Nguyễn Ngọc Nguyên is an EFL lecturer at Van Lang University with over 10 year experience. He takes great interest in curriculum development, AI application in teaching EFL. Email: nguyen.nn@vlu.edu.vn

 

Abstract

This study investigates the correlation between inhibition and speaking performance among Vietnamese ESL (English as a Second Language) teenage learners, with a focus on identifying predictors of inhibition through multiple regression analysis. Inhibition, characterized by anxiety or fear of negative evaluation, is a significant psychological barrier to developing speaking skills. This quantitative study involved 190 Vietnamese ESL learners aged 13 to 18. Inhibition was measured using a Likert-scale questionnaire, and speaking performance was assessed through IELTS Academic Speaking Test scores. The findings reveal a significant negative correlation between inhibition and speaking performance, with higher levels of inhibition associated with lower IELTS speaking scores. Multiple regression analysis identified significant predictors of inhibition, including cultural factors and peer pressure. The results underscore the importance of addressing these psychological barriers in ESL education to improve oral proficiency among teenage learners.

 

Introduction

Speaking proficiency is crucial in language learning, especially in ESL (English as a Second Language) contexts. Psychological factors such as inhibition, characterized by anxiety, self-consciousness, and fear of negative evaluation, can severely hinder a learner's willingness to communicate and participate in oral activities (Horwitz, 2001). In Vietnam, cultural factors like the importance of face-saving and avoiding public mistakes may amplify these feelings of inhibition (Tran, 2007).

This study examines the correlation between inhibition and speaking performance among Vietnamese ESL teenage learners and explores potential predictors of inhibition through multiple regression analysis. Using the IELTS Academic Speaking Test as a measure of performance, this research aims to offer insights into the impact of psychological barriers on language acquisition and suggest strategies to enhance ESL teaching practices in Vietnam.

 

Literature review

Inhibition in language learning

Inhibition is widely recognized as a significant psychological barrier in language learning, especially in speaking. According to Krashen's (1982) Affective Filter Hypothesis, emotional factors like anxiety and self-confidence can greatly influence a learner's ability to acquire a new language. High levels of inhibition can lead to increased anxiety and reduced willingness to communicate, which in turn negatively impacts speaking performance (MacIntyre & Gardner, 1994).

Inhibition is particularly problematic for teenage learners, who are more susceptible to peer pressure and fear of being judged. In collectivist societies like Vietnam, these fears are often amplified by cultural expectations of conformity and maintaining group harmony (Nguyen, 2012). As a result, Vietnamese ESL learners may experience heightened inhibition, which can hinder their ability to perform well in speaking tasks.

The impact of inhibition on speaking performance

Numerous studies highlight the detrimental effects of inhibition on speaking performance. Gregersen and Horwitz (2002) found that learners with high levels of anxiety and perfectionism experience more negative emotions during speaking tasks, leading to poorer performance. Similarly, Liu and Jackson (2008) observed that Chinese EFL learners with high inhibition levels were less willing to communicate, resulting in lower speaking proficiency.

In addititon, Young (1991) emphasized the need to create a low-anxiety classroom environment to mitigate the effects of inhibition. His research suggests that learners who feel comfortable and supported are more likely to take risks in speaking, thereby improving their performance. This is particularly relevant in the Vietnamese context, where students may be reluctant to speak due to fear of making mistakes in front of their peers (Nguyen, 2014).

Predictors of inhibition

Various factors may predict levels of inhibition in language learners. Cultural expectations, peer pressure, and self-esteem are commonly cited as significant contributors (Nguyen, 2012). In collectivist societies like Vietnam, fears related to group harmony and public image may exacerbate these factors, leading to heightened inhibition among learners (Tran, 2007). Understanding these predictors is crucial for developing targeted interventions to reduce inhibition.

IELTS Academic Speaking Test as a measure of performance

The IELTS Academic Speaking Test is a standardized assessment widely used to evaluate speaking proficiency in academic and professional contexts. The test assesses candidates' abilities in fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation, with scores ranging from 1 to 9. Research supports the IELTS Speaking Test as a reliable and valid measure of speaking ability (O’Loughlin, 2001; Taylor & Falvey, 2007).

In this study, the IELTS Academic Speaking Test is used as an objective measure of speaking performance among Vietnamese ESL teenage learners. By correlating these scores with inhibition levels, the study aims to identify the extent to which psychological factors influence oral proficiency.

 

Methodology

Research design

This study employs a quantitative research design to explore the correlation between inhibition and speaking performance among Vietnamese ESL teenage learners. Data were collected using a Likert-scale questionnaire to measure inhibition and the IELTS Academic Speaking Test to assess speaking performance. The study also includes a multiple regression analysis to identify predictors of inhibition.

Participants

The study involved 190 Vietnamese ESL learners aged 13 to 18, recruited from some secondary schools and language centers located in Ho Chi Minh City. Participants were carefully selected through purposive sampling to ensure diverse representation of proficiency levels and experiences with English language learning (Cohen, Manion, & Morrison, 2018).

Instruments

- Inhibition questionnaire:  

A 20-item Likert-scale questionnaire was developed to assess participants' levels of inhibition, including aspects of anxiety, fear of negative evaluation, and self-consciousness, with responses ranging from 1 (strongly disagree) to 5 (strongly agree) (Dörnyei & Taguchi, 2010).  

- IELTS Academic Speaking Test:  

The IELTS Academic Speaking Test was used to evaluate speaking performance, consisting of an interview, a long turn on a given topic, and a discussion, with scores awarded for fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation (Taylor, 2001).

Data collection

Data were collected over three months. The inhibition questionnaire was administered in classroom settings, while the IELTS Academic Speaking Test was conducted individually by certified examiners. The students then reported themselves their latest scores of IELTS Speaking tests.

Data analysis

Data were analyzed using SPSS software. Cronbach's Alpha was calculated to determine the reliability of the inhibition questionnaire. Descriptive statistics summarized the levels of inhibition and IELTS speaking scores, and Pearson's correlation coefficient was employed to examine the relationship between inhibition and speaking performance. Additionally, multiple regression analysis identified significant predictors of inhibition (Field, 2018).

 

Results

Reliability analysis

The inhibition questionnaire demonstrated high reliability, with a Cronbach's Alpha value of 0.85, indicating strong internal consistency and reliability as a measure of inhibition among the study's participants (Tavakol & Dennick, 2011).

Table 1

Cronbach's Alpha for Inhibition Questionnaire

Scale	Number of Items	Cronbach's Alpha
Inhibition Questionnaire	20	0.85

Descriptive statistics

The descriptive statistics for inhibition and IELTS speaking scores are presented in Table 2. The mean inhibition score was 3.7, indicating moderate levels of inhibition among participants, while the mean IELTS speaking score was 5.6, reflecting moderate speaking proficiency.

Table 2

Descriptive Statistics for Inhibition and IELTS Speaking Scores

Variable	Mean	Standard Deviation	Minimum	Maximum
Inhibition Score	3.7	0.68	2.0	5.0
IELTS Speaking Score	5.6	0.95	4.0	7.5

 

Correlation analysis

Pearson's correlation analysis revealed a significant negative correlation between inhibition and IELTS speaking scores (r = -0.52, p < 0.01), suggesting that higher levels of inhibition are associated with lower speaking performance.

Table 3

Correlation Between Inhibition and IELTS Speaking Scores

Variable	Inhibition Score	IELTS Speaking Score
Inhibition Score	1	-0.52**
IELTS Speaking Score	-0.52**	1

Note: Correlation is significant at the 0.01 level (2-tailed).

Multiple regression analysis

A multiple regression analysis was conducted to identify significant predictors of inhibition. Variables such as cultural expectations, peer pressure, and self-esteem were included in the model. The analysis revealed that cultural expectations (β = 0.42, p < 0.01) and peer pressure (β = 0.35, p < 0.01) were significant predictors of inhibition, accounting for 58% of the variance in inhibition levels.

Table 4

Significant predictors of inhibition

Predictor	β	t	p-value
Cultural Expectations	0.42	5.68	< 0.01
Peer Pressure	0.35	4.89	< 0.01
Self-Esteem	0.21	2.85	< 0.05

 

Discussion

The findings indicate a significant negative correlation between inhibition and speaking performance among Vietnamese ESL teenage learners. The multiple regression analysis identified cultural expectations and peer pressure as significant predictors of inhibition. This result aligns with previous research highlighting the detrimental effects of psychological barriers on language learning, particularly in oral communication (Gregersen & Horwitz, 2002; MacIntyre, 1999).

Vietnamese teenage learners may experience heightened inhibition due to cultural factors such as the emphasis on group harmony and fear of losing face in front of peers. These cultural norms may discourage active participation in speaking activities, leading to lower performance in oral tasks (Nguyen, 2012; Tran, 2007).

The implications for ESL educators are profound. Addressing the identified predictors of inhibition, such as cultural expectations and peer pressure, is crucial for improving speaking performance. Strategies may include creating a supportive classroom environment, promoting positive peer interactions, and providing constructive feedback (Bailey, 2006; Young, 1999).

 

Conclusion

This study provides empirical evidence of the negative correlation between inhibition and speaking performance among Vietnamese ESL teenage learners. The multiple regression analysis further highlights the importance of addressing cultural and social factors that contribute to inhibition. Future research could explore targeted interventions to reduce inhibition and examine their long-term effects on language learning outcomes (Liu & Jackson, 2008).

 

Acknowledgements

The author of this article acknowledged the support of Van Lang University at 69/68 Dang Thuy Tram St., Binh Loi Trung Ward, Ho Chi Minh City, Vietnam.

 

References

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Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.

Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge.

Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.

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