FACULTY OF FOREIGN LANGUAGES

----------------------------------------

GRADUATION PAPER

The relationship between English speaking anxiety and

speaking performance among Vietnamese university
students

Group’s Name : BANANAS

1. Trần Thị Anh Thư – 2172202010084
2. Nguyễn Triệu Uyển My – 2172202010038
3. Lưu Gia Hân – 2172202010039
4. Nguyễn Minh Thư – 2172202010060

HO CHI MINH CITY

2023

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 CHAPTER 1: INTRODUCTION
1.1. Background of the study
The research background concerning the relationship between English speaking
anxiety and speaking performance among Vietnamese university students is an
important area of study within the field of second language acquisition. English
speaking anxiety refers to the fear, nervousness, or apprehension experienced by
individuals when speaking in the English language. This anxiety can have a
significant impact on speaking performance, as it may hinder the fluency, accuracy,
and confidence of language learners. Vietnamese university students, like many
English as a second language learners, often face various challenges when speaking
in English. These challenges may include fear of making mistakes, lack of self-
confidence, cultural differences, limited exposure to English-speaking
environments, and the pressure to perform well academically.
1.2. Aims of the study
This study was designed to examine the relationship between English speaking
anxiety and speaking performance among Vietnamese university students during
their study. The main objective of this study is to determine the students' anxiety
level and their ability to communicate in English, and this study also identifies the
objects and forms of communication that make students anxious in speaking
English.
1.3. Research questions
Research Question 1: What worries do students face when learning speaking skills?
Research Question 2: What are the solutions to help students improve speaking
skills?

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1.4. Significance of the study
Help supplement knowledge, fill knowledge about economy, social life. Scientific
research will help students develop the ability to analyze, evaluate, associate,
combine with new things to solve problems, questions and concerns. During the
actual survey, you will use many different skills that have never been used before.
1.4. Scope of the study
The study was carried out at Campus 1, Van Lang University, located at 45 Nguyen
Khac Nhu, Co Giang Ward, District 1, Ho Chi Minh City. The study was carried out
in the 3rd semester of the year 2022-2023.
1.5. Outline of the study
The thesis is formed from 5 chapters.
Chapter 1. Introduce, introduce the background, objectives and importance and
scope of the study.
Chapter 2. Literature review is the part showing the comparison, analysis and
synthesis of issues from the existing documents, related to the proposed purpose of
the current topic. Through the topic research situation, readers will know clearly
about the purpose, tasks, objects, methods that you use in the process of carrying
out the research topic.
Chapter 3. Methods and procedures will help the author to easily carry out the
discussion of the current research paper.
Chapter 4. Findings and discussion, the presentation of the results should adhere
to the objectives of the study mentioned above so that the reader can easily
understand and grasp the information and data that the researcher needs to convey.

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 CHAPTER 2: LITERATURE REVIEW
2.1 Speaking skills

According to Donough and Shaw (1993), speaking is a skill that allows people to produce
utterances when communicating to achieve a specific goal. This could include expressing
ideas, wishes, or opinions, negotiating or solving problems, or establishing or maintaining
social relationships. Speaking is regarded as one of the four most important English skills
to master for communication purposes. According to Hornby (1995), speaking is the skill
that students will be judged on the most in real-life situations. It is an important part of
daily interaction, and most people's first impressions are based on their ability to speak
fluently and comprehensively. Speaking is also one of the skills that students must master
when learning English. Furthermore, Chaney (1998) stated that speaking is defined as the
process of creating and sharing meaning through the use of verbal and nonverbal symbols
in a variety of contexts. Speaking is the ability to pronounce sounds or words in order to
express, state, and deliver thoughts, ideas, and feelings. Meanwhile, according to Brown
(2004), speaking is an effective skill that can be directly and experimentally observed.

2.1.1 Speaking performances

Baker and Westrup (2003) agreed, stating that if students are constantly corrected, they will
become demotivated and fearful of speaking. It has been suggested that teachers always
correct their students' mistakes positively and provide more support and persuasion while
speaking. According to Nation and Newton (2009), performance conditions can have an
impact on speaking performance. Nation and Newton (2009) propose four types of
performance conditions: time pressure, planning, performance standard, and amount of
support. According to Bachman and Palmer (1996), topical knowledge influences speaking
performance. Djahimo et al. (2018) discovered that anxiety affected speaking performance
and asserted that low-level anxiety students could perform better due to high motivation
and self-confidence.

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2.1.2 Speaking anxiety

Anxiety, according to Spielberger (1983), is a subjective feeling of tension, apprehension,

nervousness, and worry associated with autonomic nervous system arousal. As Zhanibek
(2001), Woodrow (2006), Awan et al. (2010), language learning anxiety is distinct from
other types of anxiety. Situation specific anxiety is defined as such because it recurs during
the language learning process every time the learner attempts to use the language.
According to the Cambridge dictionary of psychology (2009), anxiety is defined as a
fearful mood that has a vague or no specific focus and is accompanied by bodily arousal.
According to Goh and Burns (2012), anxiety has a negative impact on the learning process,
and learners who suffer from language anxiety perceive speaking another language as a
stressful experience. This causes HaUI students to avoid or withdraw from active oral
interactions. They are also concerned about how listeners perceive and evaluate them. As
a result, they cannot take chances and put themselves in uncomfortable or embarrassing
situations. According to empirical research Gardner (1991), anxiety is defined as the state
of being nervous or concerned that something bad will happen. Gardner & MacIntyre,
(1993) stated that anxious foreign language students are less willing to participate in
learning activities and perform worse than non-anxious students. Language anxiety is the
negative emotional reaction that learners experience when speaking in a second or foreign
language. According to Baker & Westrup (2003), any students struggle to respond when
their teachers ask them to say something in a foreign language because they may have no
idea what to say, what vocabulary to use, or how to use the grammar correctly.

2.2 EFL learners

Liu and Jackson (2008) investigated communication aversion and anxiety in Chinese first-
year undergraduate non-English majors. More than one-third of the participants reported
feeling anxious in their English language classes, according to the findings. Observations
and interviews in Al Nakhalah's (2016) study revealed some speaking difficulties that
fourth-grade students at Al Quds Open University face due to fear of making mistakes,
shyness, anxiety, and lack of confidence. Miskam and Saidalvi (2019) conducted a survey

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of undergraduates at a Malaysian university and discovered that the majority of participants
experienced moderate English-speaking anxiety. Gumartifa and Syahri (2021) conducted
a descriptive study to investigate some of the challenges that university students face and
discovered that the majority of them are depressed when practicing or first speaking
English in public.

2.2.1 Vietnamese EFL learners

Ngo and Nguyen (2018) conducted a survey of 40 high school students from a high school
in southern Vietnam who had been studying English for about seven years. The authors
confirmed that test-taking anxiety has a negative impact on EFL learners' speaking
performance and demonstrated that students with high anxiety levels had poor speaking
achievement. Tran (2019) investigated anxiety levels in the language classroom among 39
first-year students at Hanoi National University of Education using FLCAS. The
participants reported low English proficiency, as evidenced by their reticence and passivity
in class, as well as their unwillingness and uncertainty in using the language. Based on the
findings, the author concluded that speaking anxiety existed in the foreign language
classroom, and that the participants were anxious. The main causes were a lack of
communication confidence and concern about the consequences of failing. Tests, speaking
activities, teachers' speaking speed, and feelings of inferiority toward classmates also
caused anxiety in the respondents. Le and Tran (2020) conducted a study with 123 first-
year students at Thai Nguyen University using a descriptive research design. The authors
discovered that the participants had a moderate level of speaking anxiety. Fear of being
laughed at (95%), fear of making mistakes (86%), and lack of confidence (75%), were the
leading causes. Other causes mentioned include fear of negative evaluation and fear of
being the center of attention.

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2.3 Previous study

2.3.1 In the world

Oflaz (2019) recently studied 110 students studying German at Turkey's Ondokuz Mayis
University. The study's goal was to look into the relationship between the participants'
foreign language anxiety, shyness, language learning strategies, speaking scores, and
academic achievement. According to the findings, shyness increases as speaking anxiety
rises. Despite inconsistencies in results across studies in different fields, speaking anxiety
is reported to have a significant impact on the speaking performance of foreign language
learners in various language teaching contexts. Alrabai (2014) conducted a three-year study
on 1389 Saudi EFL learners, and one of the most important findings was that anxiety is
one of the main factors that prevents students from achieving a high level of language
proficiency. Tianjian (2010) investigated 240 Guizhou College of Finance and Economics
first-year non-English majors. The findings confirm that more than half of the students
reported moderate or high levels of speaking anxiety, that there was no difference between
speaking anxiety and genders, but that there was a significant difference between groups
(lower proficiency groups reported a higher mean level of anxiety); that speaking anxiety
had a complicated relationship to the other variables; that personality factors were found
to be the primary causes of speaking anxiety; and that mutual influences exacerbated
speaking anxiety.

2.3.2 In Vietnam

Because this study was conducted at Thai Nguyen University, the results may not be
generalizable to other teaching contexts, but it can be regarded as a reference in the
literature of language anxiety research in Vietnam. It is true that many Vietnamese students
place a high value on grammar. They can also write and read English fairly well, but they
cannot speak it fluently or accurately. The majority of students find speaking difficult and
boring. Tran (2008) concluded that pair/group work motivated students to speak, and that
these cooperative work activities benefited both weak and average students. Finally, the

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quality of student conversation will be improved through pair and group work. As a result,
it can be demonstrated that working in pairs or small groups can increase students'
participation in speaking activities. Anxious students, according to Gregersen and Horwitz
(2002, p. 562) stated that tend to sit passively in the classroom, withdraw from activities
that could improve their language skills, and may even avoid class entirely. It is true that
many Vietnamese students place a high value on grammar. They can also write and read
English fairly well, but they cannot speak it fluently or accurately. The majority of students
find speaking difficult and boring. As a result, approximately 98% of Vietnamese students
who study English for seven years (from grade six to grade twelve) are unable to
communicate in basic English (Nhan, 2013).

CHAPTER 3: RESEARCH METHODOLOGY AND

PROCEDURE
3.1 Research background

The research background concerning the relationship between English speaking anxiety
and speaking performance among Vietnamese university students is an important area of
study within the field of second language acquisition. English speaking anxiety refers to
the fear, nervousness, or apprehension experienced by individuals when speaking in the
English language. This anxiety can have a significant impact on speaking performance, as
it may hinder the fluency, accuracy, and confidence of language learners.Vietnamese
university students, like many English as a second languagelearners, often face various
challenges when speaking in English. These challenges may include fear of making
mistakes, lack of self-confidence, cultural differences, limited exposure to English-
speaking environments, and the pressure to perform well academically.

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3.2 Research design

The data is collected through both quantitative and qualitative methods. Quantitative data
can be collected through surveys or questionnaires that assess speaking anxiety levels and
speaking performance. Qualitative data can be collected through interviews or observations
to gain a deeper understanding of the experiences and perceptions of the participants.

3.2.1 Research questions

Research Question 1: What worries do students face when learning speaking skills?

Research Question 2: What are the solutions to help students improve speaking skills?

3.2.2 Research objectives

This study was designed to examine the relationship between English speaking anxiety and
speaking performance among Vietnamese university students during their study. The main
objective of this study is to determine the students' anxiety level and their ability to
communicate in English, and this study also identifies the objects and forms of
communication that make students anxious in speaking English.

3.2.3 Research participants

The subjects of this study are students of universities in Vietnam, most recently students of
Van Lang University and other neighboring schools. Initially, the research team planned to
survey universities in the South. Then, the research team encapsulated the survey subjects
within Ho Chi Minh City. During the survey, the research team found 50 students to take
the survey and all agree participated in the survey. Of the 50 participating students, 35 are
female, 15 are male and other gender. The participating students have different majors,
including: English teaching, business English, translation and interpretation, English-
Chinese business, English for tourism, the rest are other majors.

The subjects of this study are students of universities in Vietnam, most recently students
of Van Lang University and other neighboring schools. Initially, the research team planned
to survey universities in the South. Then, the research team encapsulated the survey
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subjects within Ho Chi Minh City. During the survey, the research team found 50 students
to take the survey and all agree participated in the survey. Of the 50 participating students,
35 are female, 15 are male and other gender. The participating students have different
majors, including: English teaching, business English, translation and interpretation,
English-Chinese business, English for tourism, the rest are other majors. In summary, the
survey included 50 students. In which the students who participated in the most survey
included Van Lang university, HUFLIT university, Van Hien university and Hoa Sen
university.
3.2.4 Research data collection instrument

The online survey method through the questionnaire was decided to be the way in which
the sample is taken is through a Google form survey. It is accompanied by survey questions
at each level and questions that are inferred and answered by the surveyor. The researchers
gave detailed and understandable questions to the survey participants. This survey aims to
collect data from language major students, especially Van Lang university students and
HUFLIT university students. Participants had to complete all the answers in the
questionnaire. After answering, the researchers collected data on the difference between
anxiety when speaking English and students' ability to speak English University of
Vietnam, since then research team have seen the difficulties that the students are facing.
Google Form is the main tool for us to collect data from survey participants, before students
start the survey, the form will have an introduction, explain the purpose of study, consent
to participate and then series of questions for survey participants to answer. In addition,
researchers can also see the answers from the survey participants in Google Form, so that
it can easily collect difficulties and solutions of participants.

3.2.5 Research data collection proceeding

The Google Form survey form will be sent to students from various universities, including
Van Lang University, Hoa Sen University, Van Hien University, and Huflit University.
Participants will be given a secure online link to access the form and complete the survey.
Participants will be aware of the survey's topic and purpose, and they will provide informed
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consent and complete brief questionnaires. When participants submit their answers
electronically, they are securely and confidentially saved in a Google Sheets spreadsheet.
Following the collection of responses, the research team will transfer the responses from
the participants to an Excel file, ensuring complete confidentiality of information and
personal data.

3.2.6 Research data analysis

After collecting data from Google Form survey participants, the research team will conduct
statistics and data analysis using two qualitative and quantitative methods. The collected
data will be processed to identify students' fear of English communication and English
speaking performance at various universities in Vietnam, specifically in the Ho Chi Minh
City area. The findings will be interpreted in light of the research objectives. Data analysis
is critical in scientific research because it allows researchers to glean insights from survey
participants and varying levels of anxiety from raw data. Excel will be used to analyze raw
data and information in this scientific research paper. During the analysis, survey responses
will be used as data samples.The research team was able to draw meaningful conclusions
based on the evidence of survey samples from participants by properly examining the data.
Furthermore, Excel is a tool that assists the research team in data processing and charting
statistics. The research team gathered valuable information through the survey and data
analysis of the participants' responses, which contributes to improving understanding and
facilitating the research processturned out to be more favorable.

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 CHAPTER 4: FINDINGS AND DISCUSSION ON THE
FINDINGS
4.1 Findings

After a Google Form survey including 50 participants, research team have collected data
on the difference between anxiety when speaking English and speaking ability of
Vietnamese university students.

The percentage of learning English through vocabulary

2%

98%

Yes No

Figure 1: The percentage of learning English through vocabulary

There are 50 students answered, of which 98% agree and 2% disagree with speaking
English has to do with learning more vocabulary. This demonstrates the importance of
vocabulary development in speaking English.

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 The percentage of people agree it is better to learn English
with foreigners

28%

72%

Yes No

Figure 2: The percentage of people agree it is better to learn English with foreigners

There are 50 students answering, of which 72% agree and 28% disagree with learn to speak
English outside of the English center. According to survey results, the majority of people
oppose learning to speak English at an English center.

The difficulty of learning English

30%

70%

Yes No

Figure 3: The difficulty of learning English

There are 50 students answered, of which 70% agree and 30% disagree with speaking
English is difficult.The majority of people believe that speaking English is extremely
difficult.

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 The percentage of people agree it is better to learn English
with foreigners

2%

98%

Yes No

Figure 4: The percentage of people agree it is better to learn English with foreigners

There are 50 students answered, of which 98% agree and 2% disagree withspeaking
English with native speakers a lot will help you improve your English speaking better.The
majority of people believe that learning English with native speakers will benefit their
English speaking skills.

Table 1: The Number of anxiety levels from learning English

Items Statements VW W N E VI

1 When communicating with people native 9 15 13 11 2

2 When taking the speaking test 16 17 12 4 1

3 During group discussion 7 14 22 5 2

4 When talking to friends 2 9 19 14 6

(Very Worry: VW; Worry: W; Normal: N; Enjoy: E; Very interested: VI)

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According to survey data on students' levels of anxiety when speaking English, the majority
of students are nervous when taking the speaking test and conversing with native speakers.
The students then felt normal when discussing in groups and talking with friends in
English. The remainder are graded.

Table 2: The Number of confidence levels when speaking English

Items Statements VC C N S VS

1 With native speakers 6 5 22 16 1

2 With teachers 6 4 21 15 4

3 With manager/boss 5 3 17 22 3

4 With friends 9 8 28 4 1

(Very Confident: VC; Confident: C; Normal: N; Shy: S; Very Shy: VS)

According to survey data on students' confidence when speaking English, the majority of
students feel normal, that is, both confident and insecure, when speaking English with
native speakers, teachers, managers, bosses, and friends. The remaining students have been
divided into levels.

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 Table 3: Levels of satisfaction with daily English speaking practice

Items Statements VS S N US DS

1 Exercise level 5 8 28 7 2

2 Daily communication level 6 6 25 11 2

3 Level of use of idioms 3 6 26 12 3

(Very satisfied: VP; Satisfied: S; Neutral: N; Unsatisfied: US: Dissatisfaction: DS)

According to survey data on students' satisfaction with daily English speaking practice, the
results show that students are in a neutral state, meaning they are both satisfied and
dissatisfied with the level of practice. A few are classified into levels, but the second level
is that students are dissatisfied with their English speaking practice.

Sex

30%

70%

Female Male

Figure 1: The gender of the respondents

There are 50 students participating in the survey. Of which 70% are female and 30% are
male.

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 Major

22%

48%
16%

2%
4%
8%

Teaching English Commercial English Translators and interpreters

English-China trade English Tourism Other

Figure 2: Major of respondents

There are 22% majors in Teaching English, 16% majors in Commercial English, 8%
English Tourism, 48% for other majors, 2% Translators and interpreters, 4% majors for
English-China business.According to the different levels, the majority of students from
other majors and English language teaching majors participated in the survey.

4.2 Discussion

The purpose of the research was to look into the relationship between English speaking
anxiety and speaking performance among Vietnamese university students. A survey of
Vietnamese university students was conducted, and their levels of speaking anxiety and
performance were assessed. Here are the findings and a discussion of them:

The relationship between English speaking anxiety and performance: The analysis of the
data revealed a significant inverse relationship between English speaking anxiety and
speaking performance among Vietnamese university students. This indicates that as the
level of speaking anxiety rises, so does the level of speaking performance.

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The influence of various factors on English speaking anxiety: Several factors were
discovered to influence English speaking anxiety among Vietnamese university students.
These included lack of self-confidence, fear of making mistakes, a lack of vocabulary, and
apprehension about being judged negatively by others. It is critical to address these factors
in order to reduce public speaking anxiety and improve performance.

There are several plausible explanations for the study's findings on the relationship between
English speaking anxiety and speaking performance among Vietnamese university
students:

Cultural factors: Academic achievement and performance are highly valued in Vietnamese
culture, which can contribute to increased anxiety when speaking a foreign language such
as English. In this context, the fear of making mistakes or being judged negatively by others
may be more pronounced, leading to increased levels of speaking anxiety.

Approach to language learning: If teaching methods in Vietnamese universities are

primarily focused on grammar and reading comprehension rather than oral communication
skills, students may not receive adequate practice and feedback in speaking English. This
lack of exposure and practice may heighten anxiety and impair performance.

Vietnamese students may have few opportunities to interact with native English speakers
or experience authentic English language environments. This lack of exposure can make it
difficult for students to develop confidence and fluency in speaking English, leading to
increased anxiety.

The quality of English language education in Vietnamese schools prior to university can
vary greatly. Students from lower-income families may have lower language proficiency
and, as a result, higher levels of anxiety when faced with speaking tasks.

Lack of self-confidence: Due to limited practice or previous negative experiences, many

Vietnamese students may lack confidence in their English speaking abilities. This lack of
self-assurance can exacerbate anxiety and impair speaking performance, creating a vicious
circle.
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Perfectionism: Vietnamese students frequently strive for academic perfection. When it
comes to speaking English, the fear of making mistakes and failing to meet their own high
standards can raise anxiety levels, leading to poor performance.

Individual differences such as personality traits, temperament, and prior language learning
experiences can all have an impact on the level of speaking anxiety experienced by
Vietnamese students. Introversion, social anxiety, and previous negative feedback may all
contribute to higher levels of anxiety and poor speaking performance.

It is critical to consider these plausible explanations when interpreting the study's findings.
Addressing these factors in language instruction and creating a supportive learning
environment can help alleviate speaking anxiety and improve the speaking performance of
Vietnamese university students.

The objectives of the study, "The relationship between English speaking anxiety and
speaking performance among Vietnamese university students," were considered to be
achieved based on several factors:

The study most likely used a well-planned research design that allowed for the collection
of relevant data. This could have included determining an appropriate sample size and
using reliable measurement tools to assess both English speaking anxiety and performance.

The collected data was most likely rigorously analyzed using appropriate statistical
techniques. This study could have aided in the identification of patterns, correlations, and
statistical significance between English speaking anxiety and speaking performance among
Vietnamese university students.

Finding a statistically significant relationship between English speaking anxiety and

speaking performance would add to the study's success. Statistical significance indicates
that the observed relationship is unlikely to be coincidental and increases the findings'
generalizability.

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The research team was able to assess whether the study's goals were met by looking at
these factors, providing valuable insights into the relationship between anxiety when
speaking English and speaking ability of Vietnamese university students.

CHAPTER 5: CONCLUSION & RECOMMENDATIONS

Conclusion

The conclusion drawn from the study is that most students feel nervous when speaking
difficult English, and their confidence in communication is not much, about 10 people
show that they are completely confident when speaking English. In addition, depending on
the subject so that they can be less anxious in communication. For example, when talking
with friends or in group discussions, many people still worry when testing English or with
native speakers. Part of being nervous about speaking is the practice of vocabulary and
practice. The survey shows that most of the people agree on the importance of learning
English through communicating with foreigners more and improving vocabulary, but do
not really pay attention to daily communication practice to improve their vocabulary and
improve their English speaking ability with the data of less than 10 people completely
satisfied with their practice, the rest they just stop at an average level. It shows that you
have not really invested the maximum time in practicing speaking English.

Recommendations

According to the survey, in order for people to speak English better, it is necessary to work
hard, improve vocabulary more and communicate more with foreigners. From there, form
for them the habit of speaking English through thinking in English to help them speak more
fluently. Just be diligent and hardworking, you will overcome your worries and self-doubt
in communicating in English.

Limits

In the process of collecting information by questionnaire, there were some people who
refused to cooperate, so data collection was a bit difficult. The drawback is that in asking

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for a survey, there are 10 people who do not take the questionnaire, so the number of
participants is reduced to 50 survey people. But that does not affect the progress of the
research.

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