INTRODUCTION
Introduction
The speaking skill is a critical component of English as a Foreign Language (EFL) courses, especially in today's information age where international communication is increasingly essential As a result, many language learners are actively seeking effective methods to enhance their speaking abilities One innovative approach is the use of self-voice recording, which has been shown in various studies to positively impact speaking skills through technology such as mobile phones, podcasts, and voice threads However, there is a gap in research regarding the effectiveness of voice recording as a supplementary activity for EFL learners and its specific effects on speaking performance aspects like accuracy and fluency.
The thesis investigates the impact of self-voice recording on enhancing speaking skills among second-year students at Vinh University Participants engaged in bi-weekly recordings, allowing for a thorough analysis of improvements in pronunciation accuracy and word stress Additionally, the study assessed the influence of self-voice recording on speaking fluency Speaking accuracy was quantified by the frequency of pronunciation and word stress errors per 100 words, while fluency was evaluated by measuring the number of words spoken per minute.
Rationale
Speaking is often regarded as the most crucial skill among the four language skills—listening, speaking, reading, and writing—since individuals proficient in a language are typically identified as its speakers (Ur, 1996) Mastery of a language goes beyond understanding grammatical rules; it involves knowing the appropriate context for communication and the nuances of social interactions The success of English language learners hinges on two key factors: accuracy and fluency Unfortunately, many learners struggle to communicate effectively despite years of study, often due to a lack of essential knowledge Teachers face ongoing challenges in effectively teaching speaking skills, as many Vietnamese students focus heavily on grammar at the expense of spontaneous language use Consequently, while students may excel in understanding grammatical structures, they often fall short in achieving fluency and accuracy in spoken English.
According to Warschauer (1996), learners can effectively integrate technological tools into their language learning process rather than relying solely on weekly computer lab sessions The new generation, growing up immersed in technology, is particularly adept at using these tools Wang (2005) highlights several advantages of incorporating technology in classrooms, especially for English as a Foreign Language (EFL) students, such as increased lesson efficiency and access to various tools that enhance English skills While research supports the effectiveness of these tools in improving reading and writing skills, they fall short in enhancing listening and speaking abilities due to their text-based nature Therefore, there is a pressing need for audio technologies that provide students with more opportunities to practice these essential skills.
Research by Lord (2008) and Brown (2012) in ESL contexts revealed improvements in student performance through voice recordings and self-assessment, although the specific factors influencing pronunciation changes remain unclear Similarly, Dlaska and Krekeler (2008) compared self-ratings of advanced German learners with evaluations from native speakers, showing that while learners were critical of their own pronunciation, they often struggled to accurately identify their mistakes.
Research by Krekeler (2008) indicates that explicit instruction on unfamiliar sounds can enhance learners' awareness of these phonetic elements Shastri (2010) emphasizes that teachers should focus on improving students' pronunciation and stress patterns, aiming not to instill a British or American accent, but to help learners overcome regional accents and incorrect pronunciations in their English as a second language learning journey.
Despite limited research on the impact of voice recording on speaking skills, the study titled “Using Voice Recording as a Supplementary Activity to Improve EFL Learners’ Speaking Ability” was conducted to enhance English speaking instruction for EFL learners This research aims to contribute valuable insights into effective teaching strategies for improving speaking proficiency among English as a Foreign Language students.
Aims of the study
This study aimed to examine the effects of self-voice recording on EFL learners’ speaking ability Two aspects of speaking performance were taken into: accuracy and fluency.
Scope of the study
This study concentrated on enhancing English speaking skills among second-year students at Vinh University through self-voice recording techniques It specifically targeted aspects of pronunciation accuracy, word stress, and speaking rate Due to time constraints, the research was limited to a sample of sixty second-year students from Vinh University in Nghe An province.
Research questions
The thesis was set out to seek the answers to the following questions:
- How does self-voice recording affect EFL learners’ speaking speed?
- How does self-voice recording affect EFL learners’ speaking accuracy in pronunciation and word stress?
Thesis format
The thesis consists of five chapters:
Chapter 1 is the introduction, which provides a brief introduction, rationale, aims and scope of the study.
Chapter 2 is the literature review, in which previous research about the speaking ability, L1 speaking and L2/FL speaking, assessing speaking ability, teaching speaking to EFL learners and self-voice recording will be discussed.
Chapter 3 describes methodology of the study including research questions, participants, materials and procedures.
Chapter 4 presents the results of the study of the effects of self-voice recording on speaking speed, word stress accuracy and pronunciation accuracy.
LITERATURE REVIEW
Speaking ability
Speaking is an essential aspect of daily life, as defined by Thornbury (2005), and is characterized by a creative process of interaction between the speaker and listener, according to Underwood (1996) This interaction involves the expression of thoughts and emotions, highlighting the importance of conveying meaningful messages through language Effective speaking requires an understanding of the context, including who is communicating, the circumstances surrounding the conversation, the subject matter, and the intended purpose of the interaction.
According to Keith and Marrow (1981), speaking is defined as the act of producing utterances for oral communication This interactive process involves multiple participants who serve as both speakers and listeners, necessitating quick responses and contributions from each individual Each participant enters the conversation with specific intentions, aiming to convey their thoughts effectively.
According to Burns and Joyce (1997), speaking is an interactive process that involves producing, receiving, and processing information to construct meaning The form and meaning of spoken communication are influenced by the context, participants, and speaking purposes In this study, speaking is operationally defined as the ability of secondary stage students to express themselves orally in a coherent, fluent, and appropriate manner within a meaningful context, serving both transactional and interactional purposes while utilizing correct pronunciation and grammar.
- 6 - vocabulary and adopting the pragmatic and discourse rules of the spoken language.
Speaking is defined as the act of expressing thoughts aloud using one's voice, as noted by Brown (2001) He emphasizes that spoken language and the act of speaking are closely related, highlighting that vocal expressions occur in real-time and cannot be altered once produced.
Speaking ability, as defined by Heaton (1988), is the capacity to communicate ideas effectively and appropriately in real-life situations In Indonesia, English holds significant prestige, with many private companies requiring job applicants to be proficient in the language Additionally, civil servants who possess English-speaking skills are regarded as distinguished individuals.
2.1.2 The role of speaking in communication
According to Ur (1996), speaking is the most crucial skill among reading, writing, listening, and speaking when learning a foreign or second language The primary objective of language acquisition is effective communication in the target language, which emphasizes the importance of recognizing that the language studied serves as a communication tool beyond the classroom Students must develop fluency in speaking, as effective communication relies on their ability to express themselves clearly, fluently, and accurately Consequently, mastering speaking skills in English is a top priority for many language learners, who often gauge their progress based on their improvement in speaking This has led to various approaches to teaching speaking, ranging from direct methods that focus on specific aspects of oral interaction to indirect methods that foster an environment conducive to communication.
Research on bilinguals has predominantly explored the connection between oral language proficiency in the first language (L1) and literacy skills in the second language (L2) Findings consistently indicate that robust vocabulary skills in the native language are linked to enhanced performance in the second language, as demonstrated by various studies (Atwill et al., 2007; Mumtaz & Humphreys, 2002; Nagy et al., 1993; Proctor et al., 2006).
The use of the mother tongue in foreign language (FL) classes can lead to both positive and negative transfer of skills Positive transfer occurs when similarities between the mother tongue and the foreign language aid in learning, while negative transfer happens when differences hinder the acquisition of new skills As noted by Noor (1994), effective transfer can enhance learning, but when it interferes, it results in language interference Odlin (1989) emphasizes that this transfer is influenced by the similarities and differences between the two languages, highlighting the importance of understanding these dynamics in language education.
In their research studies, Bhela (1999), Al-Baldawi & Saidat (2011) and Enisa
In 2011, it was observed that learners often apply their mother tongue's grammatical rules to foreign languages, leading to challenges such as verb omission in imperative sentences and incorrect verb placement in declarative sentences These difficulties arise from the differences in syntactic and morphological structures between languages Additionally, common errors include unnecessary prepositions, misuse of personal pronouns, and incorrect verb and number agreements, all stemming from students' attempts to translate directly from their native language.
In 2010, a study by Ameri & Asareh revealed significant limitations in participants' speech, highlighting issues such as incorrect verb usage, reliance on simpler morphological structures, and a scarcity of comparative adjectives and time adverbs The research indicated that students often relied on their written work to bolster their speech, leading to the misuse of consecutive responses to questions and the creation of sentences fraught with syntactic inconsistencies and semantic errors.
The influence of a mother tongue on second language acquisition can be both beneficial and detrimental Teachers can effectively utilize the first language to teach vocabulary in the second language, especially when students struggle with certain English words However, reliance on the mother tongue can hinder the development of writing and speaking skills in English Consequently, educators should limit the use of the first language when teaching these aspects to promote better proficiency in the second language Overall, while the first language can aid vocabulary comprehension, its excessive use may negatively impact the learning of writing and speaking skills in English.
2.1.4 Speaking competence vs speaking performance
Speaking competence, as defined by Nolasco (1997), refers to the ability to engage in conversation effectively, highlighting its interactive and interdependent nature This skill involves both awareness and feedback, necessitating a series of tasks designed to enhance students' understanding of conversational dynamics and evaluate their progress Through gradual and controlled practice of these awareness and feedback activities, learners can develop fluency in conversation, ultimately leading to automaticity in their speaking abilities.
Language competence encompasses various aspects, including linguistic or grammatical competence, discourse competence, sociolinguistic competence, and textual competence (Manitoba, 2009) It signifies an individual's knowledge of a language and their cognitive ability to learn and utilize that language effectively The ultimate goal of achieving language competence is to enable individuals to produce accurate utterances, meaningful spoken language, and well-structured language performance.
Language performance is demonstrated through students' engagement in classroom activities, assignments, and tasks, which reflect their application of language competence acquired from learning grammatical rules, structures, and vocabulary.
Various theories differentiate between speaking competence and speaking performance According to Chomsky (1965, as cited in Finch, 2003), competence refers to a learner's ability to generate language, while performance pertains to the actual production of spoken language influenced by psychological processes (de Kort and Hamerka, 2009) Understanding this distinction is essential for analyzing linguistic abilities in language learners.
Assessing speaking ability
Brown (2004) indicates that one can be called have speaking competence if he/ she is able to:
- Imitate a word or phrase or possibly a sentence (imitative).
To showcase proficiency in specific areas of language, it is essential to produce brief segments of oral communication that highlight grammatical, phrasal, lexical, or phonological connections This includes focusing on prosodic elements such as intonation, stress, rhythm, and juncture, which contribute to the overall clarity and effectiveness of speech By emphasizing these intensive abilities, speakers can effectively convey their intended messages and enhance their linguistic competence.
- Respond to a very short conversation, standard greetings and small talk, simple requests and comments, and the like (responsive).
- Take the two forms of either transactional language which has the purpose of exchanging specific information, or interpersonal exchanges which have the purpose of maintaining social relationships (interactive).
- Maintain social relationships with the transmission of facts and information
- Develop (monologue) oral production including speeches, oral presentations, and story-telling, during which the opportunity for oral interaction from a listener is either highly limited or ruled out together (extensive).
Meanwhile, Ur says (1999) that the characteristics of a successful speaking activity are as follows:
Learners often dominate discussions during activities, utilizing a significant portion of the allotted time for their conversations While this may appear evident, it is common for much of the time to be consumed by teacher talk or pauses, highlighting the need for a more balanced approach to classroom dialogue.
- Participation is even Classroom discussion is not determined by a minority of talkative participants; all get chance to speak, and contributions are fairly distributed.
High motivation among learners drives their eagerness to speak, as they are either genuinely interested in the topic at hand or eager to share new insights This enthusiasm is often fueled by a desire to contribute effectively toward achieving a specific task objective.
- Language is of an acceptable level Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.
Accuracy refers to conforming to the language system, while fluency involves operating that system quickly These definitions highlight the essential differences between the two concepts in language learning and usage.
The fluency versus accuracy debate centers on whether our teaching methods should prioritize message-oriented approaches, focusing on effective language use, or language-oriented strategies, which emphasize proper language usage.
Accuracy in language learning is primarily defined as "error-free" speech, as noted by Housen and Kuiken (2009) It reflects a learner's ability to minimize errors by exercising control over their language use, often by avoiding complex structures that may lead to mistakes (Ellis, 2009) To assess a learner's accuracy, researchers analyze second language (L2) production data, focusing on the proportion of utterances or compositions that are free of errors, specifically the number of error-free clauses generated.
Many studies, including the current one, utilize error-free clauses as a key metric for evaluating accuracy, comparing them to the total number of clauses Derakhshan (2016) emphasizes that speaking accuracy involves the ability to produce correct sentences in terms of pronunciation, grammar, and vocabulary, ensuring clear communication The three essential components of accuracy are pronunciation, vocabulary, and grammar.
Fluency in language refers to the ability to use it spontaneously and confidently, with minimal pauses and hesitations (Brown, 2001) It reflects a learner's capacity to communicate effectively, utilizing a high volume of words without excessive corrections According to Simon and Schuster (1979), fluency encompasses qualities such as smoothness, expressiveness, and readiness in speech, enabling speakers to converse at a native-like pace, especially in everyday contexts Byrne (1986) emphasized that speaking fluency is rooted in personal experience, and for effective communication, language learners must strive to master the language system Various studies have explored methods to measure speaking fluency, including metrics like meaningful syllables per total syllables (Yuan & Ellis, 2003), syllables per minute (De Jong & Perfetti, 2011; Sangarum, 2005), and word count per C-unit (Robinson).
Research on language fluency has explored various metrics, including the word count per T-unit (Larsen-Freeman, 2006) and the words produced per minute (Oh & Lee, 2012) Additionally, studies have examined the frequency and duration of hesitations and pauses within utterances (Foster & Skehan, 1996; Skehan & Foster, 2005) In assessing written language fluency, scholars typically analyze the total word count per composition or per T-unit (Larsen-Freeman, 2006).
According to Paul Nation (1989), fluency is assessed by measuring the number of words spoken per minute during a talk, as well as analyzing the frequency of hesitations, repetitions, and false starts per 100 words in each delivery (Freeman, 2006).
Complexity has been described as “elaborated language” (Ellis &Barkhuizen,
The complexity of produced language is challenging to define and is often confused with language development or progress It is characterized by the use of "more advanced" structures, highlighting the nuances of language performance.
Challenging language is not merely a characteristic of language production but rather a reflection of a learner's developmental stage or proficiency level (Pallotti, 2009) Complexity in language can be understood in relation to proficiency, representing language that approaches the upper limits of a student's interlanguage system, which has yet to be fully internalized or automatized (Ellis & Barkhuizen, 2005) Additionally, Skehan and Foster (1997) associate complexity with language that is perceived as more challenging and difficult for learners.
“wider repertoire of structures” which is related to “restructuring” of the learners’ interlanguage.
Language complexity, as defined by Norris and Ortega (2009), encompasses both sophistication and variety, as well as syntactic and grammatical intricacies It reflects the number of clauses a learner integrates within a sentence This concept is pivotal in second language (L2) production, illustrating the evolution of the restructuring process within L2 learners' inter-language systems, as noted by Skehan.
In the study of linguistic complexity, the most commonly utilized measurement units are the T-unit and the C-unit, as noted by various researchers (Larsen-Freeman, 2006; Sangarum, 2005; Yuan & Ellis, 2003; Foster, 1996; Foster & Skehan, 1996; Rutherford, 2001) Analyzing complexity often emphasizes the role of subordinate clauses, which serve as a key criterion in this evaluation.
- 13 - learner’s L2 proficiency increases, the learner uses subordinate clauses more frequently than coordinating clauses.
2.2.3 Methods to assess speaking ability
According to Mead, Nancy A., Rubin, and Donald L (1985), speaking skills can be assessed using two primary methods: the observational approach and the structured approach The observational method involves unobtrusive assessment of a student's behavior, while the structured method requires students to complete specific oral communication tasks, which can be evaluated in either one-on-one or group settings It's essential that students perceive their communication as meaningful to a real audience, and tasks should center on accessible topics or allow students to gather relevant information beforehand.
Teaching speaking to EFL learners
2.3.1 EFL learners’ difficulties in learning to speak English
Research has identified several challenges faced by EFL learners in speaking English According to Dil (2009), anxiety and reluctance to speak are significant barriers, largely stemming from the fear of negative evaluation, especially in peer settings Students who view their English skills as "poor" experience higher levels of anxiety and are less willing to engage in communication compared to those who assess their abilities more positively Additionally, Al-Lawati (1995) highlighted that difficulties in vocabulary, grammar, pronunciation, and discourse are prevalent due to insufficient foundational skills, limiting opportunities for speaking practice, particularly in large classrooms Furthermore, Ambu and Saidi (1997) noted that overcrowded classrooms, inadequate teaching time, and a curriculum that fails to meet communicative needs contribute to these speaking challenges among learners.
The lack of emphasis on speaking skills in education is evident, as both teachers and students prioritize writing, reading, and listening tasks that align with exam formats, leading to minimal attention on speaking activities This observation aligns with Al-Lawati’s (2002) findings, where students indicated a focus on exam-related skills Al-Abri (2008) highlighted that the absence of oral activities in textbooks contributes significantly to students' challenges in speaking He recommended incorporating engaging elements like songs, rhymes, and simple stories to foster a more enjoyable learning environment, ultimately enhancing students' speaking abilities.
2.3.2 Factors affecting EFL learners’ speaking ability
Factors contributing to difficulties in speaking English among EFL learners include individual learner traits, teaching strategies, curriculum issues, and environmental influences (Rababa’h, 2005) Many learners struggle with limited vocabulary, hindering their ability to engage in conversations Additionally, insufficient strategic and communication competence, along with a lack of motivation, further impede their speaking skills Motivation plays a crucial role in a learner's engagement and persistence in language tasks (Littlewood, 1984) Effective development of communicative skills requires learners to feel motivated and have opportunities to express their identities (Littlewood, 1981) Inadequate teaching strategies often neglect speaking practice, leading to poor skill development, while vocabulary is frequently taught in isolation, and listening materials are underutilized due to resource constraints Teacher-training programs have not effectively transformed teaching methodologies (Rababa’ah, 2005) Furthermore, the use of the mother tongue (L1) for classroom management can diminish the value of the foreign language, as it limits opportunities for meaningful communication and reinforces the perception that the foreign language is only suitable for less significant tasks (Littlewood, 1981) Despite teachers' stated opposition to using L1, their classroom practices often contradict this stance, particularly concerning vocabulary and grammar instruction (Al-Busaidi, 1998).
2.3.3 Methods and activities to improve speaking ability
Teaching speaking methodology has undergone prominent changes since the late1950s from traditional teacher-centered methods (e.g the Audio-Lingual Method) to more student-centered ones (e.g Communicative Language Learning)
In the realm of speaking instruction, two distinct teaching approaches emerge: the accuracy-oriented approach and the fluency-oriented approach The accuracy-oriented approach emphasizes the importance of correcting grammatical errors to prevent fossilization, advocating for immediate error correction and the repetition of newly introduced grammatical structures (Larsen-Freeman, 2000; Willerman, 2011) In contrast, the fluency-oriented approach downplays the significance of grammatical and pronunciation errors, particularly in the early stages of language acquisition, arguing that such corrections can impede learners' speaking development Rooted in the Natural approach, this perspective views errors as acceptable and indicative of the natural progression in language learning.
Fluency and accuracy are essential goals in Communicative Language Teaching (CLT) (Brown, 2001) Accuracy-oriented activities, such as communicative drills, focus on teaching new language items through controlled practice, like students interviewing each other about their daily routines using the Present Simple In contrast, fluency-oriented activities encourage spontaneous communication, exemplified by free discussions where students engage in conversation without interruption, allowing the teacher to note mistakes for later feedback It's important to recognize that while an activity may primarily target accuracy, it can still incorporate elements that promote fluency.
Accuracy-oriented activities are designed to enhance students' precise perception and production of specific language elements, such as sounds, words, or sentence structures These activities direct students' focus on a particular target item, resulting in predictable outputs that are evaluated based on the number of language errors made Errors are promptly corrected, and these tasks typically do not mimic real-life scenarios (Brumfit, 1984) As noted by Karunakaran (2013), accuracy work plays a crucial role in language learning.
- 21 - for concentrating on learning new bits of language (grammar patterns, functional exponents, vocabulary, etc) Thus, the texts are usually composed of separate
Discrete items, such as sentences or words, can be utilized across various modes and skills, irrespective of their real-life applications This includes writing dialogues or employing written texts for listening exercises Typically, these target items are practiced in isolation, detached from specific contexts or situations.
The primary goal of language practice activities is to enhance students' fluency in listening, speaking, reading, and writing for spontaneous communication According to Karunakaran (2013), fluency work encourages students to engage in free expression during discussions These activities prioritize effective communication and idea expression, with unpredictable output, and assessment focuses on clarity and understanding rather than error correction, unless communication is hindered Additionally, tasks are designed to replicate real-life situations, as noted by Brumfit (1984).
Voice recording
Self-voice recording allows learners to utilize technology, such as mobile phones and recorders, to capture their spoken thoughts The process begins with learners receiving a familiar topic, followed by a spontaneous recording session where they express their ideas without extensive preparation Afterward, they listen to audio or video samples, including peers' opinions, to gain insights Finally, learners record multiple takes and select the one they believe is the most effective.
2.4.2 Benefits of self-voice recording
Self-assessment requires students to reflect on their own work and judge how well they have performed in relation to the assessment criteria In other words, it
Self-assessment offers a valuable alternative to traditional assessment methods, enabling students to identify the qualities of effective work (Bound, 1995) This approach fosters the development of essential traits in good language learners, such as self-evaluation and critical reflection (Hedge, 2000) Furthermore, it promotes independent learning by encouraging students to set their own goals and track their progress (Brindley, 1989).
Self-assessment offers several benefits for students, including fostering involvement and responsibility, prompting reflection on individual contributions in group work, and enhancing judgment skills (Michelle Schwartz, 1989) Additionally, Huang (2008) and Cooke (2013) noted that students became aware of their mispronunciations in English through self-transcription of dialogues; however, the actual improvement in pronunciation or students' perceptions of their progress in this area was not evaluated.
In the realm of self-directed learning, autonomy is defined as "the capacity to take charge of one’s own learning," a concept popularized by Holec (1981) This autonomy is recognized as a fundamental aspect of self-directed learning, where learners independently set objectives, monitor their progress, and evaluate their outcomes Trebbi (1996) argues that the notion of "taking charge of one’s own learning" is essential, as true learning cannot occur without learner autonomy; it is a prerequisite for effective learning (Fenner, 2000) This perspective aligns with Holec's definition and is further supported by Pemberton's insights.
Self-directed learning, as defined by 1996, refers to the techniques employed to manage one's own learning process (cited in Lee, 1998) Some scholars argue that the concepts of autonomy and self-direction can be used interchangeably Pemberton and Holec also view autonomy as a capacity, while self-directed learning is seen as a method of structuring the learning experience (Lee, 1998).
In the fields of ESL and EFL, researchers emphasize the critical role of learner autonomy in language acquisition According to Scharle and Szabo (2000), a responsible attitude among learners significantly influences their success in learning a new language Furthermore, Takeuchi highlights that a certain level of autonomy is vital for effective language learning.
A study conducted in 2003 revealed that high-achieving students and proficient English speakers tend to engage in independent learning and develop personalized strategies for language acquisition.
2.4.3 Voice recording in teaching and learning English
Voice recording tools have become integral in language instruction, providing learners with opportunities to practice and enhance their speaking skills outside the classroom while receiving valuable feedback on their performance Research indicates that output is crucial for second language acquisition, with scholars like Swain and Lapkin highlighting its role in promoting observation and fluency They advocate for recording learners' speech, enabling them to listen to, assess, and refine their oral production Initially, cassette tapes served as the primary voice recording medium, requiring students to carry recorders for practice Today, advanced technologies allow learners to easily record their voices and share audio files, significantly improving distant language and self-learning experiences Additionally, the rise of speech recognition and synthesis technologies further enriches these learning environments, as voice recording tools are frequently utilized for both homework and in-class activities.
In Lord's (2008) study, participants received instruction in Spanish phonology and phonetics, while Brown's (2012) research included classroom instruction and individualized pronunciation practice Interestingly, Brown's participants focused on supra-segmental features of pronunciation Dlaska and Krekeler (2008) investigated self-ratings of advanced German learners compared to native speakers, revealing that learners often identified more errors than native raters, yet their assessments were inconsistent This suggests learners are critical of their pronunciation but struggle to accurately recognize their mistakes, particularly with sounds absent in their native languages While the reliability of pronunciation self-assessment and its impact on improvement remains uncertain, it fosters awareness of performance and can enhance motivation through perceived progress and constructive feedback from teachers and peers.
METHODOLOGY
Research questions
The study aimed to find out the answer to the following questions:
- How does self-voice recording affect EFL learners’ speaking speed?
- How does self-voice recording affect EFL learners’ speaking accuracy in
Participants
The study involved a Speaking-Listening class consisting of 70 second-year students, all of whom had at least seven years of English education but lacked prior opportunities to practice speaking the language Detailed demographic information about the student participants is provided below.
The students, all English majors who successfully passed their university exams, had studied the language for a minimum of three years in high school, where spoken English was rarely emphasized Due to limited opportunities for communication and interaction in English, they often experience shyness and fear of making mistakes, stemming from their concerns about pronunciation and accent Consequently, they sometimes perceive speaking as unnecessary.
Over sixty students were divided into two groups for the study The control group did not engage in any recording activities, while the treatment group completed two self-voice recordings each week, totaling eight recorded topics over the five-week semester.
Table 3.1: Demographic information of participants
Current Major Linguistics and pedagogy
Accumulated English learning experience 7-10 years
English oral proficiency level Intermediate
Materials
Prior to analyzing the outcomes of eight self-voice recordings, the proficiency levels of students in both groups were evaluated using a general English test, which aligns with the six-level Language Proficiency framework.
Framework for Vietnam (which is based on the Common European Framework of Reference for Languages) including four skills: reading, writing, listening and speaking with the total score of 100.
Learners at the B1 level often encounter familiar topics such as friends, hometown, and social networking, which are also featured in prestigious examinations These subjects enable students to create simple, coherent texts that reflect their personal interests and experiences Additionally, they can describe events, share dreams and ambitions, and provide brief reasons and explanations for their opinions and plans.
YouTube offers a wide range of videos on eight key topics, featuring speaking lessons from renowned English teachers and top candidates of prestigious exams like IELTS and TOEFL These highly-rated videos serve as valuable resources for learners, providing insights, ideas, and pronunciation guidance from native or near-native speakers.
The speaking test, developed by the researcher, aims to assess the speaking skills of each participant It serves as both a pre-test and a post-test to evaluate the impact of self-voice recording on speaking performance The assessment focuses on measuring participants’ speaking speed, as well as their accuracy in word stress and pronunciation.
Procedures
The study was conducted over four weeks in a Speaking-Listening class at Vinh University, involving seventy students divided into two groups of thirty To ensure comparable skill levels, all participants completed a ninety-minute general English test Following this, a pre-speaking test was administered, where students prepared for five minutes on a topic related to environmental issues and then recorded their speech using mobile phones for ten minutes The recordings and transcripts were promptly submitted to the teacher after each session to verify that they were completed during class.
The researcher conducted an experimental self-voice recording course, ensuring proper treatment application through a series of steps Initially, a training session was held prior to the speed speaking course, where the researcher explained and demonstrated the procedures, allowing participants to ask questions about their performance in the upcoming sessions.
During the treatment, participants engaged in discussions about their progress, allowing the researcher to verify the reliability of the data collected At the outset, participants were informed of the importance of adhering to the instructions for effective progress, with clear explanations of the speed reading course's aims and benefits provided Additionally, the researcher conducted conversations with participants to identify any issues, particularly focusing on those who showed no improvement after three or four sessions, to diagnose problems and offer appropriate solutions.
During the treatment, in each of the sessions, the participants were asked to record their speech for a topic in five minutes Then they listened to a sample that
In this study, students initially recorded their voices, identified mistakes from their first attempt, and discussed their findings with classmates before making a second recording They submitted both recordings and their corresponding transcripts to the teacher the following day Data collection focused on measuring speaking speed, pronunciation accuracy, and word stress across both groups At the end of the treatment, participants completed post-speaking tests on a tourism-related topic to assess improvements in fluency and accuracy, following a procedure similar to that of the pre-test.
FINDINGS AND DISCUSSION
Results
This section begins with the results from the general English test, pre-test and post-test; and how the scheduling affected the improvement of fluency and accuracy in speaking.
4.1.1 The general English test result
Prior to examining the outcomes of eight self-voice recordings on designated topics, the comparability of students in both the control and treatment groups was confirmed through an analysis of their scores on a general English test The table below displays the scores for both the treatment and control groups.
Table 4.1: The treatment and control group’s score in general English test
No Control Treatment No Control Treatment
The table presents the scores of students in general English at level B1, as per the 6-level Language Proficiency Framework for Vietnam, aligned with the Common European Framework of Reference for Languages This general test assessed four skills: reading, writing, listening, and speaking, with a maximum score of 100, corresponding to Vietnam’s level 3/6 or CEFR level B1 The test aimed to compare English proficiency levels between the control and treatment groups Both groups achieved a highest score of 81 out of 100, while the lowest score recorded for each group was 50 Overall, the control group demonstrated slightly higher top scores compared to the experimental group.
The comparison of the general English test results between the control and treatment groups reveals that the lowest percentage of scores fell within the "from 80 to 100 points" range, with the control group at 3% and the treatment group at 6% The majority of scores were concentrated in the "from 50 to 59 points" and "from 60 to 79 points" categories, where the control group recorded 54% and 43%, respectively, while the treatment group showed 45% in the "from 50 to 59 points" range and 49% in the "from 60 to 79 points" range.
Figure 4.1: The results of general English test of both groups
In addition, the table 4.2 presents the mean scores and standard deviations of general English test for the experimental group and the control group:
Table 4.2: The average total scores and standard deviations of general English test in the experimental group and the control group
The data indicates that the mean total scores of the experimental and control groups are nearly identical, with the experimental group achieving an average score of 61.4 (SD = 9.6) and the control group scoring 61.25 (SD = 7.9) The experimental group’s score is marginally higher, reflecting a minimal difference of just 0.15 points between the two groups.
4.1.2 Results of the eight self-voice recordings
The study aimed to assess the impact of self-voice recording on enhancing fluency and accuracy in EFL students By measuring the number of words spoken per minute and the frequency of errors per 100 words, the researcher conducted three comparisons to evaluate changes in the participants' oral skills The findings sought to determine whether self-voice recording significantly improved speaking abilities among EFL students throughout a four-week treatment period.
Table 4.3: Means and standard deviations of eight sessions in the treatment group
The table shows the participants’ speaking speed constantly increased with eight topics in a four-week course The average number of words per minute of the
Group Mean SD Median Mode
3 21.95 15.02 treatment group was 107.51 wpm (SD = 15.02) Meanwhile, the mean 79.07 wpm (SD: 14.65) of the first topic and 126.36 wpm (SD: 21.95) of the last topic were statistically significant different.
The table illustrates the significant increase in speaking speed among participants in the treatment group from the first session (T1) to the last session (T8) After a four-week treatment period, the mean speaking speed rose from 79.07 words per minute (wpm) to 126.36 wpm, marking a substantial increase of 47.29 wpm This improvement highlights the effectiveness of self-voice recording as a supplementary activity in enhancing students' speaking fluency, as evidenced by the notable difference in average words spoken between the initial and final sessions.
Table 4.5 presents data for each participant across four columns: student identification, initial topic score (T1), final topic score (T8), and the score increase from the first to the last session The treatment group showed a significant improvement, with initial scores ranging from 58.24 to 102.1 words per minute (wpm) and final scores soaring from 85.5 to 180.95 wpm Notably, among the 35 participants, two individuals experienced declines in their scores, recording decreases of -13.34 and -1.54 wpm.
Table 4.4: Means and standard deviations of the first and the last session in the treatment group
Table 4.5: Increases on speaking speed by participants (A) in the treatment group
The increase levels of all participants for both groups were summarized in table 4.6:
Table 4.6: Summary of the increase levels of all participants
From 20 to 30 From 30 to 50 Over 50 wpm No increase wpm wpm
In a study involving 35 participants, significant improvements in speaking speed were observed, with 9% increasing by 20 to 30 words per minute (wpm), 23% by 30 to 40 wpm, and 63% achieving increases of over 40 wpm, while 5% experienced negative results A comparison of the first and last sessions revealed notable differences in speaking speed after four weeks of treatment Overall, the use of self-voice recording in teaching and learning speaking skills has demonstrated a positive impact on students' speaking fluency.
Figure 4.2: Increases on eight sessions by participants in the treatment group
Most participants demonstrated score improvements throughout the course, revealing diverse progress patterns Some exhibited steady growth, while others experienced fluctuations in their scores Additionally, a few participants either increased their scores or maintained consistent levels To categorize these change patterns, we established specific criteria for analyzing their performance graphs.
In analyzing speaking speed, two primary categories emerged: improvement graphs and no improvement graphs The "no improvement" graphs are characterized by final topic means that are equal to or lower than the initial topic means, indicating a lack of progress in speaking speed.
“improvement” graphs are the ones with the mean of the final topics higher than the mean of the initial topics.
Figure 4.2 is an example of a no improvement graph and Figure 4.3 is an example of an improvement graph.
Figure 4.2: Progress chart of participant A8/decrease
There are four subtypes of increase graphs: fluctuated increase, gradual increase, and mixed increase Fluctuated increases feature more than two rises or falls, while gradual increases are characterized by no more than two fluctuations The mixed increase pattern incorporates elements from the other types When the number of words is similar, it indicates no significant difference between these means.
Figures 4.4, 4.5, and 4.6 illustrate an example of fluctuated increase, gradual increase, and a mixed increase.
Figure 4.4 Progress chart of participant B5/ fluctuated increase
Figure 4.5 Progress chart of participant A3/gradual increase
Figure 4.6 Progress chart of participant A15/ mixed increase
The analysis, based on data from Tables 4.5 and 4.8, reveals that 2 participants (6%) in the treatment group exhibited no improvement Among those who showed improvement, 2 participants (6%) had a mixed increase, 6 participants (17%) experienced a fluctuated increase, and 25 participants (71%) demonstrated a gradual increase This data indicates that the experimental group showed significant improvement, with the gradual increase pattern being the most prevalent at 71%.
These results suggested that the treatment groups could maintain or increase their comprehension while improving their speaking skill and their gains were significantly
The test results illustrated in Table 4.7 reveal that the average speaking fluency of participants on various topics is significantly faster than their initial speaking rates.
According to Paul Nation (1989), accuracy in speaking was measured by the number of errors per 100 words The mean errors of eight topics (T) are described in the flowing table:
Table 4.8: Number of participants for different change patterns
Group No Fluctuated Gradual Mixed change improvement change change
The analysis reveals a significant reduction in word stress errors among EFL learners, with the treatment group's mean score decreasing from 9.08 in the initial session to 3.61 by the final session, reflecting an impressive improvement of 5.47 errors This notable enhancement underscores the effectiveness of self-voice recording activities in helping learners achieve greater accuracy in word stress.
The study analyzed the reduction of word stress errors among fifteen participants in the treatment group over a four-week period, comparing the frequency of errors in the first session to those in the final session.
Table 4.9: Means and standard deviations of word stress errors in eight sessions for the treatment group
Discussion
This study aimed to investigate the impact of self-directed activities on enhancing speaking skills among EFL students Additionally, it sought to recommend optimal scheduling for these activities to maximize their effectiveness in language learning.
- 55 - results The findings emerging from this experiment enhanced our understanding of the benefits of using self-voice recording.
Both teachers and students observed significant improvements in students' speaking skills after engaging in self-voice recording activities, which enhanced fluency and accuracy through increased practice opportunities A comparison of average word counts over eight sessions revealed that the experimental group exhibited higher speaking speeds than the control group Detailed analysis of the speaking rates from the first to the last session, as well as pre-test and post-test comparisons, confirmed that the increases in speed were genuine improvements Most participants demonstrated their slowest speeds in the initial half of the course, achieving their best speeds in the latter half, with only a minor number showing no improvement, thus not affecting overall group results Furthermore, the study classified participants' progress into three patterns: gradual increase, fluctuated increase, and mixed pattern, with 71% of participants showing a steady improvement in speaking speed.
The experiment revealed that both participants with slow and fast initial speeds experienced significant improvements in their speaking speeds through self-voice recording, indicating that initial speed does not dictate the extent of speed enhancement This supports Nation's (1989) assertion that fluency in speaking is often a result of repetitive practice with similar language tasks It can be hypothesized that the observed speed increases stem from repeated exposure to the same topics, allowing learners to refine their vocabulary and self-correction skills Students typically listened to their recordings multiple times and practiced extensively before submission, likely contributing to their increased speaking speeds To further analyze the impact of repetition on speed improvement, we utilized a post-test minus pre-test method.
Self-voice recording significantly enhances the oral skills of EFL learners, as evidenced by a marked increase in speaking accuracy throughout the course The study measured error rates, revealing that participants showed a consistent reduction in errors per 100 words from the first to the last session Specifically, the experimental group experienced a notable decline in pronunciation and word stress errors compared to the control group, with differences of 6.92 and 5.47 errors per 100 words, respectively The pre-test to post-test analysis confirmed these findings, showing an average decrease of 3.27 errors in word stress and 4.4 errors in pronunciation This indicates that incorporating self-voice recording as a supplementary activity in speaking classes leads to substantial improvements in EFL learners' accuracy.
- 57 - accuracy, specifically word stress and pronunciation This supports the findings by Huang (2008) and Cooke (2013).
Utilizing self-voice recording creates a supportive and less intimidating environment for language learners to practice speaking This method enhances student self-confidence by allowing them to engage in speaking activities without the fear of negative evaluation from teachers Throughout the four-week study, participants reflected on topics individually, listened to sample recordings, and shared their ideas with classmates This collaborative exchange fostered an enthusiastic atmosphere, encouraging active participation and mutual support in the learning process of self-voice recording.
The experiment aimed to identify the most effective use of self-voice recording as a supplementary activity in EFL speaking classes, revealing that the treatment group outperformed the control group across all methods This indicates that teachers can incorporate two to three sessions per week, provided it aligns with their schedules However, conducting the activity at the end of the lesson with strict time limits is recommended to prevent students from spending excessive time on writing or copying from the internet, which could hinder their learning While flexible scheduling is possible, it should ensure adequate duration and frequency As this is the first study examining the impact of self-voice recording on EFL learners' fluency and accuracy, further research is needed to validate these findings.