INTRODUCTION
Rationale for the study
The rapid advancement of information technology is transforming various fields, including education In Vietnam and globally, new communication technologies are reshaping the educational landscape, altering the roles of both learners and instructors This evolution presents fresh challenges in the teaching and learning process As a result, innovative methodologies such as web-based learning, e-learning, distance learning, and blended learning have emerged, significantly enhancing the educational experience.
As English becomes the global lingua franca, particularly in science and technology, countries are increasingly prioritizing its use across various fields, making the teaching and learning of English as a second or foreign language a significant educational focus While the future of English language instruction remains uncertain, many researchers believe that blended learning will play a crucial role in second language acquisition Historically, education has relied on two distinct learning environments: traditional face-to-face classrooms, which emphasize direct interaction, and online classrooms, which facilitate asynchronous learning through digital resources This evolution has led to the rise of e-learning, providing the advantages of flexible, anytime, anywhere education.
(Young, 2004: 133) was an alternative way of delivering education to students who could not attend the traditional classrooms
While e-learning offers significant educational benefits, it also presents notable drawbacks A primary concern is the lack of face-to-face interaction, which can lead to student disengagement, as highlighted by Kirby (1999) Additionally, the absence of essential teacher guidance further limits the online learning experience (Hajsadr, 2005) Consequently, there is an increasing need for virtual educational environments that promote not only knowledge acquisition but also physical interaction among students This shift towards “learners interacting with other humans via the computers” (Kern & Warschauer, 2000: 11) has become a crucial element in enhancing the effectiveness of technology-assisted learning.
To enhance the teaching and learning process, educators are increasingly adopting a "Blended Learning" approach, which combines the benefits of traditional face-to-face instruction with online learning environments (Rogers, 2001: 11) This innovative method aims to create a more effective and engaging experience for students learning English.
Blended learning has become a prominent topic of research globally and in Vietnam, where it is widely implemented in schools despite the challenges of requiring advanced IT skills and well-prepared equipment Research indicates that this approach enhances second language acquisition, allowing students greater flexibility for independent learning and catering to diverse language learners (Felix, 2003; Collentine, 2000; Singh, 2003) Notably, Collentine's study (2000) highlights that blended learning significantly benefits less confident learners, providing them with the support they need to thrive in their language studies.
This study aimed to evaluate the effectiveness of passive learning in ESL classes within the Vietnamese context, focusing on the perspectives of both teachers and students regarding this teaching and learning approach for English.
The IELTS (International English Language Testing System) is a highly regarded English proficiency exam in Vietnam, serving as a key criterion for teachers and students aspiring to study abroad As a result, the popularity of IELTS learning has surged in the country However, many educators face challenges in identifying effective teaching methods for IELTS preparation, particularly in speaking and writing skills, which have received less research attention compared to reading and listening Blended learning environments offer valuable opportunities for students to engage and practice these skills, supplemented by teacher support, which is especially beneficial for Vietnamese students who may struggle with independent learning While numerous blended courses have shown positive outcomes in enhancing English proficiency, there remains a gap in research regarding the satisfaction of both teachers and students in such settings This study aims to assess the effectiveness of teaching speaking skills in the IELTS format through blended learning, drawing insights from both educators and learners based on established criteria from existing literature.
Purpose of the study
This research aims to evaluate the effectiveness of teaching and learning the IELTS speaking skill within a blended learning course, focusing on specific criteria derived from learning theories, as perceived by both teachers and students.
This research explores a blended learning program that integrates traditional face-to-face instruction with computer-based learning In this model, the time allocated for in-person classroom sessions remains unchanged, regardless of the online activities involved.
Considering this purpose, the study will seek the answers to the research question as follows:
“How effective is the blended learning IELTS speaking course as viewed by teachers and students and in relation to the course expected outcomes?”
Specifically, to answer the research question, some aspects should be investigated:
- The effectiveness of the blended learning IELTS speaking course from teachers’ and students’ perspectives
- The limitations of the blended learning IELTS speaking course from teachers and students’ perspectives
- The teachers’ and students’ suggestions to improve the effectiveness of the blended learning IELTS speaking course.
Significance of the study
This study primarily contributes by evaluating the perspectives of teachers and students regarding the teaching and learning of IELTS speaking skills within a blended learning framework Additionally, the research findings may serve as valuable evidence for educational leaders to revise the current blended learning syllabus, aiming to enhance classroom learning environments based on the insights gathered from both teachers and students.
This blended learning course enhances IELTS speaking skills through five effective teaching and learning strategies The research contributes valuable insights to the field of blended learning in IELTS pedagogy and offers recommendations for future studies in this area.
Scope of the study
This study focuses on a pre-intermediate IELTS speaking class (IELTS 5.5) at an English center in Hanoi, Vietnam, involving 15 students and two experienced teachers—one Vietnamese and one foreign All participants reported possessing sufficient computer skills, including proficiency in word processing and audio recording The teachers are trained to facilitate this blended learning environment, and most students are currently enrolled in various high schools across Hanoi.
In this study, researchers provide technology-assisted resources, including email, web accounts, and Facebook accounts, to enhance the online learning environment both inside and outside the classroom Each student is given an individual account to access the blended learning course, ensuring a personalized educational experience.
Methodology
This study utilizes a mixed-methods approach, combining qualitative and quantitative research to evaluate the teaching and learning of IELTS speaking skills from the perspectives of both teachers and students in a blended learning environment The research aims to align these insights with the expected course outcomes Quantitative data is gathered through pre-test and post-test scores of students, which are analyzed to derive new findings Additionally, qualitative data is collected through class observations and in-depth interviews with teachers and students, enriching the overall understanding of the teaching and learning process.
The qualitative data is obtained to have a more detailed and deeper interpretation of the figured results.
Organization of the study
The thesis consists of 5 chapters
The first chapter provides a comprehensive introduction to the study, defining blended learning and outlining the motivation behind the research It highlights the study's purpose and significance, presents the research question, and delineates the scope and methodology employed.
The second chapter provides a comprehensive literature review on blended learning, exploring its learning outcomes, advantages, and challenges It also discusses evaluation literature, outlines the theoretical framework of the study based on specific criteria, and examines the theory of IELTS speaking pedagogy.
The third chapter introduces survey research methodology and describes the context, participants, and a detailed overview of the research procedures, including the data collection methods and analysis
The fourth chapter presents and discusses the result and new findings to answer the research question
The fifth chapter summarizes the findings, implications and limitations of the study, closing with the suggestions for further studies
LITERATURE REVIEW
Blended learning
Blended learning is a widely recognized term in education, yet it lacks a universally accepted definition According to Vignare (2007: 37), blended learning is often referred to as "e-learning," "hybrid," "mixed mode," or "distributed learning." Badawi (2009: 15) provides a specific definition of blended learning, emphasizing its diverse applications and methodologies in educational settings.
Blended learning is a flexible educational approach that integrates face-to-face and online learning activities, facilitating both individual and collective feedback in areas such as learner strategies and alternative assessments This instructional model combines traditional classroom methods with digital tools, enhancing the learning experience and supporting student engagement Defined as a deliberate combination of online and classroom-based interventions, blended learning represents the evolution of e-learning, merging the benefits of both online and conventional learning environments.
Blended learning is transforming traditional education by integrating face-to-face instruction with online learning methods, enhancing the overall learning experience (Fan et al.).
2017) In other words, face-to-face and technological environments are critical
Blended learning, as defined by Smith & Hill (2019), includes all learning environments that utilize technology, excluding purely online or traditional classroom settings This approach is essential for delivering effective blended learning experiences (Lam et al., 2018).
Blended learning is an innovative educational approach that integrates traditional face-to-face instruction with modern computer-mediated activities, enhancing the overall teaching and learning experience.
Blended learning, as highlighted by the Department of Education and Early Childhood Development (2012), offers significant benefits for both teachers and students Teachers observe improved student learning outcomes and enhanced opportunities for students to apply their technological skills through online course materials The collaborative environment fostered by online discussion boards and instant messaging enhances interaction among students and between students and teachers From the students' viewpoint, blended learning promotes independence and flexibility, enabling them to learn anytime and anywhere, and participate in virtual excursions to historical landmarks without the expense of travel Furthermore, blended learning optimizes classroom time for active and meaningful activities, allowing for deeper analysis and discussion of topics, as well as more individualized attention from teachers To effectively address the unique needs of students and educators, it is essential to design blended learning programs that cater to these requirements.
9 implemented Therefore, ongoing evaluation is critical and essential to the success of blended learning as it ensures the overall quality of the course
2.1.3 Learning outcomes in a blended learning program
According to Kintu & Zhu (2016), learning outcomes in a blended learning program include four factors They are intrinsic motivation, satisfaction, knowledge construction and learning performance (2016: 184)
Intrinsic motivation is a crucial learning outcome, as highlighted by Kintu & Zhu (2016), who emphasize its role in evaluating students' experiences during blended learning interventions Positive emotions, such as enjoyment and comfort, as well as negative emotions like stress and anxiety, significantly impact students' intrinsic motivation.
Satisfaction is a key learning outcome, reflecting students' success and their overall contentment with the educational experience (Moore, 2009).
Student satisfaction in a blended learning environment is crucial for evaluating its success, as it encompasses the emotions and attitudes students experience while achieving their educational goals (Kintu & Zhu, 2016) According to Boyle et al (2003), satisfaction can be defined as the accomplishment and enjoyment derived from learning experiences To enhance student satisfaction, it is essential to focus on factors such as accessible equipment, well-planned course content, effective teaching methods, and engaging activities (Debourgh, 2003, as cited by Kintu & Zhu, 2016).
A key learning outcome in a blended learning environment is knowledge construction, demonstrated when students effectively share and exchange information and ideas (Rahman et al., 2011, as cited by Kintu).
The ultimate goal of education is to enhance learning performance, particularly in blended learning environments Research by Hill, Chidambaram, and Summers (2013, as cited by Kintu & Zhu, 2016) indicates that students tend to achieve better outcomes in these settings compared to traditional face-to-face classrooms To evaluate the effectiveness of a Blended IELTS speaking course, it is essential to consider key factors such as intrinsic motivation, satisfaction, knowledge contribution, and overall learning performance from both teachers' and students' perspectives.
2.1.4 Advantages and challenges in a blended learning program
Blended learning, as defined by the Department of Education and Early Childhood Development (2012: 29), merges traditional classroom instruction with online learning, leveraging the strengths of both methods This approach offers significant benefits from the perspectives of both teachers and students, enhancing the overall educational experience.
From the teachers' perspectives, blended learning environments significantly enhance student outcomes, including intrinsic motivation, satisfaction, knowledge construction, and overall learning performance Students also have the opportunity to improve their technology skills by engaging with online course materials Furthermore, blended learning fosters increased collaboration and interaction between students and teachers, particularly when educators implement interactive activities such as small group work, discussions, or debates in traditional face-to-face settings.
From the students’ perspectives, it is revealed that students can increase their flexibility and independence in learning Moreover, students could have
Virtual conferencing and digital excursions offer individuals access to expert knowledge and experiences that would typically require expensive travel These online opportunities allow participants to explore museums, zoos, and significant historical or cultural landmarks from around the world, making valuable resources more accessible and affordable.
Blended learning environments present various challenges that must be addressed to ensure their success According to the Department of Education and Early Childhood Development (2012: 30), key obstacles in implementing blended learning include issues that need to be overcome for effective educational outcomes.
• Teacher support and professional development
• Student preparation/ support and transition
Additionally, Hofmann (2011: p 131) illustrates some technological, designs and organizational difficulties that might affect the quality of implementing blended approach in teaching and learning:
• The use of technology merely because it is available
• The concentration on what to teach, rather than how to teach, which is more critical
• All the components of blended learning are not coordinated and integrated
• Participants’ ability to use technology
• Various challenges in assessment, monitoring, class administration and finance
• The misunderstanding of the role of the facilitator
• Cultural differences in different countries
Evaluation
Evaluation is a multifaceted process that varies by context and discipline As defined by Patton (1987), it involves a thorough examination of a program to enhance its effectiveness and guide programming decisions This process includes the collection and analysis of data related to the program's activities, characteristics, and outcomes.
An effective evaluation process must be systematic and impartial, relying on empirical evidence (Ross et al., 2004) It encompasses both empirical and normative aspects, distinguishing it from other inquiries like clinical epidemiology or basic science research (Fournier, 2005) Evaluations assess value, merit, significance, and quality (Scriven, 1993), examining expected and achieved outcomes, processes, contextual factors, and causality to understand achievements (UNEG, 2005) According to Patton (1987), evaluations can focus on various topics, including accessibility, effectiveness, cost, and sustainability, ultimately aiming to enhance future programming and contribute to organizational or social value.
In my opinion, educational evaluation is a critical process that involves assessing the current situation, forecasting outcomes based on analyzed data, and making informed decisions to enhance the quality and effectiveness of educational practices.
Horton (2001) emphasizes the importance of evaluating e-learning for several key reasons: it justifies investments in training, enhances decision-making regarding training programs, holds participants accountable, demonstrates financial responsibility, improves the overall quality of training, and fosters a culture of quality.
Evaluation is a fundamental component of instructional development (ID) models and training cycles, as highlighted by Brill & Park (2011: 422) It is essential for ensuring the quality of training courses Gustafson & Branch (2002) further illustrate this by placing the term "evaluate" at the center of their model, underscoring its pivotal role in the ID process.
Figure 1 Evaluation as central to ID practice, from Gustafson & Branch (2002)
Evaluation is a crucial element in instructional design, serving as an interactive component that supports continuous improvement across all other aspects of the process Its integral role underscores the importance of ongoing assessment in enhancing educational practices.
“the key role of quality control over the cycle” (Bramley, 1996, as cited in Brill
Moreover, Kirkpatrick (1998) demonstrates three reasons for having an evaluation, as follows:
• To justify the existence of the training department by showing how it contributes to the organizations’ objectives and goals
• To decide whether to continue or discontinue training programs
• To gain information on how to improve future training programs
In summary, evaluation is a significant process and a necessary feedback instrument to ensure the quality, the development and the improvement of a program
Evaluation encompasses two main types: formative and summative Formative evaluation focuses on enhancing program information, while summative evaluation uses collected data to make final decisions and assess program effectiveness (Russ-Efl & Preskill, 2001, as cited in Brill & Park, 2011) In the context of a Blended Learning course for IELTS Speaking, both evaluation types were utilized The evaluation outcomes aim to provide summative judgments on the course's effectiveness and offer recommendations for improvements to enhance the existing curriculum.
Evaluation in education is a deliberate process involving data collection, interpretation, and decision-making regarding teaching and learning (Genesee & Upshur, 1996) It serves to confirm effective practices and implement necessary changes for improvement (Germaine et al., 1992) Course evaluation plays a vital social role by reflecting the perspectives of teachers, learners, and sponsors (Hutch & Waters, 1987) Additionally, it provides valuable insights that help manage current courses and inform future developments (Mary Neary, 2000) Ultimately, course evaluation is essential for assessing the effectiveness of materials, activities, student engagement, and teaching methods.
Teachers can enhance their teaching and improve student learning by developing and modifying courses to reflect their experiences, values, and attributes (Gravestock, 2008: 138).
Blended course evaluation
Blended learning implementation should start conservatively to ensure proper instructor training and allow students to adjust to new learning styles, as highlighted by Boyle et al (2003) It's essential to continuously adapt and update programs to address the evolving needs of students and teachers Ongoing evaluation plays a crucial role in the success of blended learning, necessitating the creation and utilization of evaluation frameworks to assess the effectiveness of blended courses.
Evaluating blended learning is essential in education to determine its effectiveness, yet it presents significant challenges Various frameworks exist for this evaluation, differing in methods, focus areas such as technology and course content, perspectives considered (students or teachers), and criteria for assessing program success A prominent model in this field is Kirkpatrick’s evaluation model (1998), which categorizes evaluation into four levels: reaction, learning, behavior, and results.
To effectively evaluate a program, it's crucial to gather participants' perspectives on various elements such as materials, facilities, instructions, teaching methods, and content through a questionnaire At the learning level, the focus shifts to assessing the knowledge, principles, facts, and skills acquired by students to understand their comprehension of the material The behavior level evaluates the program's effectiveness in enhancing participants' performance Finally, the results level aims to identify organizational improvements, determining the overall positive or negative impact of the program on the organization.
Kirkpatrick’s framework serves as a valuable foundation for designing evaluations in the absence of specific e-learning methodologies (Aldito et al., 2006) Scholars propose diverse criteria for assessing e-learning programs, with Horton (2001) highlighting key areas such as business and technical issues, content quality, instructional design, practice and feedback, usability, media effectiveness, navigation and control, and motivation Additionally, other researchers have developed their own evaluation frameworks that share similarities with Kirkpatrick’s model.
Thair (2008) adapts Kirkpatrick’s model for e-learning, focusing on three key areas: interaction, learning, and results The interaction phase evaluates the usability and aesthetic appeal of the e-learning interface, along with user satisfaction and its effectiveness in facilitating learning The learning phase measures the actual knowledge and skills gained by learners through the e-learning course Finally, the results phase assesses the practical benefits of the acquired knowledge, specifically the employee's ability to perform effectively and efficiently in their role post-training.
In the study “Evaluating blended learning: Bring the elements together”, Bowyer (2017) also lists some existing evaluation frameworks
The WEBLEI model assesses students' perceptions and experiences of online learning through questionnaires, focusing on four key aspects: Emancipatory activities (convenience, efficiency, and autonomy), Co-participatory activities (flexibility, reflection, quality, interaction, collaboration, and feedback), Qualia (success, confidence, accomplishments, and interests), and Information structure and Design (the organization and presentation of course materials) (Chang, 1999) In a similar vein, the HELAM model employs a conceptual multidimensional framework to evaluate learning management systems via a questionnaire that encompasses six dimensions: Social issues (supportive factors, learner perspectives, and instructor attitudes) and Technical issues (system quality, information content quality, and service quality).
The E-learning framework encompasses eight dimensions that serve as a guide for designing, developing, delivering, and evaluating open and distributed learning environments This comprehensive framework aids in constructing an effective evaluation model.
The Technology Acceptance Model (TAM) focuses on “the causal relationships between system design features, perceived usefulness, perceived ease of use, attitude toward using, and actual usage behavior” (Davis, 1993:
Two key predictors of a system's effectiveness are perceived usefulness and perceived ease of use Perceived usefulness refers to the belief that utilizing a specific system can improve an individual's performance, while perceived ease of use indicates the belief that using the system will require minimal effort.
Another framework which is a rubric-based model includes a wide range of factors such as instructional design, the use of technology, student’s experiences of the program (Smythe, 2011)
Evaluating blended learning courses involves various frameworks, each tailored to different audiences and purposes, yet no single model stands out as universally preferred While frameworks like WEBLEI and HELAM emphasize course outcomes, others such as TAM focus more on technology than pedagogy, often prioritizing students' perspectives over those of teachers To address this gap, Bowyer (2017) introduces a comprehensive evaluation framework that categorizes influences into three interconnected spheres: the outer sphere encompasses broader institutional contexts, the middle sphere addresses course design, planning, content, technology, and assessment, while the inner sphere focuses on the dynamics between teachers and students, including their communication and collaboration At the core are critical outcomes like learner satisfaction and student engagement Bowyer’s framework effectively captures all dimensions of blended learning, enabling evaluators to identify limitations and provide actionable suggestions for improvement.
Figure 3 Conceptual framework for evaluating blended learning (Bowyer, 2017)
2.3.2 Criteria for blended course evaluation
Evaluating a blended learning course involves more than just attendance, retention, or student grades; it requires a comprehensive set of assessment criteria To effectively assess a blended IELTS speaking course from both teachers' and students' perspectives, it is essential to clarify these evaluation criteria This evaluation will be structured according to Bowyer’s framework (2017), which outlines specific criteria for a thorough assessment of blended learning experiences.
- The first criterion focuses on the effectiveness of this blended IELTS speaking course based on the students’ scores on their speaking performance
The second criterion focuses on assessing the perspectives of both students and teachers regarding course organization, which includes elements such as course design, content, teaching materials, and the quality of instructions and feedback provided.
- The third criterion focuses on the assessment of learners’ satisfaction, knowledge constructions, the interaction and collaboration between students and teachers based on students and teacher’s perceptions
Based on the three mentioned criteria, the researcher has reached the conclusion about the effectiveness of this IELTS speaking blended course
IELTS Speaking
The IELTS speaking test is a structured oral interview lasting 11-14 minutes, conducted between the examiner and the candidate To ensure accuracy and fairness in scoring, all speaking tests are recorded for potential review in case of disputes regarding the candidates' scores.
The speaking test consists of three parts, each of which fulfils a particular function in terms of interaction pattern, task input and candidate output (see the Appendix A)
Part 1 is 4-5 minutes long in which the candidates are required to answer a number of questions of general topics such as families, friends, jobs,…
Part 2 is an individual long turn that requires the candidate to produce a speech on a specific topic presented on a cue card which is given by the examiner The candidate is given one minute for preparation and two minutes for making a speech This part can be followed by one or two rounding-off questions in case the candidate is not able to produce a speech in a required time
Part 3 is a discussion between the examiner and the candidate The candidates answer the questions linked to the topic in part 2
2.4.1 Performance Descriptors in IELTS Speaking
IELTS speaking performances are assessed by qualified examiners from recognized test centers, such as the British Council and IDP: IELTS Australia These experienced evaluators utilize a detailed performance descriptor that outlines a scoring range from 1.0 to 9.0, corresponding to nine distinct speaking proficiency levels This scoring system evaluates candidates based on four analytical subscales, as detailed in the IELTS Handbook (2007).
Generally, the IELTS Speaking score is evaluated based on four elements including:
• Fluency and coherence describe the ability to connect ideas and language together to form a coherent and connected speech
• Lexical resource is the variety of vocabulary that the candidate can use and the accuracy with the meanings expressed in a discussion
• Grammatical range and accuracy refer to the ability of using grammatical structures and meaningful complexity of sentence structures
• Pronunciation indicates the ability to produce comprehensible and understandable speech in speaking
After students have the speaking test in IELTS completed, the examiner will give overall speaking score of examinees based on four above elements.
Previous studies
Blended learning has become increasingly popular in educational research; however, there is a scarcity of studies focusing specifically on blended learning environments in IELTS preparation courses, particularly within Vietnamese contexts While some research has been conducted outside of Vietnam, examining the implementation of web-based instruction and the effectiveness of blended learning in English teaching, notable studies include Ersoy's (2003) investigation, which highlighted positive student perceptions of web-based instruction and online instructors, although perceptions of online collaborative learning were neutral Similarly, ĩnsal's (2007) study compared the effectiveness of blended versus face-to-face learning environments, focusing on student achievement and motivation, yielding insightful findings.
Research indicates that blended learning significantly enhances students' motivation and academic performance, leading to improved test scores Saovapa (2017) found that students in blended learning environments outperformed their peers in traditional settings, showing greater oral proficiency and motivation Ginaya (2018) also reported substantial improvements in students' speaking abilities and heightened interest in learning through blended approaches However, studies on blended learning in Vietnam remain limited Hung (2015) demonstrated that flip teaching using WEBQuest strategies yielded better outcomes than traditional methods, fostering positive attitudes and increased effort among students Additionally, Ngan (2014) revealed that students at Hanoi Open University had optimistic expectations regarding blended learning, particularly valuing its timing and usefulness, while also noting challenges such as insufficient technical skills and interaction opportunities.
A case study by Viet (2016) explored blended learning in Vietnam, highlighting the effectiveness of peer assessment The research evaluated students participating in blended learning courses and demonstrated that they were satisfied with the peer assessment approach.
In summary, while various studies on blended learning have explored student satisfaction, expectations, experiences, and learning outcomes in both Vietnamese and international contexts, there is a lack of research specifically addressing the opinions of teachers and students regarding IELTS speaking instruction within a blended learning environment This study aims to investigate the perspectives of both teachers and students on the effectiveness of the blended learning IELTS speaking course and its alignment with expected outcomes at a center in Hanoi.
METHODOLOGY
Research design
The study utilized a mixed-method approach to evaluate the teaching and learning of IELTS Speaking skills from the perspectives of both teachers and students within a blended learning environment, aligning with the expected course outcomes The research objectives were met through the analysis of quantitative data, which included pre-test and post-test scores from students, revealing significant findings Additionally, qualitative data was gathered through class observations and in-depth interviews with teachers and students, providing a more nuanced understanding of the results.
Research setting
At IVY Prep Education, students interested in the IELTS blended learning course must first complete a placement test to ensure they are grouped with peers of similar skill levels Each class is limited to a maximum of fifteen students, promoting an effective learning environment.
The study involved a randomly selected IELTS pre-intermediate class consisting of 15 students, with 8 girls and 7 boys, whose placement test scores ranged from 4.0 to 5.0 Over a 15-week period, the course included 30 sessions led by two teachers, focusing on developing all four language skills through selective learning However, this research specifically targeted the IELTS speaking skill, concentrating on parts 1 and 2 of the syllabus Each student was provided with an individual account for accessing the online course materials.
The course comprised two main components: a Laboratory class and an Interactive class, held every Tuesday and Saturday evening, each lasting two hours In the Laboratory class, students accessed the IELTS blended course's homepage, which featured various sessions tailored to different skills.
Figure 4 The homepage of IELTS blended course (after logging in)
Upon logging into the system, students selected their session for the day and began the learning process, which comprised four key steps The first step involved an introduction to the session's learning goals and a mini quiz to assess retention of information from an example video The second step focused on acquiring useful sub-skills, followed by small practice exercises that emphasized essential vocabulary and grammatical structures, requiring students to record their responses independently The final step involved exam practice, where students recorded their answers and uploaded them to the system for review by both Vietnamese and foreign teachers.
26 to the recordings and give feedback for students about their speaking performance
Figure 5 An example of the IELTS Speaking session
Figure 6 The exam practice (the final step)
Prior to the Interactive class, the foreign teacher was tasked with collecting recorded speaking audios from students, analyzing their listening skills, identifying common errors, and collaborating with the Vietnamese teacher to assess the students' learning performance and progress in the Lab class This process enabled the foreign teacher to understand what students had learned, their level of achievement, and the prevalent mistakes, allowing for the development of tailored communicative activities to enhance student practice.
In the Interactive class, the foreign teacher effectively addressed student challenges, provided solutions, and facilitated communicative activities that allowed students to practice speaking on specific syllabus topics.
In the course, students engaged in interactive discussions by forming random groups, allowing them to explore topics collaboratively The foreign teacher facilitated this process by reshuffling groups periodically, encouraging members to share and exchange ideas As discussions unfolded, the teacher actively participated, posing questions and offering suggestions for vocabulary and expressions to enhance students' contributions Following the group discussions, each team presented their insights, while the teacher noted pronunciation, word choice, and grammatical errors To conclude the interactive session, the teacher summarized key expressions related to the speaking topic and addressed common mistakes, reinforcing learning outcomes for all students.
The researcher
The researcher, an English teacher at IVY PREP for over a year, served as an observer, administrator, and online tutor during the implementation of the blended learning course in the IELTS class This role required the researcher to cultivate a strong rapport with the classroom teachers, focusing on their teaching methods and content delivery.
Participants
A study involving 15 students, comprised of eight girls and seven boys, was conducted in an IELTS class utilizing a blended learning program The participants, primarily high school students aged 15-18 from various public and international schools, had initial IELTS scores ranging from 4.0 to 5.0 in placement tests.
The IELTS blended learning course at the center involves students attending two coordinated sessions each week, specifically a Laboratory class and an Interactive class, held every Tuesday and Saturday evening Each session lasts for two hours, ensuring a comprehensive learning experience.
The study involved two experienced IELTS teachers, one American native and one Vietnamese, both of whom have over five years of teaching experience and achieved scores between 8.0 and 8.5 on the IELTS exam Their enthusiasm, humor, and readiness to assist students with any challenges contributed to a supportive learning environment.
Data collection instruments
The study employed three data collection instruments: pre-tests and post-tests, classroom observations, and interviews Pre-tests and post-tests were utilized to assess students' IELTS speaking scores before and after the course, while classroom observations provided insights into the teaching and learning process of IELTS speaking within the blended learning environment Additionally, two in-depth interviews with teachers and fifteen semi-structured interviews with students were conducted to gain a comprehensive understanding of their perspectives on the IELTS speaking skill development in the blended course.
3.5.1 The pre-test and post-test
Tests are a highly effective means of evaluating research, as they gather data on subjects' proficiency and knowledge in a second language (Seliger & Shohamy, 1989) This study utilized two IELTS speaking tests—a pre-test and a post-test—to assess students' speaking performance prior to and following the implementation of an IELTS blended learning course.
The pre-test and post-test utilized a consistent format and difficulty level, with students allotted 8-10 minutes for each assessment Both tests comprised two parts derived from the IELTS Speaking tests featured in the IELTS Cambridge 13 book, selected for their standardization and expert development These items were specifically chosen to align with the participants' speaking abilities, as their IELTS speaking proficiency ranged from band scores of 4.0 to 5.0 Teachers involved in the study evaluated the students' speaking performance in both the pre and post tests.
Tests offer the advantage of objectively measuring students' language proficiency, particularly through standardized criteria like those used in IELTS speaking assessments This allows for clear and concise test results that can be effectively analyzed after conducting pre-tests and post-tests However, relying solely on test scores can be problematic, as they may not accurately reflect a student's true abilities due to factors such as anxiety or nervousness during testing To gain a more comprehensive understanding of both students' and teachers' perspectives on learning IELTS speaking skills in a blended course, additional methods like classroom observations and interviews were utilized.
In this study, observation served as a key method for data collection Over a 15-week period, the researcher frequently visited Interactive classes to assess students' IELTS speaking performance and attitudes within the classroom environment Detailed notes were taken during these observations, focusing on four specific aspects of the students' engagement and performance.
The research evaluates 30 criteria focusing on instructional types, interactive student activities, student engagement, and opinions regarding lesson objectives aimed at enhancing speaking skills Additionally, it considers teachers' perspectives on lesson objectives, the effectiveness of activities, and student engagement Following each observation, the researcher reviews and transcribes handwritten notes, providing comments and summarizing the findings for analysis.
The research employed interviews with both teachers and students to gather in-depth information that classroom observations could not provide This data collection method proved to be valuable and straightforward for researchers To facilitate clear communication, interview questions were presented in both English and Vietnamese, minimizing misunderstandings The interviews aimed to explore participants' perspectives on the blended learning IELTS speaking course and its alignment with the course's ultimate goals Portions of the interviews were recorded, transcribed, and analyzed as qualitative data, contributing to a deeper understanding of the research question In total, the researcher conducted fifteen semi-structured interviews with students and two in-depth interviews with teachers.
3.5.3.1 Semi-structured interview for students
The researcher conducted one-on-one semi-structured interviews with all fifteen students at the conclusion of the course The interview questions were carefully developed to gather meaningful insights from each participant.
31 the certain criteria for evaluating a blended course The questions aimed at investigating the students’ perspectives about learning IELTS speaking skill in this blended course Each interview lasted for 30-40 minutes
3.5.3.2 In-depth interview for teachers
The researcher conducted two one-hour in-depth interviews with teachers directly involved in teaching the IELTS speaking skill within a blended course The objective of these interviews was to gather accurate insights into the teachers' perspectives on the effectiveness of the blended course, specifically in relation to the criteria outlined in the literature review for evaluating such courses.
Data collection
At the start of the course, students underwent a placement test to assess their IELTS speaking proficiency, followed by a post-test at the end to evaluate their performance The results from both tests were compiled and displayed in a table Over the 15-week blended learning course, four classroom observations were conducted during interactive IELTS speaking sessions, where the researcher documented detailed notes on classroom activities and proposed improvements.
At the conclusion of the course, the researcher conducted two comprehensive interviews with teachers and fifteen semi-structured interviews with students This approach allowed for the collection of diverse data, including students' IELTS speaking performance scores, insights from classroom observations, and information gathered from the interviews.
Data analysis procedure
Two statistical techniques were employed to analyze students' pre-test and post-test scores, utilizing the Statistical Package for Social Sciences (SPSS) for data collection and analysis.
- Paired samples T-test was used to compare between the performances of the study samples in the pre and post IELTS oral proficiency test
The effect size formula, specifically Eta squared, was utilized to assess the impact of the blended IELTS speaking course on students' speaking performance This analysis aimed to quantify the course's contribution to enhancing the IELTS speaking abilities of the sample students.
The Paired samples T-test and effect size calculations provide strong evidence for assessing the effectiveness of the blended IELTS speaking course, as demonstrated by the students' improved speaking performance scores.
Qualitative raw data was gathered through classroom observations and interviews, which were then processed using Microsoft Excel All interviews were transcribed and assigned codes for organization, with teachers' responses labeled as T1 and T2, while students' responses were coded sequentially as S1, S2, S3, and so forth.
The present study focuses on evaluating the effectiveness of the IELTS speaking blended course through insights from students and teachers To analyze the interview data, the researcher listened to the recordings twice; initially, to grasp the overall content without transcribing, followed by a detailed transcription process that took three to four hours for each interview This method ensured a comprehensive understanding of the participants' perspectives.
Thirty-three researchers revisited the recordings to verify their alignment with the interviews, allowing for final adjustments This process culminated in the production of the definitive transcript of the interviews.
In the final stage of analyzing the interviews, the researcher conducted an in-depth examination of the data based on criteria outlined in the literature review, focusing on course organization, including design, content, teaching materials, instructions, feedback, and learner satisfaction This analysis also considered knowledge construction and the interaction between students and teachers from their perspectives By evaluating these aspects, the research assessed the effectiveness of the IELTS speaking blended course, identifying its limitations and providing suggestions for innovation in teaching and learning practices.
Observation data serves as crucial evidence for researchers to assess various elements related to the second and third criteria, including teaching materials, course content, instructional methods, feedback, learner satisfaction, knowledge construction, and the interactions and collaboration between students and teachers.
The analysis of data gathered from students' pre-test and post-test results, classroom observations, and interviews will yield findings that explore participants' perspectives on teaching and learning the IELTS speaking skill within a blended course framework.
FINDINGS AND DISCUSSIONS
The effectiveness of the blended learning IELTS speaking course from teachers’ and students’ perspectives
Before enrolling in the blended learning course, students are required to take the IELTS speaking placement test (Pre-test) to determine their proficiency level Upon completion of the course, students must take a final examination (Post-test) to provide clear data for the administration In this study, all fifteen participating students are identified and coded as S1, S2, S3, and so on, with the researcher referring only to these codes in the analysis.
The current study concentrated on the IELTS pre-intermediate class, assessing whether students achieved the target speaking score of 5.5 A comparative analysis was conducted using a table to evaluate students' IELTS pre-test speaking scores, which ranged from 4.0 to 5.0, against their post-test speaking scores The findings are detailed in Table 1.
Pre-test result (The placement test result overall
Post-test result (The Final test result overall IELTS Speaking score range
Table 1 The students’ IELTS speaking scores in the pre-test and post-test
All fifteen students successfully achieved the desired outcome of the course, attaining an overall IELTS speaking score of 5.5 in the final assessment test.
Twelve students successfully met the course's expected outcome by achieving a 5.5 IELTS speaking score, while three students exceeded expectations with a score of 6.0.
The placement overall IELTS Speaking score 4.0-5.0
Reached the expected outcome of the course (5.5 IELTS Speaking score)
Reached the over expected outcome of the course (6.0 IELTS Speaking score)
Table 2 The scores of students’ IELTS speaking performance
To answer the research question, a statistical significance in the scores of students’ speaking performance was calculated by utilizing a Paired Samples T-
36 test through SPSS (Statistical Package for the Social Sciences) The results were shown in Table 3 and Table 4 (which were calculated from the SPSS)
Confidence Interval of the Difference Lower Upper
The statistical analysis demonstrated a significant difference in IELTS speaking performance between the pre-test and post-test scores of the study sample Specifically, the post-test results showed an average score of 5.6 (SD = 0.207), indicating notable improvement compared to the pre-test scores.
4.73, SD = 0.320), t (14) = -11.309, p = 0.000 (two-tailed) The mean difference in two scores was -0.866 with a 95% confidence interval ranging from -1.301 to
To assess the impact of the blended IELTS speaking course on students' speaking performance, the Eta square statistic was calculated to determine the effect size of the course (Table 5).
IELTS Speaking performance t- value Eta square Effect size
Table 5 The effect size of the blended learning IELTS speaking course on the students’ speaking performance
The Eta square statistic of 0.901 demonstrates a significant effect size, indicating that the use of blended learning modes in IELTS Speaking instruction has a substantial positive impact on students' speaking performance.
The research focused on evaluating the implementation of a blended approach in the IELTS Speaking course, which resulted in significant improvements in students' speaking performance Participants engaged in face-to-face sessions and utilized a dedicated online platform, granting them access to a diverse range of IELTS speaking materials This approach enabled students to learn useful expressions and grammatical structures while completing numerous practice exercises They recorded and submitted audio assignments through the website for instructor feedback Consequently, students demonstrated considerable enhancement in their speaking performance in the post-test compared to the pre-test, highlighting the effectiveness of the blended learning method in IELTS preparation.
The current research aligns with the findings of Hill, Chidambaram, and Summers (2013), highlighting the positive impact of blended learning on student performance Specifically, this study focuses on the enhancement of students' IELTS speaking skills within an integrated learning environment.
The interview data collected from students and teachers revealed that the IELTS speaking blended course had a significant positive impact on students' speaking performance Notably, 14 out of 15 students reported that the blended learning approach was highly effective for improving their IELTS speaking skills Additionally, both students and teachers provided favorable feedback on the course organization, highlighting the quality of the course design, content, teaching materials, instructions, and feedback received during both Laboratory and Interactive sessions.
Teachers and students found the course design to be clear and coherent, as it systematically outlined each speaking subskill The structure included presenting learning goals, offering relevant topics, delivering instructional strategies, and organizing learning activities in both laboratory and interactive sessions.
At the beginning, the platform was quite strange to me But after the instructor’s explanation, I could access into the class and completed the practices well (S1, S6, S12)
Each subskill in speaking was designed and organized detailly in the Laboratory sessions Each subskill contained learning goal, video example, mini tasks and the final assignment (S7, S13)
Learning a subskill is a straightforward process that involves several clear steps Begin by identifying your learning goal, then watch the instructional video to gain a better understanding of the example presented Next, answer the questions related to the video to reinforce your comprehension, and finally, practice the skill to solidify your learning.
39 by doing the mini tasks To sum up, you were required to record a speaking audio as the final assessment (T1)
In interactive sessions, it is essential to assign students tasks that reinforce the subskills they learned in previous computerized sessions This approach not only aids in revising their knowledge but also provides additional practice, enabling them to master those subskills effectively.
The course content received positive feedback from both students and teachers, highlighting its effectiveness in enhancing IELTS speaking skills It focused primarily on Parts 1 and 2 of the IELTS speaking test, covering a variety of relevant topics During laboratory sessions, students learned essential vocabulary and grammatical structures, which they then applied through practical speaking tasks Additionally, interactive sessions provided opportunities for students to improve their fluency by engaging directly with both teachers and peers.
The learning content is well-structured and comprehensive, covering a range of topics from foundational knowledge to practical exercises, ensuring a thorough understanding of each lesson This systematic approach allows for easy access and review of the material.
The course content was quite useful I learned each speaking subskill theoretically and had practices in both classes So, I remember the useful expressions better (S4, S9)
The limitations of the blended learning IELTS speaking course from
The blended course for teaching and learning IELTS speaking skills offers significant benefits, but it also reveals some drawbacks, particularly within the Laboratory class, as indicated by data collected from interviews with both teachers and students.
The first disadvantage was less of interactive activities in Laboratory class compared to that in the Interactive one as the students only focused on learning
In a laboratory class focused on laptop practices, some students expressed feelings of boredom due to the lack of interaction with peers and the instructor This absence of engagement contributed to a less stimulating learning environment, highlighting the need for more interactive teaching methods.
Sitting and doing practices in front of screen in a long time caused me the boredom Also, my eyes felt tired when looking at the screen all the time (S1)
I recorded my speaking practice continually It made me become unmotivated and tired (S2, S7)
Well, the interaction between us was almost zero as we had to do the tasks so there was no time for us to talk with each other (S6, S11)
Although the Vietnamese instructor got us engaged in the icebreaker activity at the beginning However, the atmosphere became down once we started the lesson in the system (S14, S15)
In addition, the Internet connection was also a drawback Some students expressed that:
The example videos could not be opened because the Internet was unstable (S8, S15)
We reloaded the system a couple of times as errors occurred when we uploaded our speaking audios (S4, S13)
Breakdowns happened a lot when we did the mini practices in the system Reloading again and again made me frustrated (S11)
A significant concern raised by both teachers and students was the insufficient personal space for recording speaking audios Many expressed dissatisfaction with the audio quality, citing excessive background noise that negatively impacted the assessment of students' speaking performance.
Because I recorded my speaking in the class with my classmates So, there was a lot of background noise during the recording When I listen
47 to my recoding again, I also listened to what my classmates said (S3, S7, S9, S10)
It was hard to listen to students’ speaking audios You know, a lot of noise in the audios along with the other students’ speaking (T1)
Because of background noise, I have troubles of detecting each student’ problems I spent a lot of time listening to individual audios (T2)
The research highlights significant technical issues and insufficient interaction during laboratory classes, aligning with the Department of Education and Early Childhood Development (2012) and Ngan Hoang Vu's findings (2014) Notably, this study identifies a new challenge: the absence of private spaces for recording speaking audios, which impacts the effectiveness of teaching and learning IELTS speaking skills in a blended course format.
The teachers and students’ suggestions to improve the effectiveness of
The study on the benefits and drawbacks of the IELTS speaking skill within a blended course has led to several recommendations aimed at enhancing the teaching and learning effectiveness of this skill in both classroom settings.
In a Laboratory class, a foreign teacher and 4 out of 15 students proposed a reward system aimed at recognizing improvements in their learning journey This initiative is designed to boost student motivation and alleviate feelings of fatigue that arise from limited interaction among peers.
I thought reward system was fine It might help me motivate in learning (S9, S11, S14)
Reward system sounded good because continually doing practices without seeing any improvements made me feel unmotivated (S7)
A reward system would be nice I could easily see the progress of students (T1)
A reward system might be a good way to increase competitions between students as they could see their points and made changes to get better scores (T2)
In addition, 10 out of 15 students would like to have personal space for the higher quality recorded speaking audios They stated that:
I preferred recording audios in a private room or at home I disliked any background noise coming into my audios (S7, S9, S10)
If the center could provide us a personal space for recording audios, my performance would be better (S3, S4)
When recording audios, I would love to have a single room to improve the quality of my audio performance (S1, S12)
Students have expressed a desire for changes to the syllabus to incorporate more interactive classes A key recommendation is for teachers to provide individual feedback on students' speaking performance during these sessions.
I personally enjoyed engaging in the Interactive class more than in the Laboratory class If there were any changes, I thought having more Interactive classes in the course (S14)
I appreciated when teachers provided individual feedback for each student, recognizing that everyone has unique strengths and weaknesses Receiving personal comments during interactive classes allowed me to identify my areas for improvement and concentrate on them This approach was far more effective than simply summarizing our collective errors and addressing them as a group.
However, due to the limited teaching hour, the teachers were not capable of giving individual feedback to each student
The observations and interviews confirmed the results of the pre and post-tests, demonstrating that the blended learning approach significantly enhanced students' IELTS speaking skills All students met the desired outcomes, showing notable improvement in their speaking performances They expressed satisfaction with various aspects of the course, including its design, content, learning materials, instructions, feedback, audio recordings, and interactions Teachers shared similar positive views regarding these elements of the blended course.
All students successfully achieved the expected outcome of a 5.5 IELTS Speaking score, with some even surpassing this benchmark Improvements in speaking performance were evident across the board, and both teachers and students praised the course's clear design, systematic content, and diverse interactive activities, including valuable audio recordings The instructors' support and feedback throughout the course were also highly appreciated by all participants.
Students and teachers expressed dissatisfaction with the blended IELTS Speaking course due to issues such as poor audio recording quality, lack of personal space, and insufficient interactive activities during Lab sessions To enhance the effectiveness of teaching and learning, several recommendations were proposed, including the implementation of a reward system to boost student motivation and reduce boredom in Lab sessions Additionally, creating personal spaces for better audio recording quality and increasing interactive sessions were suggested While individual feedback for students was recommended, teachers faced challenges in providing this due to limited teaching hours, often resorting to summarizing common mistakes in student performances.