Abstract
With the continuous development of globalization, English-speaking skill becomes important not particularly in Vietnam but also to all the countries not belonging to the English-speaking regions. In the Fourth Industrial Revolution (IR 4.0), with the development of technology, the new achievements can support three essential skills of language learning–which are Reading, Writing and Listening. However, with speaking skills, it can take a long time for the new technology to play an efficient role in communication between people. In fact, many language learners find it difficult to express themselves in spoken language, and each student has their own problems. The purpose of this study was to explore the factors affecting the English-speaking performance of students from Danang City, Vietnam. We systematized relevant studies to build a scale with 40 indicators to measure 14 independent variables. Based on results from data analysis using SPSS software, we discovered four groups of factors that affect students' English-speaking performance. The study contributed important quantitative evidence on the impact of listening and pronunciation skills on students' ability to speak English. We also quantify other groups of variables that have a significant effect on speaking competence, such as vocabulary and grammar, confidence, and nonverbal communication. Based on the findings, we proposed some suggestions to improve students' English speaking proficiency.
Highlights
Teaching and learning foreign languages is one of the major concerns of universities
Our research has proven the importance of listening and pronunciation skills in improving English speaking efficiency of students
Exploratory factor analysis (EFA) helps in reducing large number of indicator variables into limited set of factors based on correlations between variables
Summary
Teaching and learning foreign languages is one of the major concerns of universities. Along with increasing international integration, foreign languages are both a challenge and an opportunity for Vietnamese students in particular and students from non-English-speaking countries. A lot of research has discussed the importance of English-speaking skills and their impact. Baker and Westrup shed light on the fact that speaking skills have a positive impact on students in terms of education and careers [1]. A variety of factors can influence students’ speaking skills, from performance conditions (time pressure, planning, performance standards and level of support), emotional factors (confidence and anxiety), the ability to hear and respond during conversations, as pointed out in the studies of Nation and Newton [2]. Knowledge of topics' discussion affects students' ability to speak English [3]. Many other studies have included factors such as teacher feedback, inhibition, lack of knowledge about the subject being spoken, using native language [1, 4]
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