CHALLENGES ENGLISH TEACHERS FACE IN TEACHING SPEAKING SKILLS: A GUIDE FOR A REMEDIAL PROGRAM

Abstract

This study aims to examine the challenges that English teachers face when teaching speaking skills to non-English major students and to develop a remedial program that addresses their specific needs. Using a descriptive research methodology, the study involved classroom observations, conducted with 62 first-year students from Thai Nguyen University of Agriculture and Forestry over the course of one semester and interviews with 5 English teachers. The data analysis identified several key challenges faced by students and teachers, including limited vocabulary, lack of confidence, inadequate pronunciation skills, and passive learning tendencies among students, along with difficulties in classroom management, student engagement, and providing sufficient speaking opportunities in large classes for the teachers. Quantitative data from the student surveys revealed that more than 70% of the students experienced anxiety when speaking English, while 65% expressed the need for more structured support to enhance their speaking proficiency. Based on these findings, a tailored support program was proposed, incorporating communicative activities, task-based learning, and pronunciation training. The study concludes that with the implementation of appropriate pedagogical strategies, including the integration of AI tools, teachers can significantly improve students' speaking performance and boost their confidence in English communication. AI-driven feedback and simulation activities are expected to enhance students' speaking opportunities and reduce anxiety. The findings of this research are expected to contribute to the development of more effective teaching methodologies in similar English as a foreign language contexts.