INTRODUCTION
Introduction
The speaking skill is a crucial component of EFL courses, especially in today's information age where international communication is increasingly important As language learners seek effective ways to enhance their speaking abilities, self-voice recording has emerged as a promising tool While numerous studies highlight the benefits of technology, such as mobile phones and podcasts, there is a lack of research specifically examining the impact of voice recording as a supplementary activity on EFL learners' speaking performance, particularly regarding accuracy and fluency.
This thesis investigates the impact of self-voice recording on enhancing speaking abilities among second-year students at Vinh University Participants engaged in two recordings weekly, focusing on improving pronunciation accuracy and word stress The study also analyzed the effects of self-voice recording on fluency, with speaking accuracy assessed by counting pronunciation and word stress errors per 100 words, while speaking rate was determined by measuring the number of words spoken per minute.
Rationale
Speaking is often considered the most vital skill among the four language skills—listening, speaking, reading, and writing—because individuals proficient in a language are typically identified as its speakers (Ur, 1996) Mastery of a language involves not only understanding grammatical rules but also knowing how to use the language appropriately in various social contexts The success of English language learners hinges on their accuracy and fluency; however, many students struggle to communicate effectively despite years of study due to a lack of essential knowledge Even with teachers' efforts to enhance communicative skills, the challenge of teaching and learning speaking remains significant In Vietnam, many learners focus heavily on grammar at the expense of spontaneous language use, resulting in a strong grasp of rules but insufficient fluency and accuracy in speaking.
According to Warschauer (1996), learners benefit from integrating various technological tools into their regular language learning process, rather than using them solely during weekly computer lab sessions The new generation is inherently familiar with technology, which enhances their learning experience Wang (2005) highlights several advantages of incorporating technology in classrooms, particularly for English as a Foreign Language (EFL) students, such as increased lesson efficiency and access to diverse tools that enhance English skills While research shows that these technological tools effectively improve reading and writing abilities, they have less impact on listening and speaking skills due to their text-based nature Therefore, there is a pressing need for audio technologies that provide students with more opportunities to practice their speaking and listening skills.
Research by Lord (2008) and Brown (2012) in an ESL context revealed improvements in students' performance through voice recordings and self-assessment, although the specific factors influencing pronunciation changes remain unclear Similarly, Dlaska and Krekeler (2008) examined the self-ratings of advanced German learners against evaluations from native speakers, highlighting that while learners were critical of their pronunciation, they often struggled to accurately identify their own mistakes.
Research by Krekeler (2008) indicates that explicit instruction on unfamiliar sounds can enhance learners' awareness of pronunciation Shastri (2010) emphasizes that teachers should focus on helping students recognize correct pronunciation and stress, with the goal of overcoming regional accents rather than developing a specific British or American accent in English as a second language (L2).
Despite limited research on the impact of voice recording on speaking skills, the study titled “Using Voice Recording as a Supplementary Activity to Improve EFL Learners’ Speaking Ability” was conducted to enhance English speaking instruction for EFL learners.
Aims of the study
This study aimed to examine the effects of self-voice recording on EFL learners’ speaking ability Two aspects of speaking performance were taken into: accuracy and fluency.
Scope of the study
This study examined the impact of self-voice recording on enhancing English speaking skills among second-year students at Vinh University, specifically targeting pronunciation accuracy, word stress, and speaking rate Due to time constraints, the research was limited to a sample of sixty students from Vinh University in Nghe An province.
Research questions
The thesis was set out to seek the answers to the following questions:
- How does self-voice recording affect EFL learners’ speaking speed?
- How does self-voice recording affect EFL learners’ speaking accuracy in pronunciation and word stress?
Thesis format
The thesis consists of five chapters:
Chapter 1 is the introduction, which provides a brief introduction, rationale, aims and scope of the study
Chapter 2 is the literature review, in which previous research about the speaking ability, L1 speaking and L2/FL speaking, assessing speaking ability, teaching speaking to EFL learners and self-voice recording will be discussed
Chapter 3 describes methodology of the study including research questions, participants, materials and procedures
Chapter 4 presents the results of the study of the effects of self-voice recording on speaking speed, word stress accuracy and pronunciation accuracy
LITERATURE REVIEW
Speaking ability
Speaking, as defined by Thornbury (2005), is an essential part of our daily activities, while Underwood (1996) describes it as a creative process involving active interaction between the speaker and listener, infused with thought and emotion This interaction reflects a desire to convey important messages or express thoughts verbally Effective speaking requires an understanding of the context, including the speaker, the audience, the situation, and the purpose of the communication.
According to Keith and Marrow (1981), speaking is an activity that involves producing utterances for oral communication This process requires the participation of two or more individuals who act as both speakers and listeners, responding rapidly to each other's contributions Each participant brings their own intentions to the conversation, aiming to express their thoughts effectively.
According to Burns and Joyce (1997), speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information The form and meaning of speech are influenced by the context, participants, and intended purposes In this study, speaking is operationally defined as the ability of secondary stage students to express themselves orally in a coherent, fluent, and contextually appropriate manner, serving both transactional and interactional purposes while utilizing correct pronunciation and grammar.
- 6 - vocabulary and adopting the pragmatic and discourse rules of the spoken language.
Speaking, as defined by Brown (2001), involves verbally expressing thoughts and ideas using one's voice He emphasizes that spoken language and the act of speaking share a fundamental similarity: once words are spoken, they cannot be altered, as this process occurs in real-time.
Speaking ability, as defined by Heaton (1988), is the skill to effectively communicate ideas in appropriate contexts In Indonesia, English holds significant prestige, with Rasyid (1988) noting that many private companies require job applicants to be proficient in English Additionally, civil servants who possess English-speaking skills are often regarded as distinguished individuals.
2.1.2 The role of speaking in communication
According to Ur (1996), speaking is the most crucial skill among reading, writing, listening, and speaking, as the primary aim of learning a foreign or second language is effective communication Students must recognize that the language they are studying serves as a communication tool that extends beyond the classroom Achieving fluency in speaking is essential, as effective communication relies on clarity, fluency, and accuracy Mastery of speaking skills in English is a top priority for many learners of a second or foreign language, leading them to assess their success based on improvements in their speaking abilities This has resulted in various approaches to learning speaking, including direct methods that target specific aspects of oral interaction and indirect methods that foster conditions conducive to oral communication.
The majority of studies that have examined the transfer of oral language skills
Research on bilinguals has highlighted the connection between oral language skills in the first language (L1) and literacy skills in the second language (L2) Studies indicate that strong vocabulary skills in the native language are linked to improved performance in the second language, as demonstrated by various scholars (Atwill et al., 2007; Mumtaz & Humphreys, 2002; Nagy et al., 1993; Proctor et al., 2006).
The use of a mother tongue in foreign language (FL) classes can lead to both positive and negative transfer of structural features Positive transfer occurs when skills from the mother tongue aid in learning the foreign language due to similarities, while negative transfer happens when differences hinder language acquisition As noted by Odlin (1989), this transfer is influenced by the similarities and differences between the two languages Ultimately, if a skill from the mother tongue obstructs the learning of a corresponding skill in the foreign language, it results in language interference.
In their research studies, Bhela (1999), Al-Baldawi & Saidat (2011) and Enisa
In 2011, researchers identified that learners often apply their mother tongue's grammatical rules to foreign languages, leading to challenges such as verb omission in imperative sentences and incorrect verb placement in declarative sentences with subjects, objects, and adverbs They also noted that students frequently struggle with missing constituents, particularly the object, even when other elements are absent Additionally, common errors included unnecessary prepositions and incorrect usage of personal pronouns, verb forms, and number agreements, stemming from direct translations as students attempt to express themselves in a foreign language.
In 2010, a study by Ameri & Asareh revealed participants' speech limitations, highlighting issues such as improper verb usage, reliance on simpler morphological structures, and a scarcity of comparative adjectives and time adverbs The research indicated that students often relied on their written work to bolster their speech, leading to the misuse of successive answers and the production of sentences that contained syntactic inconsistencies and semantic errors.
The influence of a student's mother tongue on second language acquisition can be both beneficial and detrimental Teachers can effectively utilize the first language to teach vocabulary in the second language, especially for English words that students may struggle to understand However, reliance on the mother tongue can hinder the development of writing and speaking skills in English Therefore, it is advisable for educators to minimize the use of the first language when teaching these skills, as its presence can negatively impact students' proficiency in the second language.
2.1.4 Speaking competence vs speaking performance
Speaking competence, as defined by Nolasco (1997), refers to the ability to engage in conversation, highlighting its interactive and interdependent nature It involves both awareness and feedback activities that help students recognize their progress and enhance their conversational skills Through a series of structured tasks, learners can gradually develop their speaking abilities, leading to automatic and fluent conversation This process requires controlled practice and continuous awareness to achieve proficiency in conversation skills.
Meanwhile, Manitoba (2009) states that language competence is a term which includes the linguistics or grammatical competence, discourse competence, sociolinguistics competence and what might be called as textual competence It refers
Achieving language competence involves understanding the cognitive aspects of language learning and effectively utilizing the language for meaningful communication The goal is to produce accurate utterances, engage in meaningful spoken interactions, and demonstrate a strong command of language structure.
Language performance is demonstrated through students' meaningful classroom activities, assignments, and tasks, reflecting their application of language competence gained from learning grammatical rules, structures, and vocabulary.
Various theories differentiate between speaking competence and speaking performance Chomsky (1965, as cited in Finch, 2003) defines competence as a learner's ability to produce language, while performance refers to the actual utterances made through psychological processes (de Kort and Leerdam, as cited in Scha, 1990) Fromkin and Rodman (1993) further clarify this distinction, stating that linguistic competence encompasses what one knows, whereas linguistic performance involves the practical application of that knowledge in speech production and comprehension.
Assessing speaking ability
Brown (2004) indicates that one can be called have speaking competence if he/she is able to:
- Imitate a word or phrase or possibly a sentence (imitative)
Short oral language exercises should be crafted to showcase proficiency in specific grammatical, phrasal, lexical, or phonological aspects This includes focusing on prosodic elements such as intonation, stress, rhythm, and juncture, as well as enhancing intensive abilities.
- Respond to a very short conversation, standard greetings and small talk, simple requests and comments, and the like (responsive)
- Take the two forms of either transactional language which has the purpose of exchanging specific information, or interpersonal exchanges which have the purpose of maintaining social relationships (interactive)
- Maintain social relationships with the transmission of facts and information (interpersonal)
- Develop (monologue) oral production including speeches, oral presentations, and story-telling, during which the opportunity for oral interaction from a listener is either highly limited or ruled out together (extensive)
Meanwhile, Ur says (1999) that the characteristics of a successful speaking activity are as follows:
Learners engage in extensive discussions during activities, often occupying a significant portion of the allotted time with their conversations This observation, while seemingly straightforward, highlights the importance of recognizing the value of learner talk in the learning process.
- 12 - taken up with teacher talk or pauses
- Participation is even Classroom discussion is not determined by a minority of talkative participants; all get chance to speak, and contributions are fairly distributed
High motivation among learners drives their eagerness to engage in discussions, as they are either passionate about the topic at hand or wish to play a role in accomplishing a specific task objective.
- Language is of an acceptable level Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy
Accuracy refers to adherence to the language system, while fluency involves the swift operation of that system, as defined by Edge and Garton (2009) H D Brown (2007) further explores these concepts in the context of language learning and usage.
The fluency versus accuracy debate centers on whether teaching should prioritize message-oriented techniques, focusing on effective language use, or language-oriented approaches, which emphasize correct language usage.
Accuracy in language learning is primarily defined as "error-free" speech, as described by Housen and Kuiken (2009) It reflects a learner's ability to minimize errors during language performance by avoiding complex structures that could lead to mistakes (Ellis, 2009) To assess accuracy, researchers analyze second language (L2) production data, focusing on the proportion of error-free clauses in learners' utterances or compositions Therefore, many studies, including the current one, emphasize the importance of error-free clauses in evaluating language proficiency.
The measurement unit of 13 serves as a benchmark for evaluating accuracy by comparing it to the total number of clauses According to Derakhshan (2016), accuracy in speaking is defined as the ability to produce correct sentences in terms of pronunciation, grammar, and word choice, ensuring clarity of understanding The three key components of accuracy include pronunciation, vocabulary, and grammar.
Fluency in language, as defined by Brown (2001), is the ability to use a language spontaneously and confidently, characterized by minimal pauses and hesitations It significantly impacts students' speaking skills in English Simon and Schuster (1979) describe fluency as the smoothness and expressiveness of speech, where speakers communicate comfortably at native-like speed, especially in everyday contexts Byrne (1986) emphasizes that speaking fluency is developed through personal experience, and that language learners must grasp the language system to communicate effectively Various methods have been employed to assess speaking fluency, including measuring meaningful syllables per total syllables (Yuan & Ellis, 2003), syllables per minute (De Jong & Perfetti, 2011), and word counts per C-unit or T-unit (Robinson, 2003; Larsen-Freeman, 2006) Additionally, researchers analyze hesitations and pauses in speech (Foster & Skehan, 1996; Skehan & Foster, 2005), while written fluency is often measured by word counts per composition (Larsen-Freeman, 2006) Paul Nation (1989) further notes that fluency can be quantified by calculating words spoken per minute and tracking hesitations, repetitions, and false starts.
Complexity has been described as “elaborated language” (Ellis &Barkhuizen,
The complexity of language production is challenging to define and is often confused with language development or progress It is commonly described as "more advanced," highlighting the nuanced nature of this aspect of language performance.
Complexity in language is not inherently a characteristic of production but rather reflects a learner's developmental stage or proficiency level (Pallotti, 2009) It can be understood as language that approaches the upper limits of a student's interlanguage system, which has yet to be fully internalized or automatized (Ellis & Barkhuizen, 2005) Additionally, Skehan and Foster (1997) associate complexity with language that is more challenging and difficult for learners.
“wider repertoire of structures” which is related to “restructuring” of the learners’ interlanguage
Language complexity, as defined by Norris and Ortega (2009), encompasses both sophistication and variety, as well as syntactic and grammatical intricacy It reflects the number of clauses a learner incorporates into sentences, highlighting the evolution of restructuring processes in the inter-language systems of second language (L2) learners, as noted by Skehan.
In the study of language complexity, the T-unit and C-unit are commonly utilized measurement units (Larsen-Freeman, 2006; Sangarum, 2005; Yuan & Ellis, 2003) A key factor in analyzing complexity is the presence of subordinate clauses, which play a significant role in determining the intricacy of sentence structures (Foster, 1996; Foster & Skehan, 1996; Rutherford, 2001).
- 14 - learner’s L2 proficiency increases, the learner uses subordinate clauses more frequently than coordinating clauses
2.2.3 Methods to assess speaking ability
According to Mead, Nancy A., Rubin, and Donald L (1985), there are two primary methods for assessing speaking skills: the observational approach and the structured approach The observational approach involves unobtrusively assessing a student's behavior, while the structured approach requires students to perform specific oral communication tasks, which can be evaluated in either one-on-one or group settings It is crucial that students feel they are conveying meaningful content to a real audience, and tasks should focus on accessible topics or allow students to gather information on the subject matter.
Both observational and structured assessment methods employ diverse rating systems to evaluate student performance Holistic ratings provide an overall impression, while primary trait scores focus on a student's ability to fulfill a specific communication goal, such as persuasion Analytic scales break down performance into key areas, including delivery, organization, content, and language These rating systems can reflect varying levels of competence or indicate the presence or absence of specific traits.
2.2.4 Rubrics for assessing speaking ability
According to Andrade (2000), a rubric is a scoring tool that outlines the criteria for evaluating a piece of work and specifies varying levels of quality for each criterion, ranging from excellent to poor In the context of speaking assessments, there are two main types of rating rubrics: holistic and analytic rubrics.
The analytic rubric is usually preferred when attention fairly focuses on the response to an interaction (Nitko, 2001) Analytic rubric results initially in many
Teaching speaking to EFL learners
2.3.1 EFL learners’ difficulties in learning to speak English
Research has shown that EFL learners often face significant speaking difficulties, with a study by Dil (2009) identifying anxiety and reluctance as major barriers to effective English communication.
The speaker still has some problems to communicate his/her meaning (approximately 50%)
This level indicates that the speaker demonstrates vocabulary competence, syntactic competence, pronunciation, discourse competence, and strategic competence However, they may still produce occasional ungrammatical sentences, use unrelated vocabulary, mispronounce words, create disconnected discourse, and exhibit hesitation in their utterances.
The speaker still makes few lacks of formality (approximately 10-30%) The speaker is able to produce approximately 67-90% the related words but still employ few times to recall the words
The speaker still makes few mispronunciations (approximately 10-33%) The speaker still making few unconnected meaning in communication (approximately 33%) The speaker still has problem to communicate his/ her meaning (approximately 16.7%)
The speaker demonstrates a high level of proficiency, exhibiting flawless vocabulary and syntactic skills, along with accurate pronunciation and strong discourse and strategic competencies Their speech is highly fluent, showing no difficulty in word production, and grammar usage is impeccable.
Utter the words, phrases, sentences close to native ‘s pronunciation
The speaker is fluently uttered the language which seems there is no problem in communication
(Source: Ammang Latifa (2015) Developing a Practical Rating Rubric of Speaking
Test for University Students of English in Parepare, Indonesia Indonesia Canadian Center of Science and Education^
Anxiety and reluctance to communicate in English classes are prevalent among learners, particularly those who fear negative evaluation from peers and perceive their English skills as "poor." Research indicates that linguistic challenges in vocabulary, grammar, pronunciation, and discourse hinder students' speaking abilities, compounded by large class sizes that limit practice opportunities Additionally, insufficient English teaching periods and a syllabus that fails to meet communicative needs contribute to speaking difficulties Speaking skills receive less emphasis since they are not assessed in exams, leading both teachers and students to prioritize writing, reading, and listening tasks Furthermore, the absence of oral activities in textbooks exacerbates these challenges; thus, incorporating engaging elements like songs, rhymes, and conversational language is essential for enhancing students' speaking skills and enjoyment in learning.
2.3.2 Factors affecting EFL learners’ speaking ability
Rababa’h (2005) identified several factors that contribute to the challenges faced by EFL learners in speaking English These factors include personal learner attributes, teaching methodologies, curriculum design, and the surrounding environment A significant issue is that many learners do not possess sufficient vocabulary, which hinders their ability to communicate effectively and maintain interaction Additionally, inadequate strategic approaches further exacerbate these difficulties.
Lack of competence and communication skills can hinder effective interaction in English, while insufficient motivation often prevents learners from engaging in the language Many individuals fail to recognize the importance of learning English, which diminishes their drive to practice Motivation plays a critical role in determining a learner's initial engagement, the effort they invest, and their perseverance in mastering the language.
The development of communicative skills in language learners hinges on their motivation and opportunities to express their identity and connect with others (Littlewood, 1981) However, inadequate teaching strategies that neglect speaking practice hinder this development, as vocabulary is often taught in isolation and listening materials are underutilized due to a shortage of resources Teacher-training programs have struggled to effectively change teaching methodologies (Rababa’ah, 2005) Additionally, some teachers resort to using the first language (L1) for class management, which can exacerbate speaking difficulties by limiting opportunities for meaningful foreign language use and relegating it to non-essential activities, while the mother tongue is favored for important discussions Despite their theoretical opposition to L1 use, many teachers still rely on it for vocabulary and grammar instruction (Al-Busaidi, 1998).
2.3.3 Methods and activities to improve speaking ability
Teaching speaking methodology has undergone prominent changes since the late 1950s from traditional teacher-centered methods (e.g the Audio-Lingual Method) to more student-centered ones (e.g Communicative Language Learning)
In the realm of language teaching, two distinct approaches to speaking are recognized: the accuracy-oriented approach and the fluency-oriented approach The accuracy-oriented approach emphasizes the importance of correcting grammatical errors to prevent fossilization, advocating for immediate error correction and repetition of newly learned forms (Larsen-Freeman, 2000; Willerman, 2011) Conversely, the fluency-oriented approach downplays the significance of grammatical and pronunciation errors, particularly in the early stages of language learning, suggesting that correction may impede learners' speaking development Rooted in the Natural approach, this perspective views errors as a natural part of language acquisition and a sign of progress.
Fluency and accuracy are both essential objectives in Communicative Language Teaching (CLT) (Brown, 2001) Accuracy-oriented activities focus on teaching new language items, while fluency-oriented activities enhance students' spontaneous communication skills using previously learned material For instance, communicative drills, such as students interviewing each other about their daily routines, serve as accuracy-oriented practices for the Present Simple tense In contrast, free discussions allow students to engage in real conversations without interruption, enabling the teacher to note mistakes for later feedback It's important to recognize that an activity can primarily emphasize accuracy while still incorporating elements of fluency.
An accuracy-oriented activity is designed to enhance students' precise perception and production of specific language elements, such as sounds, words, or sentence structures This approach focuses students' attention on particular target items, leading to predictable outputs and assessments based on the minimization of language errors Corrections are provided for any mistakes made, and these tasks typically do not reflect real-life scenarios (Brumfit, 1984) As noted by Karunakaran (2013), accuracy work emphasizes the importance of precision in language learning.
Focusing on learning discrete elements of language, such as grammar patterns, vocabulary, and functional exponents, is essential for effective language acquisition Texts are often made up of isolated sentences or words and can be utilized across various skills, regardless of their real-life application This means that dialogues may be written, and written texts can be adapted for listening practice, often leading to the target language items being practiced in contexts that lack situational relevance.
The primary goal of language practice is to enhance students' fluency in listening, speaking, reading, and writing through spontaneous communication According to Karunakaran (2013), fluency activities encourage students to engage freely in discussions These activities prioritize the effective communication of information and the expression of ideas, with unpredictable outputs Assessment focuses on the clarity of ideas rather than grammatical accuracy, and errors are only corrected when they hinder communication Additionally, tasks are designed to mimic real-life situations, as noted by Brumfit.
Voice recording
Self-voice recording allows learners to utilize technology, such as mobile phones and recorders, to capture their thoughts audibly The process begins by assigning a familiar topic to the learners, who then freely record their responses without extensive preparation Following this, they listen to audio or video samples, including peer opinions, to gain insights Finally, learners refine their recordings by making multiple attempts and selecting the version they believe is the strongest.
2.4.2 Benefits of self-voice recording
Self-assessment requires students to reflect on their own work and judge how well they have performed in relation to the assessment criteria In other words, it
Self-assessment offers a valuable alternative to traditional classroom assessments, enabling students to identify the qualities of effective work (Bound, 1995) This approach fosters the development of essential traits in "good language learners," such as self-evaluation and critical reflection on their performance (Hedge, 2000) Additionally, it promotes independent learning by encouraging students to set their own goals and track their progress (Brindly, 1989).
Self-assessment offers several advantages, including fostering student involvement and responsibility, encouraging reflection on individual contributions to group work, and allowing students to evaluate their peers’ assessments It also promotes the development of judgment skills (Michelle Schwartz, 1989) Additionally, studies by Huang (2008) and Cooke (2013) highlighted that students became aware of their English pronunciation errors through self-transcription of dialogues, although the actual improvement in pronunciation was not evaluated.
Self-directed learning emphasizes autonomy, defined as "the capacity to take charge of one’s own learning" (Holec, 1981; Lee, 1998) This concept suggests that learners are responsible for setting objectives, monitoring progress, and evaluating their own learning outcomes Trebbi (1996) argues that this notion of autonomy is inherently tautological, as effective learning requires that the learner be in control, making autonomy a fundamental prerequisite for learning (Fenner, 2000) Pemberton supports this view, aligning with Holec's definition.
(1996) defines the term self-directed learning as “the techniques used in order to direct one’s own learning” (cited in Lee, 1998) Some scholars believed that we can
Autonomy and self-direction are often used interchangeably, as both concepts emphasize the learner's capacity for independent learning According to Pemberton and Holec, autonomy refers to the ability to take charge of one's own learning, while self-directed learning focuses on the methods used to organize that learning process (Lee, 1998).
In the fields of ESL and EFL, researchers emphasize the significance of learner autonomy from multiple perspectives Scharle and Szabo (2000) argue that a responsible attitude is crucial for success in language acquisition Furthermore, Takeuchi highlights that a certain level of autonomy is vital for effective language learning.
A study conducted in 2003 highlighted that high-achieving students and proficient English speakers tend to engage in independent learning methods tailored to their personal preferences.
2.4.3 Voice recording in teaching and learning English
Voice recording tools have become essential in language instruction, allowing learners to practice and enhance their speaking skills outside the classroom while receiving valuable feedback (Pop, Tomuletiu, & David, 2011) Research indicates that producing output is crucial for second language acquisition, with Swain and Lapkin (1995) highlighting its role in promoting fluency and observation Recording their speech enables learners to listen to, assess, and refine their oral production Initially, cassette tapes were used for this purpose, requiring students to carry recorders, but modern technologies now allow for easy recording and transmission of audio files Emerging technologies, including speech recognition and synthesis, have further improved the effectiveness of distant and self-directed language learning, making voice recording tools integral to both homework and in-class activities.
In studies by Lord (2008) and Brown (2012), participants received instruction in Spanish phonology and phonetics, with Brown's research emphasizing individualized pronunciation practice Notably, Brown's participants focused on supra-segmental features of pronunciation Dlaska and Krekeler (2008) compared self-ratings of advanced German learners with native speaker evaluations, revealing that learners often identified more errors than native speakers, suggesting a lack of accurate self-assessment Learners struggled with sounds absent in their native phonemic inventories, raising questions about the reliability of pronunciation self-assessment methods Despite these uncertainties, self-assessment can enhance learners' awareness of their pronunciation and boost motivation through constructive feedback from teachers and peers.
METHODOLOGY
Research questions
The study aimed to find out the answer to the following questions:
- How does self-voice recording affect EFL learners’ speaking speed?
- How does self-voice recording affect EFL learners’ speaking accuracy in
Participants
The study involved a Speaking-Listening class comprised of 70 second-year students, all of whom had a minimum of 7 years of English learning experience but lacked prior opportunities to practice speaking the language Demographic information about the student participants is detailed below.
The English major students had successfully passed their university examination after studying the language for at least three years in high school, where spoken English was minimally taught Due to limited opportunities for communication and interaction in English, they often experience shyness and fear of making mistakes, stemming from their concerns about pronunciation and accent Consequently, many of them perceive speaking as unnecessary.
In a study involving over sixty students, participants were split into two groups: a control group that did not engage in any recording activities and a treatment group that completed two self-voice recordings per week, covering eight topics over the five-week semester.
Materials
Before investigating the results of eight self-voice recordings, the level of all
Table 3.1: Demographic information of participants
Current Major Linguistics and pedagogy
Accumulated English learning experience 7-10 years
English oral proficiency level Intermediate
A total of 27 students participated in two groups, assessed through a general English test aligned with the 6-level Language Proficiency Framework for Vietnam, which is based on the Common European Framework of Reference for Languages This test evaluates four essential skills: reading, writing, listening, and speaking, with a maximum score of 100.
Learners at the B1 level often encounter eight familiar topics, such as friends, hometown, and social networking, which are also featured in prestigious examinations These subjects enable students to create simple, connected texts about personal interests, describe their experiences and events, and articulate their dreams, hopes, and ambitions Additionally, learners can provide brief reasons and explanations for their opinions and plans.
YouTube now offers a diverse range of videos covering eight key topics, featuring speaking lessons from renowned English teachers and top candidates of prestigious exams like IELTS and TOEFL These highly-rated videos serve as excellent resources for learners, providing valuable ideas, opinions, and pronunciation guidance from native or near-native speakers.
The speaking test, developed by the researcher, aims to assess the speaking skills of each participant It serves as both a pre-test and post-test to evaluate the impact of self-voice recording on their performance This assessment measures participants' speaking speed, as well as their accuracy in word stress and pronunciation.
Procedures
The study was conducted over four weeks in a Speaking-Listening class at Vinh University, involving seventy students divided into two groups of thirty Initially, all participants took a ninety-minute general English test to ensure comparable proficiency levels Following this, a pre-speaking test was administered, where students prepared for five minutes on an environmental topic before recording their speeches using mobile phones for ten minutes The recordings and transcripts were promptly submitted to the teacher after completion, ensuring authenticity in the classroom setting.
The researcher conducted an experimental self-voice recording course, ensuring effective treatment through several key steps Initially, a training session was held to explain and demonstrate the procedures, allowing participants to ask questions for clarity Following the recording of two or three topics, discussions were facilitated to confirm the participants' experiences and validate the reliability of the data At the onset of the treatment, participants were instructed on the importance of adhering to guidelines to ensure progress, with explanations provided regarding the course's aims and benefits Throughout the treatment, the researcher engaged with participants, particularly those showing little progress after three or four sessions, to diagnose issues and offer tailored solutions.
During the treatment, in each of the sessions, the participants were asked to record their speech for a topic in five minutes Then they listened to a sample that
In this study, students initially recorded their voices, identified mistakes in their first recordings, and shared feedback with classmates before making a second recording They submitted both recordings along with transcripts to the teacher/researcher the following day Data were collected by measuring speaking speed and accuracy in pronunciation and word stress for both groups At the end of the treatment, participants took post-speaking tests on a tourism-related topic to assess improvements in fluency and accuracy, following a procedure similar to the pre-test.
FINDINGS AND DISCUSSION
Results
This section begins with the results from the general English test, pre-test and post-test; and how the scheduling affected the improvement of fluency and accuracy in speaking
4.1.1 The general English test result
Prior to examining the outcomes of eight self-voice recordings on designated topics, the comparability of students in both the control and treatment groups was established by analyzing their scores on a general English test The table below displays the scores for both the treatment and control groups.
Table 4.1: The treatment and control group’s score in general English test
No Control Treatment No Control Treatment
The table presents the English proficiency scores of students at level B1, aligned with Vietnam's 6-level Language Proficiency Framework based on the Common European Framework of Reference for Languages The general test assessed four skills: reading, writing, listening, and speaking, with a maximum score of 100, corresponding to Vietnam’s level 3/6 or CEFR level B1 This assessment aimed to compare English proficiency levels between the control and treatment groups Both groups achieved a highest score of 81 out of 100, while the lowest score for both was 50 Overall, the control group exhibited slightly higher top scores compared to the experimental group.
The comparison of general English test results between the control and treatment groups reveals that the lowest percentage of scores, ranging from 80 to 100 points, was 3% for the control group and 6% for the treatment group The majority of scores were concentrated in the ranges of 50 to 59 points and 60 to 79 points, with the control group showing 54% in the 50 to 59 range and 43% in the 60 to 79 range In contrast, the treatment group exhibited 45% in the 50 to 59 range and 49% in the 60 to 79 range.
Figure 4.1: The results of general English test of both groups
In addition, the table 4.2 presents the mean scores and standard deviations of general English test for the experimental group and the control group:
Table 4.2: The average total scores and standard deviations of general English test in the experimental group and the control group
The results indicate that the mean total scores of the experimental group (61.4, SD = 9.6) and the control group (61.25, SD = 7.9) are relatively similar, with the experimental group scoring slightly higher by just 0.15 points.
4.1.2 Results of the eight self-voice recordings
This study investigates the impact of self-voice recording on enhancing fluency and accuracy in English as a Foreign Language (EFL) students The researcher analyzed the number of words spoken per minute and the frequency of errors per 100 words, following the methodology outlined by Nation (1989) Over a four-week treatment period, three comparisons were conducted to assess changes in the participants' oral fluency and accuracy, aiming to determine the significance of self-voice recording in improving speaking skills for EFL learners.
Table 4.3: Means and standard deviations of eight sessions in the treatment group
The table shows the participants’ speaking speed constantly increased with eight topics in a four-week course The average number of words per minute of the
Group Mean SD Median Mode
- 33 - treatment group was 107.51 wpm (SD = 15.02) Meanwhile, the mean 79.07 wpm (SD: 14.65) of the first topic and 126.36 wpm (SD: 21.95) of the last topic were statistically significant different
The table highlights the significant increase in speaking speed among participants in the treatment group from the first session (T1) to the last session (T8) After a four-week treatment period, the mean speaking speed rose from 79.07 words per minute (wpm) to 126.36 wpm, resulting in a notable mean difference of 47.29 wpm This improvement indicates that the use of self-voice recording as a supplementary activity in speaking lessons greatly enhanced students' speaking fluency.
Table 4.5 presents data for each participant across four columns: student identification, initial topic score (T1), final topic score (T8), and the score increase between the first and last sessions The treatment group demonstrated a mean score increase from 58.24 to 102.1 words per minute (wpm) in T1, with a significant rise to 180.95 wpm in T8 Despite the overall improvement, two of the 35 participants recorded negative results, showing decreases of -13.34 and -1.54 wpm between sessions.
Table 4.4: Means and standard deviations of the first and the last session in the treatment group
Table 4.5: Increases on speaking speed by participants (A) in the treatment group
The increase levels of all participants for both groups were summarized in table 4.6:
Table 4.6: Summary of the increase levels of all participants
Increase From 20 to 30 From 30 to 50 Over 50 wpm No increase wpm wpm
In a study involving 35 participants, notable improvements in speaking speed were observed: 3 participants (9%) increased their rate by 20 to 30 words per minute (wpm), 8 participants (23%) improved by 30 to 40 wpm, and 22 participants (63%) exceeded 40 wpm, while 2 participants (5%) experienced negative results A comparison between the first and last sessions revealed significant differences in speaking speed over the four-week period Overall, the use of self-voice recording in teaching and learning speaking skills has had a positive impact on students’ speaking fluency.
Figure 4.2: Increases on eight sessions by participants in the treatment group
The analysis revealed that while most participants improved their scores throughout the course, their progress varied significantly Some individuals exhibited steady advancement, whereas others experienced fluctuations in their performance Additionally, a few maintained consistent scores or showed improvement only towards the end of the course To categorize these diverse change patterns, we established specific criteria for evaluating each participant's progress graph.
The analysis revealed two primary categories of speaking speed: improvement and no improvement graphs The "no improvement" graphs are characterized by final topic means that are lower than or equal to the initial topic means, indicating a lack of progress in speaking speed.
“improvement” graphs are the ones with the mean of the final topics higher than the mean of the initial topics
Figure 4.2 is an example of a no improvement graph and Figure 4.3 is an example of an improvement graph
Figure 4.2: Progress chart of participant A8/decrease
There are four subtypes of increase graphs: fluctuated increase, gradual increase, and mixed increase Fluctuated increases feature more than two rises or falls, while gradual increases have no more than two variations The mixed increase pattern incorporates elements from the other types Additionally, similar word counts indicate no significant difference between these means.
Figures 4.4, 4.5, and 4.6 illustrate an example of fluctuated increase, gradual increase, and a mixed increase.
Figure 4.4 Progress chart of participant B5/ fluctuated increase
Figure 4.5 Progress chart of participant A3/gradual increase
Figure 4.6 Progress chart of participant A15/ mixed increase
The analysis presented in Tables 4.5 and 4.8 reveals that data was derived from the results of the previous topic, excluding the initial measurement Among the treatment group, 2 participants (6%) exhibited no improvement In terms of improvement patterns, the review of participants' charts indicated that 2 participants (6%) showed a mixed increase, 6 participants (17%) experienced fluctuated increases, while a significant majority of 25 participants (71%) demonstrated gradual increases This data highlights the meaningful improvement within the experimental group, as the gradual increase pattern was overwhelmingly the most common outcome.
These results suggested that the treatment groups could maintain or increase their comprehension while improving their speaking skill and their gains were significantly
The test results presented in Table 4.7 reveal that the average speaking fluency on various topics is significantly faster than the initial speaking rates.
According to Paul Nation (1989), accuracy in speaking was measured by the number of errors per 100 words The mean errors of eight topics (T) are described in the flowing table:
Table 4.8: Number of participants for different change patterns
Group No Fluctuated Gradual Mixed change improvement change change
The analysis of the data reveals a significant decrease in word stress errors among the treatment group, with the mean score dropping from 9.08 in the first session to 3.61 in the final session This reduction of 5.47 errors highlights the effectiveness of the self-voice recording activity in enhancing EFL learners' accuracy in word stress.
The study analyzed the reduction in word stress errors among fifteen participants in the treatment group over a four-week period, comparing the frequency of these errors in the first session to those in the final session.
Table 4.9: Means and standard deviations of word stress errors in eight sessions for the treatment group
Table 4.9: Decreases in word stress errors by participants (A) in the treatment group
Discussion
This study aimed to investigate the impact of self-directed activities on improving speaking skills among EFL students Additionally, it sought to recommend optimal scheduling for these activities to maximize their effectiveness in enhancing language proficiency.
- 53 - results The findings emerging from this experiment enhanced our understanding of the benefits of using self-voice recording
Both teachers and students observed significant improvements in students' speaking skills after engaging in the self-voice recording activity, which enhanced fluency and accuracy The experimental group demonstrated a higher speaking speed compared to the control group, as evidenced by the average total word counts across eight sessions A detailed analysis of speaking rates showed a notable increase from the first to the last session, confirming that the improvements in speed were genuine The majority of participants exhibited their slowest speeds in the early sessions, achieving their best speeds later in the course, while only a small number showed no improvement, which did not significantly impact overall results The study categorized participants' progress into three patterns: gradual increase, fluctuated increase, and mixed pattern, revealing that 71% experienced a consistent gradual increase in speaking speed throughout the treatment.
The experiment revealed that both participants with slow and fast initial speeds experienced significant improvements when utilizing self-voice recording This indicates that initial speed levels do not dictate the extent of speed enhancement achieved.
Participants with higher initial speaking speeds showed significant improvements, likely due to the repetition and practice of similar tasks, as suggested by Nation (1989) Engaging in repetitive speaking exercises, supported by samples and peer sharing, enhances learners' vocabulary and error recognition skills, enabling them to self-correct Prior to submitting their recording assignments, students typically listened to their recordings multiple times and practiced extensively, contributing to faster speaking rates To determine if the observed speed increases were a result of repeated exposure to the course material, we analyzed the changes using the post-test minus pre-test method.
Self-voice recording significantly enhances the oral skills of EFL learners, as evidenced by a study measuring error rates per 100 words Participants showed a consistent improvement in speaking accuracy from the first to the last session, with the experimental group exhibiting a notable reduction in pronunciation and word stress errors compared to the control group The last-minus-first method revealed a substantial decrease of 6.92 errors per 100 words in pronunciation and 5.47 errors per 100 words in word stress for the treatment group The analysis of pre-test and post-test results confirmed a positive outcome, showing a reduction of 3.27 errors per 100 words in word stress and 4.4 errors per 100 words in pronunciation This indicates that self-voice recording as a supplementary activity effectively aids EFL learners in improving their speaking accuracy.
- 55 - improvement in accuracy, specifically word stress and pronunciation This supports the findings by Huang (2008) and Cooke (2013)
Self-voice recording creates a non-threatening environment for language learners, fostering confidence and encouraging practice without the fear of negative evaluation In this study, participants engaged in speaking activities over four weeks, beginning with individual reflection on topics, followed by listening to samples and discussing their thoughts with peers This collaborative exchange of ideas cultivated an enthusiastic atmosphere, promoting active participation and mutual support in the learning process of self-voice recording.
The experiment aimed to identify the most effective use of self-voice recording as a supplementary activity in EFL speaking classes Results indicated that the treatment group outperformed the control group across all methods, suggesting that teachers could incorporate two to three sessions per week into their schedules, provided it aligns with their timetables It is recommended that this activity be conducted at the end of lessons with strict time limits to prevent students from spending excessive time on writing or copying from the Internet, which could hinder their language learning While the scheduling can be flexible within the existing English program, sufficient duration and frequency are essential As this is the first study examining the impact of self-voice recording on EFL learners' fluency and accuracy, further research is needed to validate these findings.