency Frequency Percentage (%) Fair 14 42.4 Good 18 54.5 Very good 1 3.0 Total 33 100.0 Table 6 reports the English speaking proficiency of the participants. Most of participants (54.5%) rated their English speaking proficiency level as good. 42.4 % of
Ref. code: 25615921040548FWN 24 them rated their English speaking proficiency level as fair. Only 3% of the participants thought that their English speaking proficiency was at a very good level.
4.2 ENGLISH SPEAKING PROBLEMS OF THE PARTICIPANTS WHEN USING ENGLISH IN THE CLASSROOM Table 7. English Speaking Problems in the Aspect of Language Proficiency Mean The levels of No. Statements S.D. Rank (N=33) interpretation I encounter problem in speaking 1 English because I have a limited 3.64 1.025 High 1 vocabulary. I encounter problem in speaking 2 English because of my incorrect 3.36 1.025 Moderate 3 pronunciation in English. I encounter problem in speaking 3 English because I use grammar 3.64 0.962 High 1 incorrectly. I encounter problem in speaking English because I cannot discuss or 4 2.55 1.201 Moderate 7 express something with my classmates. I encounter problem in speaking English because I speak with 5 2.97 0.918 Moderate 5 classmates using incorrect sentence structures. I encounter problem in speaking English because I do not speak 6 3.00 1.173 Moderate 4 English often, which causes stuttering.
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Mean The levels of No. Statements S.D. Rank (N=33) interpretation I encounter problems in speaking English because of my literal 7 translation between Thai to 2.73 1.039 Moderate 6 English, which causes listener to misunderstand.
Total 3.126 0.713 Moderate -
According to Table 7, the results showed that the three items that had the most agreement in the English speaking problems among the participants when using English in the classroom in the aspect of language proficiency were item 1 „I encounter problems in speaking English because I have a limited vocabulary and item 3 „I encounter problems in speaking English because I use grammar incorrectly,‟ with both items having the same mean score (mean score = 3.64); these were followed by item 2 „I encounter problems in speaking English because of my incorrect pronunciation in English.‟ (mean score = 3.36) and the level of interpretation was „moderate‟. All of the items were rated at a high level of interpretation excluding item 2. On the contrary, the three items that had the least significant levels of agreement in English speaking problems were item 4 „I encounter problems in speaking English because I cannot discuss or express something to my classmates‟ (mean score = 2.55); item 7 „I encounter problems in speaking English because of my literal translation between Thai to English, which causes listeners to misunderstand (mean score = 2.73); and item 5 „I encounter problems in speaking English because I speak with the classmates with incorrect sentence structures‟ (mean score = 2.97). All of the items were rated at a moderate level of interpretation. In addition, the total mean score for the problems in speaking English in the aspect of language proficiency was at a moderate level (mean score =3.12).
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Table 8. English Speaking Problems in the Aspects of Learners
Mean The levels of No. Statements S.D. Rank (N=33) interpretation
I encounter problems in speaking 1 English because I lack self- 3.09 0.980 Moderate 4 confidence.
I encounter problems in speaking 2 English because of anxiety and a 2.97 1.212 Moderate 5 lack of vocabulary. I encounter problems in speaking English because when I speak 3 some words in English 2.82 1.185 Moderate 7 incorrectly, I feel shy.
I encounter problems in speaking English because I feel embarrassed when the instructors 4 2.97 1.262 Moderate 5 or my classmates try to correct my errors in English.
I encounter problems in speaking English because I am afraid that my classmates and instructors will 5 not understand what I try to 3.12 1.244 Moderate 3 convey.
Ref. code: 25615921040548FWN 27
Mean The levels of No. Statements S.D. Rank (N=33) interpretation
I encounter problems in speaking English because I am excited and 6 3.33 1.216 Moderate 2 nervous when I have to speak English for a test.
I encounter problems in speaking English because of pressure 7 3.52 1.064 High 1 during presentations in the classroom.
Total 3.117 0.999 Moderate -
According to Table 8, the results showed that the three items that had the highest agreement regarding English speaking problems when using English in the classroom in the aspects of learners were item 7 „I encounter problems in speaking English because of pressure during presentations in the classroom‟(mean score = 3.52); item 6 „I encounter problems in speaking English because I am excited and nervous when I have to speak English for a test‟ (mean score = 3.33); followed by item 5 „I encounter problems in speaking English because I am afraid that my classmates and instructors will not understand what I try to convey‟ (mean score = 3.12). The level of agreement for item 7 was high, while the level of interpretation for item 6 and 5 were at a moderate level of interpretation. On the contrary, the three items that had the least significant levels of agreement regarding English speaking problems were item 3 „I encounter problems in speaking English because when I speak some words in English incorrectly, I feel shy.‟ (mean score = 2.82); item 2 „I encounter the problems in speaking English because of anxiety and a lack of vocabulary‟ and item 4 „I encounter problems in speaking English because I feel embarrassed when the instructors or my classmates try to correct my errors in English.‟ which had the same mean score (mean score = 2.97). All three items had a moderate level of interpretation.
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In addition, the total mean score for the problems in speaking English in the aspect of learners was at a moderate level (mean score = 3.11).
4.3 WAYS OF SOLVING PROBLEMS OF THE PARTICIPANTS WHEN USING ENGLISH IN THE CLASSROOM
Table 9. Ways of Solving Problems in the Aspects of English Language Proficiency Mean The levels of No. Statements S.D. Rank (N=33) interpretation I use code-mixing when I do not know some vocabulary, e.g. Latte 1 วนั น้ีอยากดื่ม 3.39 1.345 Moderate 8 green-tea จังเลย
I use code-switching when I do not
2 know some vocabulary, e.g. when I 3.21 1.409 Moderate 9 feel tired, I sleep. กจ็ ะนอนเลย
When I do not know some words, I use an online dictionary to search for 3 4.61 0.747 Very high 1 additional vocabulary.
I use simple words to speak with the 4 listener/s for a clearer understanding. 4.58 0.561 Very high 2
I try to use simple and short grammar 5 4.42 0.708 High 3 structures.
I recheck how to pronounce some words in English with the instructors 6 and classmates. 3.94 1.029 High 7
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No. Statements Mean The levels of S.D. Rank (N=33) interpretation When a listener does not understand 7 what I speak, I use body language or 4.42 0.867 High 3 gestures. If I have to speak in the classroom, I
8 will prepare and practice speaking 4.39 0.699 High 5 before starting discussions and
presentations. If I have to discuss the assigned topics, 9 I will read and summarize the relevant 4.15 0.870 High 6 content before peer or group discussions.
4.128 0.580 high - Total
As can be seen in Table 9, the results showed that the two items that had the highest agreement regarding the solutions for problems in speaking English in the classroom were item 3 „When I do not know some words, I use an online dictionary to search for additional vocabulary. (mean score = 4.61); and item 4 „I use the simple words to speak with the listener/s for clearer understanding‟ (mean score = 4.58). Both of them had a very high level of interpretation. However, in item 7 „when a listener does not understand what I speak, I use body language or gestures‟ and item 5 „I try to use simple and short grammar structures‟ had the same mean score of 4.42. Both of them had a high level of interpretation. On the contrary, the three items that had the least significant levels of speaking English were item 2 „I use code switching when I do not know some vocabulary, e.g., when I feel tired, I sleep ก็จะนอนเลย (mean score = 3.21); item 1 „I use code-mixing when I cannot express some vocabulary, e.g. วันนี้อยากดื่ม Latte green tea จังเลย‟ (mean score = 3.39); and item 6 „I recheck how to pronounce some words
Ref. code: 25615921040548FWN 30 in English with the instructors and classmates‟ (mean score = 3.94). All of them had a high level of interpretation. In addition, the total mean score for the solution in solving problems in speaking English in the aspect of English language proficiency was in a high level of interpretation (mean score = 4.12).
Table 10. Ways of Solving Problems in the Aspect of Learners
Mean The levels of No. Statements S.D. Rank (N=33) interpretation
I practice speaking English with 1 3.12 1.341 Moderate 5 classmates to enhance self-confidence.
I ask the instructors to use peer and group speaking practice in the 2 2.55 1.063 Moderate 8 classroom to decrease anxiety and shyness in speaking English.
I try to avoid stutter when speaking by
3 reading English sentences to increase 3.52 1.093 High 4 my speaking fluency.
When I encounter difficulties in speaking English, I ask my classmates 4 and instructors for additional support 3.12 1.111 Moderate 5 and feedback to decrease nervousness during speaking. When I have to speak in front of class, I speak with my peers many times 5 before starting presentations to 3.06 1.298 Moderate 7 decrease my nervousness.
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Mean The levels of No. Statements S.D. Rank (N=33) interpretation
I maintain eye contact with my listener/s to understand what they 6 4.39 0.788 High 2 convey to me and increase self- confidence during conversations. When I experience nervousness or anxiety in speaking, I remind myself 7 that I can speak without stress to 4.21 0.781 High 3 increase self-confidence and decrease anxiety in presentation When I have to present in front of class, I do deep breathing to 8 concentrate on what I have to present 4.42 0.788 High 1 to reduce stress and relax myself before starting a presentation.
Total 3.549 0.652 high -
According to Table 10, the results showed that the three items that had the highest agreement regarding the solutions for problems in speaking English among the participants when using English in the classroom were item 8 „when I have to present in front of class, I do deep breathing to concentrate on what I have to present to reduce stress and relax myself before starting a presentation‟ (mean score = 4.42); item 6 „I maintain eye contact with my listener/s to understand what they convey to me and increase self-confidence during conversations‟ (mean score = 4.39); and item 7 „when I experience nervousness or anxiety in speaking, I remind myself that I can speak without stress to increase self-confidence and decrease anxiety in a presentation‟ (mean score = 4.21). All of the items had a high level of interpretation. On the contrary, the items that had the least significant levels of agreement in the solutions for problems in speaking English were item 2 „I ask the instructors to
Ref. code: 25615921040548FWN 32 use peer and group speaking practice in the classroom to decrease anxiety and shyness in speaking English‟ (mean score = 2.55) and item 5 „When I have to speak in front of class, I speak with my peers many times before starting presentations to decrease my nervousness.‟ (mean score = 3.06). However, item 1 „I practice speaking English with classmates to enhance self-confidence.‟ and item 4; „When I encounter difficulties in speaking English, I ask my classmates and instructors for additional support and feedback to decrease nervousness during speaking.‟ had the same mean score (mean score = 3.12). All of the items had a moderate level of interpretation. In addition, the total mean score for the solutions in speaking in the aspect of learners was at a high level of interpretation (mean score = 3.54).
4.4 ADDITIONAL OPINIONS ABOUT THE PROBLEMS AND WAYS OF SOLVING PROBLEMS IN SPEAKING ENGLISH In this part contains comments towards English speaking problems and solutions, including additional comments retrieved from the open-ended questions in the questionnaire. The data were classified into two sections: English speaking problems and solutions of the participants when using English language in the classroom. Regarding English speaking problems, most of the participants mentioned that they encounter some problems in vocabulary when using English in the classroom in terms of having a limited vocabulary and the use of incorrect words. In addition, most of them mentioned that they used incorrect grammar and sentence structure. Lastly, they had anxiety when they pronounced words in English incorrectly. In terms of the solutions for solving problems in speaking English, most participants mentioned that when they encounter some problems in speaking English, they will practice speaking with their peers and classmates to increase self-confidence in speaking English. In addition, they will use simple and short words, including simple sentences to their listener/s for clearer understanding and brief communication. Thirdly, most participants mentioned that when the listener does not understand what they convey, particularly when talking with native English speakers,
Ref. code: 25615921040548FWN 33 they will use body language to make the communication simpler, i.e. hand movements. Lastly, most participants mentioned that they listen to English news and stories through online English websites to strengthen English listening and speaking skills. Most of them mentioned that listening skill in English enables them to learn English accents and this can help them pronounce English words clearer and more correctly. In addition, from the open-ended questions, some of the participants practice speaking in front of the mirror before starting a presentation to increase self- confidence and decrease anxiety or pressure.
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CHAPTER 5 CONCLUSION, DISCUSSION AND RECOMMENDATIONS
This chapter presents (1) Summary of the study (2) Summary of the findings (3) Discussion (4) Conclusion (5) Recommendations for further research.
5.1 SUMMARY OF THE STUDY This section summarizes the methodology of the study as follows: 5.1.1 Objectives of the study The main objectives of the study were to investigate the problems that graduate students encounter and find out the solutions for the problems when speaking English language in the classroom. 5.1.2 Participants, Research Instrument and Data Collection The participants of this study were thirty-three graduate students studying in a master‟s degree in English for communication program. There were four male students and twenty-nine female students. The research instrument of this study was a questionnaire including both close-ended and open-ended questions, which consisted of four sections. The first part was personal information and the second was fourteen close-ended questions asking about the problems of English speaking skills related to the aspects of language proficiency and the aspects of learners with a five-point Likert scale. The third part was about ways of solving problems in terms of the aspects of language proficiency and the aspects of learners with a five-point Likert scale. The last part was the three open-ended questions, asking the participants about the problems and ways of solving problems in speaking English, based on their personal opinions. The researcher distributed the questionnaires during academic year of 2/2018. The researcher explained the instructions of the questionnaires to the participants clearly and sent the questionnaires to their personal email addresses. All 33 completed questionnaires were analyzed using the Statistical Package for the Social Sciences program (SPSS24) to compute the percentages in the first section, means and standard deviations in the second and third sections. In the last section, open-ended questions
Ref. code: 25615921040548FWN 35 were used to determine and summarize the problems and the ways of solving problems of the participants in speaking English.
5.2 SUMMARY OF THE FINDINGS 5.2.1 Personal information of the participants According to the study, there were 33 participants: dividing into 4 male students (12.1%) and 29 female students (87.9%). Most of the participants (36.4%) were aged between 26-30 years old. In terms of majors in education, most of them (42.3%) had a bachelor‟s degree in English; 18.2% and 21.2% of the participants studied in Political science, Social science, Law and History and other majors, respectively. Regarding work experience, most of the participants (48.4%) had work experience of more than five years, 21.2% of the participants had work experience between 1-2 years and 18.2% had work experience between 3-5 years. In terms of English proficiency as measured by TU-GET scores, most of the participants (42.4%) had TU-GET scores between 510 - 600; 30.3% of them had TU- GET score between 610 -700 and 12.1% of them had TU-GET score between 410- 500. In terms of self-rated English speaking proficiency, 54.5% of the participants said they had good English proficiency in speaking, 42.4% of them reported that they had fair English proficiency in speaking, and 3.0% of them said they had a very good level of English speaking skill. 5.2.2 Problems in Speaking English in the Classroom Part 1: The Aspect of Language Proficiency The problems of the participants in the aspect of language proficiency when speaking English in the classroom were as follows: The item that had the most significant levels of agreement in the English speaking problems was item 1, which was about the problem of having limited vocabulary knowledge. This had the same mean score as item 3, which was about the use of incorrect grammar (mean score= 3.64). Both of them had the level of interpretation of „high‟, followed by item 2, which was the problem of incorrect
Ref. code: 25615921040548FWN 36 pronunciation, with a mean score of 3.36 and the level of interpretation was moderate. All items were rated at „high‟ levels of the interpretation excluding item 2. However, the items showing the least significant problems of speaking English among graduate students were as follows: Item 4 was the problems of nothing to express or discuss with classmates, with a mean score of 2.55. This item had the lowest mean score and the level of interpretation was „moderate‟. Item 7 was the problem of literal translation between Thai and English, resulting in listeners‟ misunderstanding, which had a mean score of 2.73 and the level of interpretation was „moderate‟. The next term was the problem of the use of incorrect grammar in conversations, with a mean score of 2.97 and the level of interpretation was „moderate‟. The total mean score of the problems of speaking English in the aspect of English language proficiency was at a „moderate‟ level of interpretation. Part 2: The Aspect of Learners The problems of the participants in the aspect of learners when using English in the classroom were as follows: The item that had the most significant levels of agreements in English speaking problems was the problem of pressure during presentation, with the mean score of 3.52 and the level of interpretation at high. This was followed by item 6, which was the problem of nervousness and excitement during speaking, which had a mean score of 3.33 and the level of interpretation was „moderate‟. In addition, item 5 referred to the speakers‟ feeling of being afraid that the listeners will not understand what they would like to convey, which had a mean score of 3.12 and the level of interpretation was „moderate‟. However, the items showing the least significant problems of speaking problems of speaking English among graduate students were as follows: Item 3 was the problem of shyness when speaking English words incorrectly, which had the lowest mean score at 2.82 and the level of misinterpretation of „moderate‟. Item 2 was the problem of anxiety leading to no vocabulary to speak English, followed by item 4, which was the problem of the learners‟ embarrassment when the instructors and classmates try to correct their mistakes during speaking.
Ref. code: 25615921040548FWN 37
Both of them had the same mean score at 2.97 and the level of interpretation were „moderate‟. The findings showed that the mean score of the problems in speaking English in the aspect of learners was at a „moderate‟ level of interpretation. (mean score = 3.11). 5.2.3 Ways to Solve the Problems of the Participants when using English in the Classroom Part 1: The Aspect of Language Proficiency The solutions for solving problems of the participants in the aspect of language proficiency when speaking English in the classroom were as follows: The item that had the highest agreement with solutions for solving problems in speaking English was item 3, which was about the use of an online dictionary. This had a mean score of 4.61, followed by item 4, which was about „the use of body language or gestures‟ had the mean score of 4.58 and both of them had the same level of interpretation as „very high‟. In item 7, the use of body language and gestures and item 5 the use of simple and short grammar had the same mean score as 4.42 and both of them had the level of interpretation at „high‟. However, the three items that showed the least significant levels of the solutions of solving problems in speaking English among graduate students in the aspect of language proficiency were as follows: Item 2 had the lowest mean score, which was about the use of code-switching, with the mean score of 3.21 and the level of interpretation at „moderate.‟ This was followed by item 1, which was the use of code-mixing in English, with a mean score of 3.39 and a level of interpretation was „moderate‟. Item 6, which referred to peers or instructors‟ rechecking English pronunciation, had a mean score of 3.94 and the level of interpretation was „high‟. The findings showed that the mean score of the solution in solving problems in speaking English was at a „high‟ level of interpretation. Part 2: The Aspect of Learners The solutions for solving problems of the participants in the aspect of learners when speaking English in the classroom were as follows:
Ref. code: 25615921040548FWN 38
The items that had the highest agreement with respect to the solutions for problems in speaking English was item 8, which was about taking a deep breath before starting a presentation, with a mean score of 4.42 and the level of interpretation was „high.‟ This was followed by item 6, which was about maintaining eye contact with listeners to increase self-confidence, with a mean score of 4.39 and the level of interpretation was „high‟. Item 7 was about trying to decrease anxiety during a presentation, which had a mean score of 4.21 and the level of interpretation was „high‟. However, the items that showed the least significant levels for the solutions to problems in speaking English in the aspect of learners were as follows: Item 2 was about asking the instructor to set peer and group speaking practice in the classroom to decrease anxiety and shyness in speaking English, which had a mean score of 2.55 and the level of interpretation was „low.‟ This was followed by item 5, which was peer speaking, with a mean score of 3.06 and the level of interpretation was „moderate‟. Finally, item 1 was about English speaking practice with classmates to increase self-confidence and item 4, which was asking the instructor and classmates for their support; both had the same mean score of 3.12 and the level of interpretation was „moderate‟. The findings showed that the mean score of the solution in solving problems in speaking English in terms of the aspect of learners was at a „high‟ level of interpretation. 5.2.4 Participants’ Opinions about Problems and Ways of Solving Problems in Speaking English This part contained comments regarding English speaking problems and solutions, including additional comments, retrieved from the open-ended questions in the questionnaire. The data were classified into two sections: English speaking problems and solutions of the participants when using English language in the classroom. Regarding English speaking problems, most of the participants mentioned that they encountered some problems in vocabulary when using English in the classroom in terms of having a limited vocabulary and the use of incorrect words.
Ref. code: 25615921040548FWN 39
In addition, most of them mentioned that they used incorrect grammar and sentence structures. Lastly, they had anxiety when they pronounced words in English incorrectly. In terms of the solutions for solving problems in speaking English, most participants mentioned that when they encountered some problems in speaking English, they will practice speaking with their peers and classmates to increase self- confidence in speaking English. In addition, they will use simple and short words, including simple sentences for clearer understanding and brief communication. Thirdly, most participants mentioned that when the listener does not understand what they convey, particularly when talking with native English speakers, they will use body languages to make the communication simpler, i.e. hand movement. Lastly, most participants mentioned that they listened to English news and stories through online English websites to strengthen English listening and speaking skills. Most of them mentioned that listening skill in English enables them to learn English accents and this strategy can help them pronounce English words clearer and more correctly. In addition, from the open-ended questions, some of the participants practiced speaking in front of the mirror before starting a presentation to increase self- confidence and decrease anxiety or pressure.
5.3 DISCUSSION The study was conducted to investigate the problems that graduate students encounter when they speak English language in the classroom and find out the solutions for those problems. The following discussion addresses the following research questions: 5.3.1 What are the problems that the graduate students encounter when speaking English language in the classroom? The findings in this current study showed that the participants encountered problems in speaking skill in terms of a limited vocabulary; they could not find the words to speak in a longer sentence and they also lacked the vocabulary to express themselves when speaking with others. The second problem was about grammar; they
Ref. code: 25615921040548FWN 40 mentioned that they speak English with incorrect grammar and sentence structures. Finally, they encountered pressure during presentations. The findings of the current study were in line with the results of Gan‟s study (2012), which looked at the problems in speaking English among university students in Hong Kong. The participants encountered difficulties in the use of incorrect grammar and limited grammar knowledge when they had to speak English in classroom. In addition, the results of this current study are similar to the findings of Tuan and Mai (2015), which investigated the difficulties in speaking English among high school students in Vietnam. Most participants had few ideas or nothing to express with classmates, and low motivation to speak English in the classroom. 5.3.2 What are the solutions for the problems of English that the students encounter when speaking English language in the classroom? The findings in the current study showed that most participants used English- Thai or Thai English online dictionary to find new vocabulary, as well as simple words and grammar when speaking English in the classroom. The findings were in line with the study of Leffa (1992), which investigated the benefits of using an online dictionary for language translation. The study indicated that using online vocabulary websites in learning the target language could help the students to learn, retain the new words in long-term memory and decrease the time to look up new words. Consequently, this could facilitate the learners in second language learning. In addition, the results of this study was similar to the study of Baidya (n.d.), which investigated university students‟ problems and solutions in speaking English. The results showed that they used code-switching and code-mixing to facilitate speaking two languages when they encountered difficulties in speaking.
5.4 CONCLUSION The objectives of study were to investigate the problems and find out the solutions for the problems that the students encounter when speaking English language in the classroom. The results showed that having a limited vocabulary was the one main problem of the students. In addition, the results of problems in speaking English in the aspect of learners showed that they experienced pressure during presentations.
Ref. code: 25615921040548FWN 41
Regarding the ways to solve problems when speaking English in the classroom, the results showed that the participants tried to improve themselves in speaking English by searching for vocabulary through English-Thai or Thai-English online dictionary websites. In addition, the participants mentioned that when they felt pressure during presentations, they took deep breaths and concentrated on what they were going to present in front of the class to relax and decrease anxiety. In addition, the findings indicated that they used eye contact and then, the listener/s would get the main point and understand what the speaker tries to convey them. The findings of this study have some pedagogical implications. The students need to motivate themselves to speak English language in every English class because most students usually speak with classmates and instructors in Thai. Speaking English in the classroom can strengthen their English speaking performance, as everyone has the opportunity to express ideas and opinions together to find the conclusion without considering the aspects of language (Ur, 1996).
5.5 RECOMMENDATIONS FOR FURTHER RESEARCH The recommendations for further study were as follows: 5.5.1 Regarding further research, the questionnaire should be included with other skills in English, e.g. listening, reading and writing skills, to investigate the participants‟ difficulties as well as the problems solutions. 5.5.2 Further research should include interviews to obtain qualitative data in order to triangulate with the quantitative data. In addition, the questionnaire might add more information about the frequency of speaking English per week and career paths in order to analyze the data of all participants.
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นงสมร พงษ์พานิช. (2554) การศึกษาปัญหาของการพูดภาษาอังกฤษในการสื่อสารด้วยวาจาของนิสิตคณะ วิทยาการจัดการ มหาวิทยาลัยเกษตรศาสตร์ วิทยาเขตศรีราชา เดือนตุลาคม 2550 ถึงเดือนกนั ยายน 2551. หน้า 18(1): 85-97.ออนไลน์ เข้าถึงได้จาก https://www.tcithaijo.org/index.php/abc/article/view/54201
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APPENDICES
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APPENDIX A Questionnaire in English
Topic: English Speaking Skills of Graduate Students at a Public University in Thailand: Problems and Solutions The researcher conducted the questionnaires to investigate problems and solutions in English speaking skill among graduate students. This is a part of independent study English Career for International Communication, Language Institute, Thammasat University. The questionnaires consist of four sections. Your answers are confidential and will be used only for study. Section 1: Personal Information Instruction: Please mark ‘ / ’ in the box according to your personal information 1. Gender Male Female
2. Age 23-25 years old 26-30 years old
31-35 years old 36-40 years old 41-45 years old 3. Education fields English major Non-English Majors (Please specify) ______4. Working experience No experience less than one year 1-2 years 3-5 years more than 5 years 5. TU-GET scores (Please specify) ______scores 6.English speaking proficiency (Please evaluate yourself) Very good Good Fair Need to improve
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Section 2: English Speaking Problems in English Classroom Instructions: Please read each statement and choose one alternative by marking “/ ” for each statement, according to your degrees of agreement and disagreement. 5 = strongly agree 4 = agree 3 = neutral 2 = disagree 1 = strongly disagree
Levels of Agreement Statements 5 4 3 2 1
1.The Aspect of Language Proficiency
1.1 I encounter problem in speaking English because I have a limited vocabulary.
1.2 I encounter problem in speaking English because of my incorrect pronunciation in English.
1.3 I encounter problem in speaking English because I use grammar incorrectly.
1.4 I encounter the problem in speaking English because I cannot discuss or express something with my classmates.
1.5 I encounter problem in speaking English because I speak with classmates using incorrect sentence structures.
1.6 I encounter problem in speaking English because I do not speak English often, which causes stuttering.
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Levels of Agreement Statements 5 4 3 2 1 1.7 I encounter problems in speaking English because of my literal translation between Thai to English, which causes listener to misunderstand.
Levels of Agreement Statements 5 4 3 2 1
2. The Aspect of Learners
2.1 I encounter problems in speaking English because I lack self-confidence.
2.2 I encounter the problem in speaking English because of an anxiety and no vocabulary to express with classmates. 2.3 I encounter problems in speaking English because when I speak some words in English incorrectly, I feel shy. 2.4 I encounter problems in speaking English because I feel embarrassed when the instructors or my classmates try to correct my errors in English. 2.5 I encounter some problem in speaking English because I am afraid that my classmates and instructors will not understand what I convey. 2.6 I encounter problems in speaking English because I am excited and nervous when I have to speak English for a test.
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Levels of Agreement Statements 5 4 3 2 1
2.7 I encounter problems in speaking English because of pressure during presentations in the classroom.
Section 3: English Speaking Solutions in English Classroom Instructions: Please read each statement and choose one alternative by marking “ / ” for each statement, according to your degrees of agreement and disagreement. 5 = strongly agree 4 = agree 3 = neutral 2 = disagree 1 = strongly disagree
Levels of Agreement
Statements 5 4 3 2 1
1. The Aspect of Language Proficiency 1.1 I use code-mixing when I do not know some vocabulary, e.g. วนั น้ีอยากดื่ม Latte green-tea จังเลย
1.2 I use code-switching when I do not know some vocabulary, e.g. when I feel tired, I sleep. กจ็ ะนอนเลย
1.3 When I do not know some words, I use an online dictionary to search for additional vocabulary. 1.4 I use simple words to speak with the listener/s for a clearer understanding.
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Levels of Agreement Statements
5 4 3 2 1
1.5 I try to use simple and short grammar structures.
1.6 I recheck how to pronounce some words in English with the instructors and classmates. 1.7 When a listener does not understand what I speak, I use body language or gestures. 1.8 If I have to speak in the classroom, I will prepare and practice speaking before starting discussions and presentations. 1.9 If I have to discuss the assigned topics, I will read and summarize the relevant content before peer or group discussions.
Levels of Agreement Statements 5 4 3 2 1
2. The Aspect of Learners 2.1 I practice speaking English with classmates to enhance self-confidence
2.2 I ask the instructors to use peer and group speaking practice in the classroom to decrease anxiety and shyness in speaking English. 2.3 I try to avoid stutter when speaking by reading English sentences to increase my speaking fluency.
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Levels of Agreement Statements 5 4 3 2 1 2.4 When I encounter difficulties in speaking English, I ask my classmates and instructors for additional support and feedback to decrease nervousness during speaking. 2.5 When I have to speak in front of class, I speak with my peers many times before starting presentations to decrease my nervousness. 2.6 I maintain eye contact with my listener/s to understand what they convey to me and increase self-confidence during conversations. 2.7 When I experience nervousness or anxiety in speaking, I remind myself that I can speak without stress to increase self-confidence and decrease anxiety in presentation. 2.8 I practice speaking English with classmates to enhance self-confidence.
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Section 4: Additional Opinions Instructions: Please read and write your opinions in each question. 1. What are the problems you encounter when you speak English in the classroom? ______2. When you encounter English-speaking problems in classroom, what are your solutions to solve these problems? (Please specify) ______3. Others ______
Thank you for your cooperation
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APPENDIX B แบบสอบถาม
เรื่อง ปัญหาและการแก้ไขปัญหาในการพดู ภาษาองั กฤษของนักศึกษาระดับบัณฑิตศึกษาในช้ันเรียน วิชาภาษาอังกฤษ แบบสอบถามนีจ้ ัดทา ขึน้ เพอื่ ส ารวจปัญหาการพูดภาษาองั กฤษและการแก้ไขปัญหาการพูด ภาษาอังกฤษของนักศึกษาระดับบัณฑิตศึกษา แบบส ารวจครั้งนี้เป็นส่วนหนึ่งของงานวิจัยระดับ บัณฑิตศึกษา สาขาวิชาภาษาอังกฤษเพื่อการสื่อสารนานาชาติ สถาบันภาษา มหาวิทยาลัยธรรมศาสตร์ แบบสอบถามแบ่งออกเป็น 4 ส่วน โดยแบบสอบถามจะถูกเกบ็ เป็ น ความลบั และไม่มีการเปิ ดเผยข้อมูลสู่ภายนอก ตอนที่ 1 ข้อมูลส่วนบุคคลของผู้ตอบแบบสอบถาม คาชี้แจง โปรดทาเครื่อง หมาย “ / “ลงในกรอบสี่เหลยี่ มในช่องทตี่ รงกบั ตัวท่านมากทสี่ ุด กรุณา ตอบแบบสอบถามตามความจริงทุกข้อ 1. เพศ ชาย หญิง
2. อายุ 23-25 ปี 26-30 ปี
31-35 ปี 36-40 ปี 41-45 ปี
3.สาขาวิชาที่เรียนจบ วิชาเอกภาษาอังกฤษ วชิ าเอกอนื่ ๆกรุณาระบุ ______
4.ประสบการณ์การท างาน ไม่มีประสบการณ์ น้อยกว่า 1 ปี
1-2 ปี 3-5 ปี มากกว่า 5 ปี
5.ระดับคะแนนภาษาอังกฤษ TU-GET ______คะแนน
6.ความสามารถในการพูดภาษาองั กฤษ (โปรดประเมนิ ตนเอง)
ดีมาก ดี ปานกลาง ต้องปรับปรุง
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ส่วนที่ 2 ความคดิ เห็นเกยี่ วกบั ปัญหาในการพูดภาษาองั กฤษในช้ันเรียนวชิ าภาษาองั กฤษ คาชี้แจง กรุณาอ่านข้อความทรี่ ะบุแล้วให้ท่านแสดงความเห็นโดยการทา เครื่องหมาย / ลงในตาราง ตามระดับความคิดเห็นของท่าน 5 หมายถึง เห็นด้วยอย่างยิ่ง 4 หมายถึง เห็นด้วย 3 หมายถึง ปานกลาง 2 หมายถึง ไม่เห็นด้วย 1 หมายถึง ไม่เห็นด้วยอย่างยิ่ง ระดับความคิดเห็น
ข้อความ 5 4 3 2 1
1.ด้านความสามารถในการใช้ภาษา
1.1ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากรู้คาศัพท์ภาษาอังกฤษน้อย
1.2 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากออกเสียงคา ศพั ทภ์ าษาองั กฤษไม่ถูกตอ้ ง
1.3ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากใชห้ ลกั ไวยากรณ์ไม่ถกู ตอ้ ง
1.4 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากไม่มีความรู้ในหวั ขอ้ ที่จะพดู หรืออภิปราย
1.5 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากเรียบเรียงประโยคที่จะพดู ไม่ถกู
1.6 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากขาดความคลอ่ งแคลว่ ในการพดู ทา ใหเ้ กิด
ความตะกุกตะกกั
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ระดับความคิดเห็น ข้อความ 5 4 3 2 1
1.7 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากข้าพเจ้ามักจะพูดโดยแปลไทยเป็นอังกฤษ จึง
ทา ใหค้ ูส่ นทนาไม่เขา้ ใจ
2.ด้านผู้เรียน
2.1 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากรู้สึกไม่มน่ั ใจในตนเอง
2.2 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากรู้สึกประหม่า จนทา ใหน้ ึกคา ศพั ทไ์ ม่ออก
2.3 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากรู้สึกเขินอาย เมื่อพูดภาษาอังกฤษผิด
2.4 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากกลวั อาจารยห์ รือเพื่อนจะทกั ทว้ งและแกไ้ ข
ข้อผิดพลาดของข้าพเจ้า
2.5 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากรู้สึกกงั วลวา่ อาจารยห์ รือเพื่อนจะไม่เขา้ ใจใน
ส่ิงที่ขา้ พเจา้ พดู
2.6 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากรู้สึกตื่นเตน้ และเป็นกงั วลเมื่อจะตอ้ งพดู เพื่อ
การสอบ
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ระดับความคิดเห็น ข้อความ 5 4 3 2 1
2.7 ข้าพเจ้าประสบปัญหาในการพูดภาษาอังกฤษ
เนื่องจากรู้สึกกดดนั เมื่อจะตอ้ งพดู หนา้ ช้นั เรียนเพื่อ นาเสนองาน
ส่วนที่ 3 ความคดิ เห็นเกยี่ วกบั วธิ ีการแก้ปัญหาการพูดภาษาองั กฤษ ในช้ันเรียนวชิ าภาษาองั กฤษ คาชี้แจง กรุณาอ่านข้อความทรี่ ะบุแล้วให้ท่านแสดงความเห็นโดยการทา เครื่องหมาย / ลงในตาราง ตามระดับความคิดเห็นของท่าน 5 หมายถึง เห็นดว้ ยอยา่ งยง่ิ 4 หมายถึง เห็นด้วย 3 หมายถึง ปานกลาง 2 หมายถึง ไม่เห็นดว้ ย 1 หมายถึง ไม่เห็นดว้ ยอยา่ งยง่ิ
ระดับความคิดเห็น ข้อความ
5 4 3 2 1 1.ด้านความสามารถในการใช้ภาษา
1.1 ข้าพเจ้าใช้วิธีปนภาษาในการพูด (Code-Mixing) เมื่อนึกคา ศพั ทไ์ ม่ออก เช่น วนั น้ีอยากดื่ม Latte green-tea จังเลย 1.2 ข้าพเจ้าใช้วิธีการสลับภาษาในการพูด (Code- switching) เมื่อนึกคา ศพั ทไ์ ม่ออก ยกตวั อยา่ งเช่น When I feel tired, I sleep. กจ็ ะนอนเลยอ่ะ
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ระดับความคิดเห็น ข้อความ 5 4 3 2 1 1.3 ข้าพเจ้าใช้วิธีการค้นคว้า Dictionary Online เพื่อหา คาศัพท์ทันที
1.4 ขา้ พเจา้ พยายามใชค้ า ศพั ทง์ ่ายๆเพื่อใหผ้ ฟู้ ังเขา้ ใจ
1.5 ขา้ พเจา้ พยายามเลือกใชโ้ ครงสร้างไวยากรณ์ที่ง่ายๆ ไม่ซบั ซอ้ น
1.6 ข้าพเจ้าตรวจสอบการออกเสียงภาษาอังกฤษที่ถูกต้อง จากครูและเพื่อนๆ 1.7 ขา้ พเจา้ ใชภ้ าษาท่าทาง แทนการพดู ในกรณีที่ผฟู้ ังไม่ เขา้ ใจในส่ิงที่ขา้ พเจา้ พดู 1.8 ถา้ เป็นการพดู หนา้ ช้นั เรียน เพื่อนาเสนองาน ข้าพเจ้า จะเตรียมตวั และซอ้ มมาเป็นอยา่ งดี 1.9 ถา้ เป็นการพดู อภิปรายหวั ขอ้ ตา่ งๆ ในช้นั เรียน ขา้ พเจา้ จะเตรียมอา่ นหนงั สือมาล่วงหนา้ เพื่อที่จะไดม้ ี ความรู้ในเรื่องที่จะอภิปราย
2.ด้านตวั ผู้เรียน 2.1 ก่อนเขา้ ช้นั เรียน ข้าพเจ้าฝึกซ้อมการพูดภาษาอังกฤษ กบั เพื่อนๆเพื่อสร้างความเชื่อมน่ั ในตนเอง 2.2 ขา้ พเจา้ ขอใหอ้ าจารยจ์ ดั การเรียนการสอนเป็นคูห่ รือ จบั กลุม่ เพื่อที่ขา้ พเจา้ จะไดล้ ดความประหม่า และเขิน อายเวลาที่พูดภาษาอังกฤษ 2.3 ขา้ พเจา้ แกป้ ัญหาในการพดู ตะกกุ ตะกกั โดยการอา่ น ออกเสียงประโยคตา่ งๆ อยเู่ ป็นประจา เพื่อจะไดเ้ กิด ความคลอ่ งแคล่วในการพดู 2.4 ขา้ พเจา้ พร้อมใหอ้ าจารยแ์ ละเพื่อนๆ ช่วยเหลือโดย แกไ้ ขขอ้ ผดิ พลาดของขา้ พเจา้ ในกรณีที่ขา้ พเจา้ พดู ผดิ เพื่อที่ขา้ พเจา้ จะไดไ้ ม่รู้สึกกลวั หรือกงั วล
Ref. code: 25615921040548FWN 61
ระดับความคิดเห็น ข้อความ 5 4 3 2 1 2.5 เมื่อจะตอ้ งพดู หนา้ ช้นั เรียน ขา้ พเจา้ ลดความกงั วล โดยการซอ้ มพดู หลายๆคร้ัง ตอ่ หนา้ เพื่อนๆก่อนการพดู จริง 2.6 ขา้ พเจา้ พยายามสบตากบั คูส่ นทนาเป็นระยะๆเพื่อ การรับฟังขอ้ มูลที่ดีและสามารถโตต้ อบไดอ้ ยา่ งมน่ั ใจ มากข้ึน 2.7 เมื่อขา้ พเจา้ ประสบความวิตกกงั วลหรือความ ประหม่าระหวา่ งพดู ภาษาองั กฤษในช้นั เรียน ขา้ พเจา้ พยายามคิดวา่ ขา้ พเจา้ สามารถทา ได ้ เพื่อลดความ ประหม่าลง 2.8 ก่อนการพดู ภาษาองั กฤษกบั เพื่อนในช้นั เรียนหรือพดู หนา้ ช้นั เรียน ขา้ พเจา้ จะสูดลมหายใจเขา้ ลึกๆเพื่อลด ความตึงเครียด สร้างความผอ่ นคลายในการนา เสนองาน
Ref. code: 25615921040548FWN 62
ตอนที่ 4 ความคิดเห็นเพิ่มเติม
คาชี้แจง กรุณาตอบค าถามและแสดงความคดิ เห็นลงในช่องว่างด้านล่าง
1.ท่านคดิ ว่าท่านมปี ัญหาในการพูดภาษาองั กฤษในช้ันเรียนภาษาองั กฤษอย่างไรบ้าง จงอธิบาย ______
2.ท่านใช้วธิ ีใดเมื่อท่านพบปัญหาในการพูดภาษาองั กฤษในช้ันเรียนวชิ าภาษาองั กฤษ (โปรดระบุวธิ ีการแก้ปัญหา) ______
3.ข้อเสนอแนะเพิ่มเติม ______
ขอบพระคุณเป็นอย่างสูงส าหรับความร่วมมอื
Ref. code: 25615921040548FWN 63
BIOGRAPHY
Name Miss Thanyatorn Parnroch Date of Birth December,16 1991 Educational Attainment Bachelor of Degree, English Major Srinakharinwirot University
Work Position Native English Teacher coordinator Siam Languages and Computer School (Work location at Taweethapisek School) Work Experiences Customer Service Agent (Welfare card project) Krungthai Bank General Service Company Limited English Call Center at TCC.Co.Ltd (Metropolitan Electricity Authority project) (Contract 1 year) Receptionist and Museum guide Coin Museum Treasury Department Thailand
Ref. code: 25615921040548FWN