Prepared by ; Nik Amiera bt Nik Husni

; 201406040041
Lecturer ; Mr. Zachariah Aidin Druckman
Topic ; Factors Affecting Students’ Speaking Performance.
 Not all language learner are fluent. Teachers need to take part in helping students.
 Three major parts; 1) communicative competence.
2) speaking performance.
3) speaking problems.
 1) linguistic competence, sociolinguistic competence, pragmatic competence, and
strategic competence.
 2) Factors – performance condition (time pressure, planning, standard of
performance, and amount of support).
- Affective factors (motivation, self confidence, anxiety).
- listening ability.
- topical knowledge.
- Feedback during speaking activities.
 3) inhibition, lack of topical knowledge, low or uneven participation, and mother-
tongue use.
 Inhibition- worry about making mistakes, fear at criticism or losing face, shy.
 Lack of topical knowledge- cannot think of anything to say, no motivation to express
themselves, little understanding on the topic.
 Low or uneven participation- given little time to speak when in group, one may
dominate the speech.
 Mother-tongue use- easier to use, easier to understand, easier to communicate, and
it is natural.
 Teachers play a major role in student’s life!
 It has all the content that I need to understand.
 Easily understood (context, research, and meaning)
 The use of word in the text are easily understood
 Can be use as a reference to my topic.
 Abstract- stating the purpose of the study (to investigate the speaking problems of
the students and the factors affecting their speaking performance.)
- stating the number of participant involved
- mention about research instruments and made some recommendations,
and also what to expect from the research.
 Introduction- stating the necessary skills in learning language (speaking, listening,
reading, and writing.)
- addressing issues related to the topic.
 Problem statement- Identifying the problem/ factors affecting speaking.
(Performance conditions, Affective factors, Listening ability,
Topical knowledge, and Feedback during speaking activities.)
- Stating the bigger problem which is speaking problems which
the students encounters the most.(inhibition, anxiety, shyness,
complete use of mother-tongue, fear of criticism, and no motivation.
 Research objectives- Examining the factors affecting their oral performance.
- Suggesting some recommendations that may enhance
students‘ speaking performance.
 Research questions- What are the problems that the students at Le Thanh Hien High
School encounter when they learn to speak English?
- What are the factors that affect their speaking performance?
 Methodology- In order to get data for the study, two hundred and three students of
five grade, 11 classes were chosen to answer the questionnaires.
- The instrument used in this study was questionnaires and class observation.
- the researcher used class observation to see how the teachers carried
out speaking lessons, how the students performed and what problems
the students really encountered in speaking lessons.
- The procedure for conducting the questionnaire survey are very well
organized.
- considering the student’s English understanding, the researcher translated
the data into Vietnamese after validate it to his supervisor.
- sample data are provided.
 Analysis- Use quantitative data (Excel program), and also qualitative data.
- The researcher also discussed the strong and weak points of these classes.
- both teachers and students agreed that topical knowledge affect greatly on the
student’s speaking performance.
- tables and percentage are used correctly.
 Discussion and conclusion- the researcher state that there were consistent among data
from teachers’ questionnaire, students’ questionnaire and
class observation.
- majority of them choose topical knowledge to be the great
issues regarding the student’s speaking performance.
- other part includes listening ability and motivation to speak,
teachers’ feedback during speaking activities, and confidence.
 References- use reliable reference, right quotation, sources are relevant, and theories
are used correctly.
 Appendix- provide questionnaire to teachers and students.
- questions are related and relevant to topic.
 Yes.
 Lead to more discovery.
 Makes me think deeper.
 There is more to what the researcher had research.
 More factor than what had been told.
 Nguyen, H.T (2015). FACTORS AFFECTING STUDENTS’ SPEAKING PERFORMANCE AT
LE THANH HIEN HIGH SCHOOL .
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