INTRODUCTION
Rationale
In today's globalized world, mastering a foreign language is essential for effective communication and information exchange In Vietnam, the demand for English learning has surged as the economy rapidly develops and embraces open-door policies with English-speaking nations Consequently, English serves as a vital tool that connects people across the globe.
In Vietnam, English is regarded as a crucial subject in schools, leading to a surge in the establishment of English Centers across the country The effectiveness of English teaching is primarily measured by students' proficiency in the language, which encompasses four essential skills: listening, reading, speaking, and writing Among these, speaking is particularly vital and often considered the most challenging skill to develop in the classroom As Thornbury (2005) notes, speaking is an integral part of daily life that we often take for granted It plays a key role in communication, allowing individuals to convey messages and exchange information effectively Consequently, learners frequently assess their English learning success based on their speaking abilities.
Mastering speaking skills in English is a top priority for many learners of a second or foreign language, as highlighted by Richards (2008: p19) As a result, these learners frequently assess their success in language acquisition and the effectiveness of their English courses based on their perceived improvement in spoken language proficiency.
The IELTS (International English Language Testing System) is recognized as the premier English exam globally, particularly in Vietnam, where it has become essential for students aspiring to study abroad It serves as a benchmark for assessing the English proficiency of both students and teachers However, many Vietnamese learners struggle with issues such as vocabulary limitations, pronunciation errors, and insufficient practice time, leading to a lack of confidence in their speaking abilities during the IELTS exam To enhance IELTS speaking skills, it is crucial for educators to explore effective teaching methods Combining traditional face-to-face classroom instruction with e-learning opportunities allows students to practice communication skills and receive guidance from teachers, thereby improving their speaking proficiency in a supportive environment.
I would like to find a new method help students in Viet Nam to improve IELTS speaking skills.
After careful consideration, I have chosen the thesis theme: “A Study Application of Blended Learning to Enhance Students’ IELTS Speaking Skills at an English Center in Ha Noi.”
Aims of the study
The study reported in this thesis aims to:
Identify the applications of blended learning that could be used in classes to improve students’ IELTS speaking skills.
Find out the effects of using blended learning on students’ IELTS speaking skills
Find out the students’ attitudes toward the use of blended learning to improve their IELTS speaking skills.
Scope of the study
In this study, I only focus on finding and analyzing all common applications of blended learning to improve students’ IELTS speaking skills at an English center in Ha Noi
Research questions
The three research questions are addressed as follows:
1 What technique of blended learning can be used in IELTS speaking classes at the English center?
2 To what extent does the use of blended learning improve learners speaking in IELTS exams?
3 What are the students’ attitudes toward the use the blended learning in IELTS speaking class?
Methods of the study
In order to meet the above-mentioned aims of the study, action research approach has been adopted with the following data collection methods used: observation, interview, test, and questionnaire.
This research aims to explore the applications of blended learning in enhancing students' IELTS speaking skills and to evaluate its impact To achieve this, action research methodology is employed, utilizing a combination of questionnaires, interviews, observations, and tests Two distinct questionnaires were developed: one for teachers to identify suitable blended learning applications and another for students to assess their attitudes towards using blended learning for improving their IELTS speaking skills Additionally, pre-tests and post-tests were conducted to measure students' progress following the intervention Interviews and observations were also carried out to gather insights into students' perceptions of the blended learning strategies implemented during the study.
Design of the study
The study is structured into five chapters, which are organized as follows:
This study introduces its rationale, outlining the objectives, scope, and methodology employed Additionally, it details the study's design, ensuring a comprehensive understanding of its framework and approach.
This chapter presents the theoretical foundation of the study, offering a comprehensive review of pertinent literature related to the research topic Specifically, it examines blended learning to establish a theoretical framework for identifying effective methods to enhance IELTS speaking skills.
This chapter outlines the research methodology, detailing the research setting, participants, and data collection techniques employed Additionally, it will present and discuss the study's results and findings, providing a comprehensive overview of the research outcomes.
Chapter 4: Data Analysis and Discussions
This chapter will summarize some major findings, suggest some types of exercise and give some implications for teaching and learningEnglish with IELTS’ speaking skills
In conclusion, this thesis provides a concise summary of the key findings and insights presented throughout the research, while also offering valuable suggestions for future studies on the application of blended learning to enhance IELTS speaking skills.
This part is accompanied by list of References and Appendixes.
LITERATURE REVIEW
An overview of the blended learning
2.1.1 The definition of Blended learning
Nowadays, Blended learning is considered a new method for learning and teaching English speaking skills According to website: https://www.google.com.vn/:blended learning is defined as below image:
Blended learning, as defined by Clark (2004), combines two or more distinct training methods, such as integrating classroom instruction with online learning, or pairing simulations with structured courses Unlike technology-rich instruction, blended learning goes beyond simply using computers and gadgets; it utilizes the Internet to create a personalized educational experience, allowing students greater control over their learning journey in terms of time, place, path, and pace This approach involves formal education where students engage in online learning while also participating in supervised, in-person settings, ensuring that various learning modalities are interconnected for a cohesive educational experience.
Blended learning, as defined by Charles Graham (2006, p.5), integrates face-to-face instruction with computer-mediated instruction, merging traditional learning systems with distributed learning models This approach highlights the essential role of computer-based technologies in enhancing the learning experience.
Blended learning refers to the integration of Internet and digital media with traditional classroom methods, facilitating the physical presence of both teachers and students This approach offers a variety of possibilities for enhancing educational experiences.
Blended learning is an effective approach to English teaching that merges traditional methods with modern techniques, facilitating quicker and more engaging learning experiences This method allows students to interact face-to-face with instructors while also taking advantage of online resources, enabling them to study from home or any location.
According to Stalker and Horn (2012: pp.8-15), blended learning includes for five models They are the followings:
The rotational model of blended learning integrates online engagement with face-to-face instruction, allowing students to rotate between different stations on a fixed schedule This approach is particularly prevalent in elementary schools, with 80 percent of California's blended learning institutions adopting it, as they are already designed for station rotation A case study of IDEA Public Schools in Texas, conducted by DreamBox Learning, revealed that this model effectively enhances student achievement in Title 1 Schools At IDEA, students alternated between learning labs using intelligent adaptive learning software for math and traditional classroom settings, resulting in increased engagement and a greater willingness to tackle challenging material beyond their current curriculum.
The flex model of blended learning, where students primarily engage with online materials under the supervision of a present teacher, is particularly effective for non-traditional or at-risk students This approach allows for self-guided learning in a digital environment, with certified teachers available on-site to provide support in areas like reading and writing, as well as leading small-group sessions AdvancePath Academy exemplifies this model, partnering with school districts to meet the needs of students facing behavioral, academic, and socio-economic challenges Over 90 percent of AdvancePath students either graduate, transfer to complete their education, or remain on track for graduation, a significant achievement compared to the national statistic that only 30 percent of high school dropouts earn a degree by age 25.
The self-blending model of blended learning allows high school students to independently choose courses while being supervised by a teacher and alongside peers This approach enables students to enhance their education by enrolling in online classes that extend beyond their school's offerings Success in this model requires a high level of self-motivation, making it particularly suitable for students seeking additional Advanced Placement courses or those interested in subjects not included in the standard curriculum.
4 “The enriched-virtual model,” in which online, virtual experiences are seen as being enriched only periodically through arrangements of physical co-presence”
The online driver model of blended learning allows students to complete their courses entirely through a digital platform, with optional face-to-face check-ins with teachers This approach provides flexibility and independence, making it ideal for those with varying schedules As a result, the popularity of online driver programs is on the rise, with participation increasing by approximately 15 percent each year.
Blended learning models can be combined in various ways, as many implementations incorporate multiple dimensions into a comprehensive blended learning strategy These models are largely complementary rather than mutually exclusive.
Blended learning models encompass various components, such as instructor-led content, e-learning, webinars, and interactive media like social networks and podcasts As school districts strive to enhance personalized learning experiences without increasing budgets, blended learning emerges as a viable solution, effectively merging face-to-face instruction with online education Research, including a 2010 study by the U.S Department of Education, indicates that blended learning classes yield better academic outcomes compared to traditional, non-hybrid classes This success can be attributed to the model's ability to offer flexibility and individualized learning while allowing teachers to focus more on facilitating student engagement Schools adopt blended learning for diverse reasons, with the age of students and specific needs influencing the choice of implementation models.
2.1.3 Advantages and limitations of Blended learning
According to website http://www.researchgate.net Blended learning have some advantages and limitations They are the followings:
Less expensive to deliver, affordable and saves
Flexibility in terms of availability- anytime anywhere In other words, e-learning enables the student to access the materials from anywhere at any time
Access to global resources and materials that meet students’ level of knowledge and interest
Self- pacing for slow or quick learners reduces stress and increases satisfaction and retention.
E-learning allows more affective interaction between the learners and their instructors through the use of emails, discussion boards and chat room.
Learners have the ability to track their progress
Learners can also learn through a variety of activities that apply to many different learning styles that learners have.
It helps the learners develop knowledge of using the latest technologies and the internet.
The e-learning could improve the quality of teaching and learning as it supports the face-to-face teaching approaches
Students may experience challenges in e-learning environments, including minimal in-person interaction with faculty, feelings of isolation, and a steep learning curve in navigating the system Technical issues, the necessity for active student engagement, and longer wait times for assignment feedback further complicate the experience In developing countries, additional obstacles arise, such as insufficient funding for new technology, inadequate e-learning strategies, lack of staff training, and student resistance to adopting e-learning systems.
Lack of a firm framework to encourage students to learn.
A high level of self-discipline or self-direct is required, learners with low motivation or bad study habits may fall behind.
Absence of a learning atmosphere in e-learning systems
The distance-learning format minimizes the level of contact, e- learning lacks interpersonal and direct interaction among students and teachers
When compared to the face to face learning, the learning process is less efficient
An overview of IELTS speaking
According to Ur (1991:48), “Speaking is the productive oral skill It consists of producing systematic verbal utterances to convey meaning”.
Kayi (2006:p1) says that speaking is the process of building and sharing meaning through the use of verbal and non-verbal in variety of context.
Wilson (1983: 5) defines speaking as development of the relationship between speaker and listener.
According to Nunan (1991), speaking skills hold a crucial role in foreign language education, as many individuals view the ability to converse effectively as the most significant aspect of learning a second language Success in language acquisition is often measured by one's capacity to engage in conversations in that language.
According to Ladouse (in Nunan, 1991: p23), speaking is the ability to effectively express oneself in various situations, report actions or events with precision, and fluently convey a sequence of ideas.
Speaking is a dynamic process of meaning construction that encompasses the production, reception, and processing of information (Brown, 1994) According to Johnson and Morrow (1981), oral communication involves interactive exchanges between two or more participants, requiring both speakers and listeners to respond and contribute rapidly to the conversation.
Speaking is an interactive activity where the speaker articulates thoughts and ideas to convey information, ensuring that the listener comprehends the intended message.
2.2.2 Problems of students in IELTS’ speaking skills
Nowadays, Vietnamese students get difficulties in English speaking, they have some problems as lack of vocabulary, structures, grammar, pronunciation, students’ use of mother tongue…
Many students experience anxiety when speaking in front of others due to a fear of making mistakes and embarrassing themselves in front of peers and teachers Additionally, a lack of engaging classroom activities can contribute to their silence.
(2001), students are afraid and anxious of saying something wrong or incomprehensible
According to Lawtie (2003, p.2), effective language learning hinges on appropriately challenging tasks; if the level of difficulty is too high, students may default to their first language, while overly simple tasks can lead to boredom and the same outcome.
Students often encounter challenges during speaking activities in the classroom According to Richards (2008), learners struggle to present themselves effectively and may shy away from situations that require verbal interaction, which can hinder their conversational skills Hatch (1978) highlights that second language learners must have access to a diverse array of topics to engage in meaningful dialogue While learners may initially rely on familiar subjects, it is essential for them to practice introducing new topics to advance their conversational abilities.
According to Smith (1983) as cited in Freeman (1999), confusion and boredom hinder effective learning When school subjects lack relevance to students' lives, they often experience these feelings Additionally, language barriers in instruction can lead to frustration among students, further impeding their ability to learn.
A new standard for English proficiency is set, that is the required overall score of 5.0 on the IELTS or equivalent Thus, many English center in
This article highlights the need for improved IELTS speaking skills development in Ha Noi, where language colleges focus primarily on writing, reading, and listening It investigates the challenges faced by lecturers in teaching IELTS speaking to Vietnamese students, such as error correction, managing student anxiety, utilizing cue cards, and enhancing critical thinking for abstract questions Additionally, the study examines lecturers' perceptions of these difficulties and identifies factors that aid students in improving their speaking abilities A student questionnaire provides insights into teachers' challenges from the learners' perspective Experienced teachers offer suggested solutions through interviews, aiming to enrich the existing IELTS research and set the stage for future studies in this area.
Students often feel frustrated when they struggle to understand language instruction, which can hinder their learning process Additionally, when speaking practice is limited to the classroom and not reinforced at home, it negatively impacts their speaking abilities.
2.2.3 Teacher and students’ interaction in using Blended Learning in IELTS’ speaking class
According to Angelo (1993), classroom interaction comprises of teacher and learner interaction
To enhance IELTS speaking skills, effective interaction between teachers and students is essential In traditional classrooms, teachers often take a dominant role, delivering lectures while students passively listen and take notes This approach typically limits student engagement, as teachers dictate the topics and control the flow of conversation (Cazden, 1988) Encouraging a more interactive environment can foster better speaking abilities among students.
Blended learning in IELTS speaking classes allows students to practice speaking both in the classroom and at home According to Dudeney and Hockly (2007), one effective course design involves 75% online delivery and 25% face-to-face interaction, highlighting the flexibility and accessibility of blended learning in language education.
- A 100 per cent online language learning course, where the course is not unlike a coursebook online.
- A blended language learning course, where 75 per cent is delivered online and 25 per cent face-to-face.
- A face-to-face language learning course with additional online materials, where online tools are used to support and extend face-to-face lessons
Banados (2006) presents a comprehensive study on a blended learning model for teaching English, focusing on course-level design instead of individual lessons This innovative course consists of four key elements that enhance the learning experience.
- Learners’ independent work on a dedicated platform with Online software.
- Face-to-face English as a foreign language classes led by teachers who are also students’ online tutors.
- Online monitoring carried out by these teachers.
- Weekly conversation classes with native speakers of English.
Blended learning, as defined by Barbara (2007, p.3), refers to the integration of face-to-face instruction with e-learning, utilizing various internet-based tools such as chat rooms, discussion groups, podcasts, and self-assessment tools to enhance traditional courses This concept emphasizes a diverse blend of technology-driven methods alongside conventional classroom experiences, enriching the overall teaching and learning process.
Relationship between Blended leaning and IELTS speaking
2.3.1 Using of Blended Learning in speaking class
According to Barbara (2007, p.4), blended learning includes three aspects: time, place and technology which may be blended together
- Time in this context can be synchronous or asynchronous learning speaking activities.
- Place is related to where learning takes place such as on campus, in workplace, at home.
- Technology aspect is concerned with different information and communication technologies For examples: CD/DVD, internet, software, mobile phones, face books, ipad, robot…
Barbara (2007, p.4) presents a historical perspective on blended learning, referencing Sharpe et al.'s three distinct models The first model views blended learning as a supplement to traditional education, incorporating additional materials and guidance through virtual environments, such as e-mailing PowerPoint slides, utilizing online communication tools like chat rooms, and providing resources via CDs or DVDs The second model is transformative, where programs are designed to integrate diverse learning and teaching approaches tailored to the learners' needs and context The third model, the learner-led approach, emphasizes a holistic strategy that utilizes various technologies, including iPods and mobile phones, to engage students through their preferred platforms, such as social networking sites and messaging systems Barbara's experience with full-time undergraduates demonstrates that these students are resourceful and independent learners who effectively manage their own technologies.
2.3.2 Some common applications of Blended Learning in speaking class
Thus, some applications of using Blended learning in IELTS speaking class as followings website: https://www.google.com.vn/
In face-to-face classrooms, students must arrive prepared to discuss assigned topics during class time Conversely, online classes facilitate discussions through message boards or chat rooms, allowing students to engage with speaking assignments and each other over several days at their convenience A significant benefit of online learning is that it creates an inclusive environment where all participants can contribute without the pressure often felt in traditional settings Additionally, online discussions provide a permanent record of interactions, enabling students to review responses, unlike the fleeting nature of in-person discussions.
Mikulecky (1998) highlights that face-to-face classes facilitate stronger social connections and trust, enabling quick exchanges of ideas and unexpected insights Blended learning, defined as the intentional combination of in-person and online learning experiences, aims to integrate the benefits of both oral and written communication This approach creates a distinctive learning experience tailored to specific educational goals and contexts While the idea of blended learning may seem straightforward, its implementation can be quite intricate.
Face-to-face classes are most effective in diverse classrooms where students exhibit varying levels of ability and mastery Online learning components typically engage only a subset of students, particularly those performing above their grade level, allowing them to advance at a quicker pace and preventing boredom through suitable challenges Conversely, students below grade-level mastery receive targeted skill remediation to enhance their learning The advantage of online learning for these students lies in the opportunity to practice extensively, develop personalized techniques, and improve their memory for better content retention.
Even though blended learning is a design construct rather than one proper to students or learners, in any determination of a course as
“blended,” the benefits accruing to students should be of principle concern.
Heller's (2010) cost-benefit analysis highlights the challenges and expenses associated with organizing face-to-face communication Despite these difficulties, such interactions remain vital in complex communications, particularly in business and knowledge-intensive fields The significance of in-person contact in these contexts must be weighed against another key concern for students.
Achieving a balance between "access" and "flexibility" is essential for educational providers, as it reflects the core of blended learning The aim is to navigate the continuum from maximum flexibility to optimal quality, ensuring that learners receive both convenience and valuable educational experiences.
E-learning, as defined by Derek Stockley (2003), refers to the electronic delivery of educational programs, utilizing devices such as computers and mobile phones It encompasses a broader range of technologies compared to traditional online training, which relies solely on the Internet or Intranet Additionally, e-learning can incorporate various media, including CD-ROMs and DVDs, to facilitate training and educational content.
Teachers can create engaging e-learning courses by designing websites, lesson plans, and course materials focused on IELTS speaking Students have the convenience of logging in to access downloadable resources, online lessons, and interactive games that enhance their speaking skills for the IELTS exam.
Teachers can enhance classroom engagement by creating groups on Facebook, where they post daily updates on courses and topics This platform allows students to complete homework, engage in discussions about IELTS speaking, and provide feedback, fostering self-improvement anytime and anywhere With Facebook's rapid growth as a popular social networking site, it serves as an effective medium for students to express their thoughts and feelings, motivating them to improve their English writing skills.
Teachers can leverage Facebook to enhance communication, facilitate class projects, and engage students in ways that traditional classroom settings may not allow This social media platform serves as an effective tool for maintaining connections between lecturers and students during the teaching and learning process.
“Facebook helps instructors connect with their students about assignments, upcoming events, useful links, and samples of work outside of the classroom”(p 5)
The teacher will establish a forum for students to engage in discussions about various topics related to IELTS speaking This platform will allow students to share ideas and insights, enhancing their understanding of the lesson Additionally, it will provide an opportunity for students to collaborate and refine their IELTS speaking skills by checking in with their peers.
Teachers will communicate with students through email regarding class lessons and assign homework for completion Students are expected to submit their assignments via email, after which teachers will promptly review and provide feedback.
Action research is an ideal approach for addressing the research questions in this thesis, as it involves teachers conducting inquiries to enhance educational practices Teachers possess a deep understanding of their educational environments, students, and curricula, enabling them to clearly identify issues and develop effective solutions.
According to Bassey (1998:p93), action research is “an inquiry which is carried out in order to understand, to evaluate and then to change, in order to improve some educational practice”
Action research, as defined by Feldman (2007), involves individuals engaging in research to enhance their own practices and gain deeper insights into their professional contexts This approach is termed "action" because participants actively work within the systems they aim to improve It is considered "research" due to its systematic and critical inquiry that is shared publicly.
Teachers identify challenges in their teaching practices and develop strategies to address these issues, subsequently implementing and assessing the impact of their solutions on student learning Additionally, action research is a continuous cycle, allowing educators to refine their approaches and repeat the process based on evaluation outcomes.
According to Kemmis and McTaggart (2000) action study is a participatory study consisting of spiral of following self-reflective cycles:
1 Planning in order to initiate change
2 Implementing the change (acting) and observing the process of implementation and consequences
3 Reflecting on processes of change and re-planning
Previous related studies
To enhance IELTS speaking skills effectively, teachers must explore new methods, as speaking is a crucial component of English language teaching and learning, as highlighted by researchers like Nunan (1991), Ur (1991), and Brown (1994) While numerous studies in Vietnam have focused on IELTS listening, reading, and writing, there is a notable lack of research on blended learning strategies, particularly in relation to improving students' IELTS speaking skills Therefore, I have chosen the thesis topic: “A study application of blended learning to improve students’ IELTS speaking skills at an English center in Hanoi.”
Summary
Blended learning combines online and face-to-face instruction to create a comprehensive educational experience For instance, trainers may provide learners with online resources to enhance their understanding or assign online group projects related to current topics In this model, online materials complement rather than replace in-person instruction, effectively blending both modalities to enrich the online training environment for learners.
A blended learning system offers diverse models, including flex, self-blend, rotation, and enriched-virtual, effectively catering to individual student needs This approach allows students to select from a variety of digital and face-to-face learning methods, seamlessly integrating quality education with their available time and space resources.
The blended approach to learning enhances student engagement more effectively than traditional classrooms, thanks to the rapid advancement of Learning Management System platforms These systems offer diverse tools that promote active participation and personalized learning experiences, fostering improved collaboration among students Additionally, data-driven learning and assessment practices, facilitated by learning analytics, enable both instructors and students to monitor progress and interactions with the material, allowing educators to identify struggling students and provide timely support.
Blended learning offers significant advantages, including flexibility in time and space, and diverse learning models that enhance academic success This approach fosters increased interaction among students and allows tutors to effectively engage with smaller groups during in-person sessions As a result, time is utilized more efficiently, leading to higher levels of learning satisfaction and improved overall student performance.
The blended learning method effectively combines traditional and digital education approaches, enhancing the overall educational experience for students and educators alike This innovative strategy not only reduces costs, time, and spatial constraints but also boosts students' academic performance Furthermore, it fosters the development of advanced digital resources and solutions, paving the way for the creation of highly efficient learning platforms.
RESEARCH METHODOLOGY
Research questions
The study in this thesis is carried out in order to answer the following research questions:
1 What technique of blended learning can be used in IELTS speaking classes at the English center?
2 To what extent does the use of blended learning improve learners speaking in IELTS exams?
3 What are the students’ attitudes toward the use the blended learning in IELTS speaking class?
Research Approach
Action research is an effective method for addressing the research questions in this thesis, as it involves teachers conducting inquiries to enhance the educational landscape Teachers possess a deep understanding of their educational settings, students, and curricula, enabling them to identify problems and devise appropriate solutions.
According to Bassey (1998:p93), action research is “an inquiry which is carried out in order to understand, to evaluate and then to change, in order to improve some educational practice”
Action research, as defined by Feldman (2007), occurs when individuals engage in researching their own practices to enhance and gain a deeper understanding of their work environments This approach is characterized by active involvement in the systems being examined, making it both an action-oriented and research-driven process The systematic and critical nature of this inquiry is essential, as it is shared publicly to foster improvement and understanding.
Teachers identify challenges in their teaching practices and develop targeted plans to address these issues, implementing solutions and assessing their impact on student learning Additionally, action research is a continuous cycle; following evaluation, the process can be refined and repeated to enhance educational outcomes.
According to Kemmis and McTaggart (2000) action study is a participatory study consisting of spiral of following self-reflective cycles:
1 Planning in order to initiate change
2 Implementing the change (acting) and observing the process of implementation and consequences
3 Reflecting on processes of change and re-planning
The action research spiral, adapted from Kemmis (1983), illustrates four key steps that facilitate movement between critical phases, highlighting the systematic progress that can be achieved throughout the research process.
Teachers can revise and modify their plans to enhance outcomes, as these stages are interconnected within the processes of action and reflection.
In this figure 2 presents detailed action research model, according to Susman (1983), the five steps in this model can be described as follows:
- Diagnosing: the teacher needs to identify the problem by observing the context or collecting information about the problem
- Action planning: the teacher proposes different ways or methods which can be used to solve the problem
- Taking action: after considering the advantages and disadvantages of different solutions, the research chooses one course of actions to apply in the study context
- Evaluating: the research analyzes the data to find out the consequences of a taken action
The research outlines key findings, identifying both solvable issues and remaining challenges, which inform the adjustment of the action plan This initiates a new cycle in the action research process.
The syllabus outlined here was crafted for a 12-week intervention phase, incorporating two weeks dedicated to each application of blended learning in the IELTS speaking class at the center.
1 Week 1 Learning face-to-face
2 Week 2 Learning face-to-face
5 Week 5 Voice recording to record your voice
6 Week 6 Voice recording to record your voice
11 Week 11 Video clips to express yourself
12 Week 12 Video clips to express yourself
Research Methods
The study was carried out in an IELTS speaking class at an English center in Ha Noi over a span of 12 weeks, 3 periods of 45 minutes each per week .
The study involved 30 students from a single class and 10 teachers at an English center in Hanoi All participating students had a minimum of five years of English learning experience, with the majority demonstrating a strong motivation to improve their IELTS speaking skills.
In order to collect the data for the study, the researcher used 4 instruments : questionnaires, interviews, observations and tests
The study utilized two sets of questionnaires administered at the beginning and end of the course to gather insights from both teachers and students According to Gillham (2000), questionnaires offer several advantages, including reduced pressure on respondents, minimized interview bias, and straightforward analysis of responses The teachers' questionnaire aimed to identify the applications of blended learning relevant to the intervention, while the students' questionnaire sought to assess their perceptions of how effective blended learning was in enhancing their IELTS speaking skills.
According to Brown (2001, cited in Markey & Gass, 2005):
Questionnaires are written tools designed to gather responses from participants through a series of questions or statements, allowing them to either provide written answers or choose from given options.
Vietnamese to make sure that they could fully understand them An English version has been made for better reference to the study
Interviews were carried out with both teachers and students, each lasting between 7 to 10 minutes As defined by Esterberg (2002), an interview is a dialogue between two individuals aimed at exchanging information and ideas through questions and responses, facilitating communication and a shared understanding of a specific topic.
Interviews conducted with teachers aimed to identify effective blended learning applications for the intervention stage, while student interviews focused on gathering their opinions about these applications.
According to Darlington and Scott (2002:p74), observation is a powerful method for understanding people's behaviors and routines in specific contexts Over a three-month period, observations were conducted to gather data on students' attitudes toward various blended learning applications during the intervention phase To enhance data collection, the researcher utilized an observation checklist.
Two tests (of the same format were used to assess students’ progress before and after the intervention Each test consisted of three parts and lasted about 15 minutes
Part 1 involves general social interactions
Part 2 is the individual long turn talk It provides an opportunity for students to deliver a long, uninterrupted response The examiner gives the student a cue card with a subject such as education, family, work, interest and lifestyle and some cues or a few guiding questions on the card The questions are short and the structure of the questions is simple.
Part 3 is the most challenging part of the test In this part,the examiner prompts and leads the students to a series of questions on the topic presented in part 2.
When assessing a candidate’s oral skill, the examiner uses detailed performance descriptors based on the four criteria below:
Fluency: Fluency refers to the way a candidate communicates in English It does not mean the faster the candidate speaks, the better
Lexical Resource refers to the vocabulary the candidate uses The examiner will see if the students uses limited or a wide range of vocabulary in speech
Grammar: The examiner will be looking to see if the students uses English grammar properly in speech
The examiner evaluates the student's English pronunciation to determine its clarity and intelligibility, focusing on how closely it resembles the pronunciation, intonation, and rhythm of a native English speaker.
The study was carried out with 30 students in one class and 10 teachers at an English center in Ha Noi in three months from February to May, 2017
Firstly, the teachers were asked to respond to a questionnaire delivered to identify the applications of blended learning the researcher would use in the intervention
Secondly, a pre-test was delivered among the students to test their levels of IELTS speaking ability The time allowance for doing the test was
The intervention stage lasted 12 weeks During the intervention, applications of blended learning were used to enhance the students’ speaking skills
The students completed a post-test designed to match the difficulty and format of the pre-test, allowing for an assessment of any improvements in their speaking skills.
The data gathered from the tests, class observations, questionnaires and interviews with both teachers and students were analyzed to get the answers to the research questions
This chapter provides a comprehensive overview of the research context, study methods, research questions, participant details, instruments used, data collection procedures, and analysis techniques The findings will be presented and discussed in the upcoming Chapter IV: Data Analysis and Discussion.
DATA ANALYSIS AND DISCUSSION
Preliminary results and data analysis
4.1.1 What technique of blended learning can be used in IELTS speaking classes at the English center?
4.1.1.1: The importance of the blended learning in teaching speaking skills
A significant majority of teachers, 90%, believe that blended learning is essential for enhancing students' speaking skills, while the remaining 10% consider it somewhat important, noting that traditional face-to-face teaching methods are equally effective The detailed results can be found in Table 4.1.1.
Table 4.1.1 The importance of the blended learning in teaching speaking skills
The importance of the blended learning in teaching speaking skills
Very important Quite important Little important Not important at all
4.1.1.2 The reported applications of blended learning
10 out of 15 teachers being asked reported having used applications of blending learning in their speaking classes
The 10 teachers who had ever used blended learning in their lessons were interviewed to find out the applications which could be usedfor the intervention stage of the study
A significant majority of teachers, specifically 70%, consistently implement blended learning techniques to enhance their students' IELTS speaking skills Additionally, 20% of educators frequently utilize this approach, while only 10% occasionally incorporate it into their teaching Notably, none of the teachers reported never using blended learning strategies.
Table 4.1.1.2 illustrates the percentage of teachers utilizing various blended learning applications to enhance students' speaking skills, with Talk to Robot-Mike leading at 90%, followed by Facebook at 80%, voice recording at 70%, and movie making at 80% Additionally, video clips were used by 20% of teachers, while other applications accounted for 10% The majority of educators affirmed that blended learning effectively improves students' IELTS speaking skills.
What technique of blended learning have you used in IELTS’ speaking class? Number Percentage
Table 4.1.1.2 The technique of blended learning having been used in
4.1.2 The extent to which the use of blended learning improves learners speaking in IELTS exams
Paired Differences t df Sig (2-tailed) Mean
Table 4.1.2: Results of pre-test and post-test
Table 4.1.2 reveals a significant difference between pre-test and post-test scores, with a p-value of 0.02%, indicating improvement in students' IELTS speaking skills Initially, students faced challenges in speaking when taught solely through traditional face-to-face methods By evaluating the four criteria of IELTS speaking—fluency, vocabulary, grammar, and accuracy—this study demonstrates that blended learning effectively enhances students' speaking abilities The integration of traditional and modern teaching methods allows students to practice speaking more extensively, utilizing platforms such as Facebook, engaging with chatbots, and participating in online activities, ultimately leading to better performance in IELTS speaking assessments.
In summary, applications of the blended learning had positive effects on improving students IELTS speaking skills
4.1.3 The students’ attitudes toward the use the blended learning in IELTS speaking class
Table 4.1.3 shows the students’ responses to the 5 questions in the questionnaire asking them about their opinions of the use use of blended learning in IELTS’ speaking class
Strongly disagree Disagree Undecided Agree Strongly agree Total
Table 4.1.3: Student’ opinions of the use of blended learning in
IELTS’ speaking class Q1: I have positive attitude towards using blended learning in IELTS’ speaking class.
Q2: I like using of blended learning for IELTS’ speaking skills
Q3: I think using blended learning in learning IELTS speaking is beneficial. Q4: Blended learning can be a good companion to learning.
Q5: Blended learning is useful to improve my IELTS speaking skills.
Table 4.1.3 indicates that over 50% of students have a positive attitude towards blended learning in their IELTS speaking class, while 46% exhibit negative attitudes or remain undecided about its application in improving their IELTS speaking skills.
The results form question 2 show that 73% of the students liked using blended learning to improve IELTS speaking skills, another 26% of them dislike using the blended learning.
In a recent study examining students' perspectives on blended learning for IELTS speaking, 40% of participants recognized its benefits, while 60% remained undecided Additionally, nearly 33% of students expressed that they did not find blended learning advantageous for their IELTS speaking preparation.
According to the findings from question 4, 40% of students viewed blended learning as an effective complement to their education, while over 13% disagreed, leaving 30% of students undecided on the matter.
Question 5 of the questionnaires showed that 40% of the students considered blended learning is useful to improve their IELTS speaking skills, and about 36% disagreed In other words, students had positive attitudes towards the use of blended learning in IELTS speaking class
4.1.4 The reasons why students like using the applications of blended learning to improve IELTS’ speaking skills as reported from the interview:
Table 4.1.4 presents students' responses to two interview questions regarding their preferences for using blended learning applications in IELTS speaking classes The students also share their insights and opinions on the effectiveness of blended learning in enhancing their learning experience.
The reasons why students like using the applications of the blended learning to improve IELTS’ speaking skills
They have more time to speak
They can learn anywhere they want
They have join many activities to improve IELTS’ speaking skill
The students can support and discuss each other in face-book, online course
Correct mistakes for each other
Table 4.1.4: Students like using the applications of the blended learning to improve IELTS’ speaking skills
A recent survey revealed that a significant majority of students (90%) appreciate using blended learning applications to enhance their IELTS speaking skills, as they provide more opportunities for practice An impressive 93% of students reported the flexibility to learn from any location, while 97% engaged in various activities aimed at improving their speaking abilities Furthermore, 98% of participants utilized blended learning platforms, such as Facebook and online courses, to collaborate and discuss topics with peers Notably, 80% of students expressed increased confidence in their speaking abilities, and 95% indicated they could assist one another in correcting mistakes.
4.1.5 Students’ attitudes toward using the blended learning in IELTS speaking class in the observations
Observation checklist Strong Apparent Not
1 The teacher showed knowledge and understanding for using blended learning in
2 Students enjoyed the applications of blended learning in the class 50% 25% 15% 10%
3 Teacher’s lesson plan showed sclear objectives of using elements of blended learning
4 Teacher used the applications of blended learning in speaking class 48% 36% 8% 8%
5 Students had positive attitudes towards the application of blended learning in the class 57% 23% 15% 5%
6 Teacher guided students to use the applications of blended learning during the speaking lesson
Table 4.1.5: students’ attitudes toward using blended learning in
IELTS’ speaking skills in the observation
Table 4.1.5 reveals that teachers utilized an observation checklist to assess students' attitudes towards blended learning applications in IELTS speaking classes The findings indicate that a significant majority of students, accounting for 57%, held positive attitudes towards this learning approach, with 50% expressing enjoyment in participating in blended learning applications Additionally, 60% of students reported that teachers effectively guided them in using these applications during speaking lessons Only a small percentage, ranging from 7% to 15%, showed negative feedback, while minimal comments were noted from 6% to 10% Overall, the observation checklist demonstrates that students appreciate the use of blended learning applications to enhance their IELTS speaking skills.
Research question revisited
What technique of blended learning can be used in IELTS speaking classes at the English center?
The study reveals that blended learning significantly enhances students' IELTS speaking skills Most teachers are familiar with and actively implement blended learning strategies in their IELTS speaking classes, as indicated by the findings from questionnaires and interviews conducted with educators.
Interviews reveal that teachers play a crucial role in equipping students with effective strategies for learning English Educators believe that providing guidance on speaking techniques, such as identifying keywords and offering structured speech support, can significantly enhance students' speaking abilities Additionally, the integration of blended learning approaches can further improve students' speaking skills, making the learning experience more dynamic and effective.
An interviewee with strong speaking skills and another with average abilities suggested that average speaking students would benefit from understanding speaking strategies when teachers implement blended learning applications to enhance IELTS speaking skills.
In a recent survey, ten out of fifteen interviewers reported utilizing blended learning methods in their IELTS speaking lessons, highlighting the applications they employed The primary reason for adopting blended learning was the encouragement from teachers A key feature of this approach is the incorporation of movies and animations, which significantly engage learners Additionally, another interviewee from a high-performing speaking group echoed these sentiments, noting that blended learning made the process of improving IELTS speaking skills more enjoyable and effective.
Interviewees at an English Center in Hanoi highlighted the effectiveness of blended learning applications, such as Facebook, daily interactions with robots, online courses, movie making, voice recording, and video clips, in enhancing speaking skills Unlike traditional classroom settings, where repetition can be time-consuming, the interactive blended learning approach allows learners to easily access specific passages on their computers, significantly saving time and improving their speaking practice.
In a comparison of studying methods, opinions from two individuals with strong speaking skills and two with average skills revealed that the traditional approach often led to boredom They noted that while using video or online courses, the inability to view content while listening made it challenging to engage with various speaking passages, resulting in feelings of drowsiness Conversely, three interviewees—one from the proficient group and two from the average group—highlighted the benefits of interactive blended learning methods, particularly the inclusion of translation and subtitles, which they found to significantly enhance the learning experience compared to traditional methods.
The interview with the teacher revealed various applications of blended learning in enhancing speaking skills, including tools such as Facebook, robot interactions, voice chats, voice recordings, movie making, and e-learning platforms, all of which contribute to an engaging learning experience.
Teachers unanimously agree that blended learning is crucial for developing speaking skills They believe that understanding speaking strategies, including keywords and speech guidance, is essential for effective teaching This approach significantly aids students in improving their speaking abilities.
To what extent does the use of blended learning improve learners speaking in IELTS exams?
An investigation revealed that many students struggle with IELTS speaking skills across four evaluation criteria: fluency, lexical resource, grammar and accuracy, and pronunciation However, the implementation of blended learning in IELTS speaking lessons significantly improved student performance Assessments conducted at the beginning and end of the course demonstrated notable progress, as students initially faced challenges such as long pauses, limited ability to connect sentences, and restricted vocabulary By the end of the course, students showed marked improvement in fluency, lexical resource, grammar, and pronunciation, leading to higher IELTS scores.
What are the students’ attitudes toward the use the blended learning in IELTS speaking class?
The interviewees expressed positive attitudes towards the blended learning method for enhancing speaking skills, noting that it makes learning English more engaging and enjoyable, akin to watching television They reported feeling more active in their learning during free time and appreciated the ability to listen to passages repeatedly without boredom This aligns with Jones (2003), who found that blended learning not only facilitates concentration but also makes studying enjoyable.
The multimedia method offers students greater access to diverse learning materials compared to traditional approaches This aligns with Baltova's (1994) research, which indicates that interactive blended learning significantly enhances students' speaking skills.
In conclusion, blended learning is an effective approach for enhancing speaking skills in students By implementing this method, teachers can motivate learners, particularly those with average speaking abilities, to improve their skills and discover personalized strategies Additionally, this approach can increase student engagement and alleviate the frustration often associated with traditional learning methods.
Summary of the findings
Improving IELTS speaking skills is essential for students, making it a pressing concern for educators This study specifically examines the application of blended learning as a strategy to enhance students' speaking abilities The findings align with previous research, indicating that the integration of sound, visual effects, and videos in blended learning significantly boosts learners' speaking skills Overall, this research highlights the effectiveness of multimedia techniques in enhancing students' speaking proficiency.
Despite the study's thorough efforts, limitations such as time constraints, resource availability, and the researcher's capabilities led to unavoidable drawbacks Additionally, the restricted timeframe prevented the observation of all speaking classes, limiting insights into the applications of blended learning Nevertheless, the researcher is confident that this study will positively impact the teaching of speaking skills for non-major students at an English center in Hanoi, potentially enhancing their IELTS speaking performance.
The researcher faced time and scale limitations, preventing a comprehensive exploration of the study's field Numerous intriguing topics remain for investigation, particularly strategies for implementing blended learning in large classroom settings.
Speaking skills are essential for effective English communication, especially in the context of language teaching and learning Success in IELTS speaking tests is a significant milestone for learners In Vietnam, various efforts have been made to enhance students' performance in these tests, but results have been modest Recognizing this challenge, this action research project aims to explore how blended learning can enhance students' speaking skills for IELTS.
The project, conducted at an English Center in Hanoi, involved 30 intermediate-level English students aged 16 to 20 from various regions of Vietnam, with stronger proficiency among those from larger cities Through activities such as discussion, argumentation, demonstration, comparison, and persuasion, students enhanced their verbal communication skills in English This approach not only provided relevant educational materials but also established a specific mechanism for practicing English effectively.
In conclusion, the secure application of case studies is essential, as they are recognized as one of the most effective teaching and learning methods for English language education globally By enhancing students' abilities to analyze information, select alternatives, and develop efficient implementation plans, case studies significantly improve problem-solving skills Frequent use of this method reinforces its value, contributing positively to traditional approaches in English language teaching and learning.
Blended learning prioritizes the benefits to students, making it essential to consider their needs in its design Heller's (2010) cost-benefit analysis highlights the challenges and expenses of organizing face-to-face interactions, yet emphasizes their importance in effective communication across various fields, including business Balancing the value of in-person engagement with students' need for access and flexibility is crucial, as this equilibrium influences the overall quality of the learning experience.
“value”– is the goal of educational providers.
The author offers valuable suggestions for enhancing IELTS speaking skills at an English center in Hanoi However, the study acknowledges limitations in time, materials, experience, and knowledge, which may impact its effectiveness Constructive feedback and ideas are encouraged and greatly appreciated to improve the overall quality of this thesis.
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This questionnaire aims to gather data for a study focused on the implementation of blended learning to enhance IELTS speaking skills among students at an English center in Hanoi The collected information will be used solely for research purposes.
Thank you very much for your time and cooperation!
Please circle the answer that is most suitable for you:
1 Have you used blended learning in your speaking lesson?
2 How often do you use blended learning in your IELTS’ speaking lesson?
3 What applications of blended learning do you use in IELTS’ speaking class?
4 How important is the blended learning in teaching IELTS’ speaking skills to you?
This questionnaire aims to gather data for my research on the effectiveness of blended learning in enhancing IELTS speaking skills among students at an English center in Hanoi The information collected will be used solely for academic purposes.
Thank you very much for your time and cooperation!
Please circle the answer that best show your opinions
Q1: I have positive attitude towards using blended learning in IELTS’ speaking class.
Q2: I like using of blended learning for IELTS’ speaking skills
Q3: I think using blended learning in learning IELTS speaking is beneficial.
Q4: Blended learning can be a good companion to learning.
Q5: Blended learning is useful to improve my
APPENDIX 3 IELTS’ speaking Test (pre-test)
Part 1: You are going to be asked some of the questions on general topics such as yourself and family
2 Are you married or not? Could you tell me about your family?
3 How many people are there in your family?
Part 2 : Talk on a topic for 1 or 2 minutes
You are going to present a topic You have one minute to prepare your ideas and one minute to speak your ideas.
Describe your favourite free time activity
- where and when you do it
- why you enjoy doing it
1 Is your favorite activity very popular among people at your age?
2 What are the popular free time activities of students?
3 Would you have more free time? Why?
APPENDIX 4 IELTS’ speaking Test (post-test)
Part 1: You are going to be asked some of the questions on general topics such as Sports
1 What is your favourite sport?
2 Why do you like it so much?
3 What sports are played in your country?
Part 2 : Talk on a topic for 1 or 2 minutes
You are going to present a topic You have one minute to prepare your ideas and one minute to speak your ideas.
- the name of the film
- where and when you saw it
- what the story is about
- whether it is a happy story or a sad one
And explain why you like it
1 Which film has impressed you most so far?
2 What kind of film you like?
3 What kind of film do you think is more popular in your country?
1 What applications of blended learning do you like best? Why?
2 What teachers’ activities do you like best in IELTS’ speaking class?Why ?
Objectives of the observation: Put a tick in appropriate column from 1 to 3 and finally write any comments or suggestions you want to make about it:
Observation checklist Strong Apparent Not
1 The teacher showed knowledge and understanding for using blended learning in
2 Students enjoyed the applications of blended learning in the class
3 Teacher’s lesson plan showed sclear objectives of using elements of blended learning
4 Teacher used the applications of blended learning in speaking class
5 Students had positive attitudes towards the application of blended learning in the class
6 Teacher guided students to use the applications of blended learning during the speaking lesson
Name of teacher: Mrs Mary
Lesson: Talk to Mike (Robot)
- Students’ level of English proficiency: Intermediate (B1 in the CEFR)
- Most of the students love exploring and using technology.
Many students struggle with their IELTS speaking skills, prompting this lesson to focus on enhancing their abilities through blended learning techniques The goal is to improve their English speaking proficiency in preparation for the IELTS exam.
By the end of the lesson students will be able to:
- Do test with IELTS’ higher score
- Teacher: A video, a laptop, a projector, chalk, …
Tim e Teacher’s activities Students’ activities
Introduction about lesson: Talk to
Mike (Robot) from espeed.vn (how to speak English with Robot)
- Teachers introduction about the lesson today for the students
- Teachers open one video in which
Mr Mike talks with the students
- Give instruction: In this video, you must listen carefully And your duty is to ask Mike’s questions and puts him questions.
Practice - Listen to the video says and talk with Mike.
- Teacher asks Ss to work in group
Then talk to a partner what students listen from video Talk to Mike
- Call the representatives of some pairs to present in front of the class.
- Teacher consolidates the main points of the lesson
- Watch Video : Talk to Mike
- Listen and pay attention to teacher
- Present in front of class
- Listen to the teacher and write down