ENGLISH SPEAKING BARRIERS FOR PRE-INTERMEDIATE LEVEL LEARNERS IN VIETNAMESE CONTEXTS

Abstract

This study examines the difficulties of speaking English among pre-intermediate students in middle province in Vietnam. The research employs a mixed-method design with both quantitative and qualitative methods for a more comprehensive understanding of these learners’ challenges. Data were obtained through a questionnaire consisting of 25 items answered by 180 students and semi-structured interviews conducted with six students and four teachers as sources of qualitative data collection. In terms of data analysis, descriptive statistics were calculated for quantitative analysis while content analysis was employed to gain deeper insights into participants’ experiences from students' and teachers’ perspectives. The findings reveal some key challenges faced by Vietnamese learners in developing English-speaking proficiency, including linguistic issues like limited vocabulary and grammar, psychological barriers such as lack of confidence, and the dominance of traditional teaching methods. Cognitive factors, such as working memory, also affect fluency, indicating the need for more supportive and communicative teaching approaches.