Quy nhon university 3rd year english majors perceptions of online learning of speaking skills

Research in the field of online learning has been done extensively, yet not much focuses on investigating university students’ perceptions of learning English speaking skills online.. De

QUY NHON UNIVERSITY

TRINH MINH NHUT

MAJORS’ PERCEPTIONS OF ONLINE LEARNING

TRƯỜNG ĐẠI HỌC QUY NHƠN

STATEMENT OF AUTHORSHIP

I confirm that the work presented in this research report has been performed and interpreted solely by myself except where explicitly identified

to the contrary I confirm that this work is submitted in partial fulfilment for

my M.A degree in Theory and Methodology of English Language Teaching and has not been submitted elsewhere in any other form for the fulfilment of any other degree or qualification This paper does not contain any material or content previously published or written by another paper or anyone else

Binh Dinh, August 2022

Trinh Minh Nhut

ACKNOWLEDGEMENTS

Without the great assistance of my supervisor, Assoc Prof Dr Nguyen Quang Ngoan, this work would not have been achievable I am deeply indebted to my supervisor since from the research proposal to the final version of this report, his vast knowledge, practical experience in the field, great enthusiasm and meticulous attention to detail have been an inspiration and kept me on track

I would like to offer my special thanks to those who participated in my research for their valuable time fulfilling the questionnaire and insightful information from the interview If it had not been for their willingness and enthusiasm, I could not have collected important data for my study

My deepest gratitude also extends to all of my wonderful classmates for the time we shared as well as the information and experience we gained from one another Their continuous support and encouragement mean a lot to me in the accomplishment of this study

Last but not least, my family members have been tremendously significant to me in the pursuit of this project I would like to express my gratitude to my parents, who have always supported and guided me in my endeavors They are the definition of positive role models

ABSTRACT

During the social distancing period in Vietnam due to the Covid-19 pandemic, online learning was implemented as an emergency replacement for traditional, face-to-face teaching and learning Research in the field of online learning has been done extensively, yet not much focuses on investigating university students’ perceptions of learning English speaking skills online This study hence employed Collins and Berge (1996)’s criteria for the success

of online learning to collect quantitative and qualitative data from 100 Quy Nhon University 3rd-year English majors Descriptive design was mainly used since the primary aim of the study is to find out students’ perceptions of the benefits and challenges of online learning of speaking skills The questionnaire’s results demonstrate that students show more positive responses toward the benefits than the challenges The interview data is not only consistent with the questionnaire data but also uncovers new and interesting results These findings provide a better understanding of the context of online learning during the Covid-19 pandemic which serves as a guide for the optimization of this type of teaching and learning in the new age

of technology

Keywords: online learning, speaking skills, benefits, challenges,

descriptive, English majors

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATIONS vii

LIST OF TABLES viii

LIST OF FIGURES ix

CHAPTER 1: INTRODUCTION 1

1.1 Research rationale 1

1.1.1 Theoretical reasons 1

1.1.2 Contextual reasons 2

1.2 Aim and objectives of the study 3

1.3 Research questions 3

1.4 Scope of the study 4

1.5 Significance of the study 4

1.6 Definitions of important terms 5

1.6.1 Online learning 5

1.6.2 Speaking skills 5

1.6.3 Context of online learning at Quy Nhon University 5

1.7 Structure of the thesis 6

CHAPTER 2: LITERATURE REVIEW 8

2.1 Online learning 8

2.1.1 The overview of online learning 8

2.1.2 Online learning in Vietnam during the Covid-19 pandemic 11

2.1.3 Computer-mediated communication (CMC) 11

2.1.4 The role of the instructor/ teacher in an online classroom 15

2.1.5 Teachers and students’ perceptions of online learning 16

2.2 Online learning of speaking skills 18

2.2.1 Speaking skills 18

2.2.2 Challenges facing learners in the online learning of speaking skills during the Covid-19 pandemic 22

2.3 Previous related studies 24

Chapter 3: METHODOLOGY 31

3.1 Research approach 31

3.2 Participants 32

3.2.1 Research setting 32

3.2.2 Sampling technique 33

3.3 Instruments 34

3.3.1 The questionnaire 35

3.3.2 The interview 36

3.4 Procedure 37

3.4.1 Pilot study 37

3.4.2 Data collection 38

3.4.3 Data analysis 40

CHAPTER 4: FINDINGS AND DISCUSSION 42

4.1 Findings from the questionnaire 42

4.1.1 Comparison of the two majors 42

4.1.2 Students’ devices used for online learning of speaking skills 43

4.1.3 Students’ perceptions regarding the benefits of online learning of speaking skills 44 4.1.4 Students’ perceptions regarding the challenges of online learning of

speaking skills 55

4.2 Findings from the interview 69

4.2.1 Students’ perceptions in terms of the benefits of online learning of speaking skills – Interview results 69

4.2.2 Students’ perceptions in terms of the challenges of online learning of speaking skills – Interview results 74

CHAPTER 5: CONCLUSION 80

5.1 Summary of key findings of the study 80

5.1.1 Students’ perceptions of the benefits of online learning of speaking skills 80

5.1.2 Students’ perceptions of the challenges of online learning of speaking skills 81

5.2 Pedagogical implications 82

5.3 Limitations and suggestions for further research 83

REFERENCES 85

APPENDICES 101

APPENDIX 1: QUESTIONNAIRE 101

APPENDIX 2: INTERVIEW QUESTIONS 105

APPENDIX 3: INTERVIEW TRANSCRIPTION 106

APPENDIX 4: SPSS STATISTICS 123

LIST OF ABBREVIATIONS CMC: Computer-mediated Communication

EFL: English as a Foreign Language

EL: English Language

ERT: Emergency Remote Teaching

ESL: English as a Second Language

ETE: English Teacher Education

ICT: Information and Communications Technology

MOET: Ministry of Education and Training

QNU: Quy Nhon University

SPSS: Statistical Package for the Social Sciences software

TAM: Technology Acceptance Model

UNESCO: United Nations Educational, Scientific and Cultural Organization VCTs: Video Conferencing Tools

LIST OF TABLES

Table 1 Participants’ specifications 34

Table 2 Grid of instrument guidelines 37

Table 3 Evaluation Criteria for Likert Scale questions (Tekin, 2000) 40

Table 4 Reliability Statistics of the Questionnaire 41

Table 5 Means of the questionnaire done by students majoring in EL and ETE 42

Table 6 Difference in perceptions of students majoring in EL and ETE 42

Table 7 Students’ perceptions of the benefits of learning speaking skills online 44

Table 8 Benefits of online learning of speaking skills (Open-ended question) 54

Table 9 Students’ perceptions of the challenges of learning speaking skills online 55

Table 10 Other challenges of online learning of speaking skills (Open-ended question) 68

Table 11 Results from Interview Question 1 69

Table 12 Results from Interview Question 2 69

Table 13 Results from Interview Question 3 72

Table 14 Results from Interview Question 4 72

Table 15 Results from Interview Question 5 73

Table 16 Results from Interview Question 6 74

Table 17 Results from Interview Question 7 74

Table 18 Results from Interview Question 8 76

Table 19 Results from Interview Question 9 77

Table 20 Results from Interview Question 10 78

LIST OF FIGURES

Figure 1 The proportion of online content delivered in different kinds of

learning - Allen and Seaman (2007, p 4) 9

Figure 2 The percentage of students’ devices used for online learning of speaking skills 43

Figure 3 Students’ perceptions of the benefits of learning speaking skills online - Bar chart 46

Figure 4 Percentage of Statement 1 46

Figure 5 Percentage of Statement 2 47

Figure 6 Percentage of Statement 3 48

Figure 7 Percentage of Statement 4 48

Figure 8 Percentage of Statement 5 48

Figure 9 Percentage of Statement 6 48

Figure 10 Percentage of Statement 7 50

Figure 11 Percentage of Statement 8 51

Figure 12 Percentage of Statement 9 52

Figure 13 Percentage of Statement 10 52

Figure 14 Percentage of Statement 11 53

Figure 15 Percentage of Statement 12 53

Figure 16 Students’ perceptions of the challenges of learning speaking skills online - Bar chart 57

Figure 17 Percentage of Statement 14 58

Figure 18 Percentage of Statement 15 59

Figure 19 Percentage of Statement 16 60

Figure 20 Percentage of Statement 17 60

Figure 21 Percentage of Statement 18 61

Figure 22 Percentage of Statement 19 62

Figure 23 Percentage of Statement 20 62

Figure 24 Percentage of Statement 21 62

Figure 25 Percentage of Statement 22 64

Figure 26 Percentage of Statement 23 64

Figure 27 Percentage of Statement 24 64

Figure 28 Percentage of Statement 25 66

Figure 29 Percentage of Statement 26 66

Figure 30 Percentage of Statement 27 66

CHAPTER 1: INTRODUCTION

This chapter presents the rationale of the study, which includes the theoretical and contextual background for the study, online teaching and learning situation and the reasons for conducting the research Also, details about the aim and objectives, research questions, scope, significance, organization and definitions of important terms are introduced

1.1 Research rationale

1.1.1 Theoretical reasons

Many educational institutions adopted various online teaching formats during the Covid-19 pandemic epidemic In anticipation of the decision to end face-to-face encounters, most Vietnamese universities have turned to online learning to meet the issue Online learning is a novel method of delivering education that makes use of technical instruments such as computers and the Internet to facilitate the transfer of learning materials (Carliner, 2004, pp 3-4) Universities have been able to conduct innovative education with the use

of online learning, either entirely or partially, in recent years as a result of technology advancements However, because of the Covid-19 issue, institutions have been compelled to embrace online learning on a large scale

in order to maintain instruction Online learning can be divided into three types of learning environments: synchronous learning, asynchronous learning, and hybrid learning (Perveen, 2016, p 27)

Synchronous learning refers to real-time online learning that allows students and teachers to communicate at the same time or in real-time (Salmon and Gilly, 2013, p 5; Shahabadi and Uplane, 2015, p 131) Video conferencing, teleconferencing, live chatting, and live-streaming lectures are all instances of synchronous learning environments Because teachers may

directly observe the learners’ replies during the learning process, the advantages of synchronous online learning include increased student engagement and motivation (Hrastinski, 2008, p 54) This is supported by a study that found that synchronous learning environments can boost students’ engagement and improve the quality of their learning (Wdowik, 2014, p 265) In contrast, because it is not constrained by time, location, or classroom,

an asynchronous learning environment allows students and teachers more flexibility in conducting the learning process (Mayadas, 1997, p 2) Asynchronous learning environments help learners and teachers who are unable to be online at the same time (Hrastinski, 2008, pp 51-52) Asynchronous learning environments include email, online modules, virtual libraries, lecturer’s online notes, lecturer’s blogs, online discussion forums, and social media platforms A hybrid learning environment combines synchronous and asynchronous learning settings to create the best learning experience possible (Perveen, 2016, p 21)

in order to meet their particular training objectives

UNESCO, in 2020, released its first estimate of the number of students out of school in early 2020, as a result of the Covid-19 pandemic The number

of students out of school is estimated to be over 290 million In reaction to school closures, they advocate for the use of online learning and open educational tools, which allow teachers to reach out to students from afar and

reduce the danger of disruption in the classroom To respond to UNESCO’s appeal to join the global educational mainstream in the face of a pandemic, most universities in Vietnam, and Quy Nhon University, in particular, have temporarily turned to online learning “Even if students have to stay off school, their learning will not be interrupted” - Vietnamese education has tried to retain the mentality (Son, 2020)

When there are many conflicting viewpoints from teachers and students about mandatory online courses during the social distancing period, the idea for this research arises The current study hence tries to take focus on

exploring Quy Nhon University English Majors’ perceptions of the benefits and challenges considering the implementation of online learning of speaking skills

1.2 Aim and objectives of the study

This study aims to investigate Quy Nhon University English majors’ perceptions of online learning of speaking skills during the Covid-19 pandemic The specific objectives are set as follows:

- To explore the benefits of online learning of speaking skills perceived

by Quy Nhon University 3rd-year English majors

- To examine the challenges of online learning of speaking skills perceived by Quy Nhon University 3rd-year English majors

- To identify the differences in perceptions between the two majors

1.3 Research questions

1 What are the benefits of online learning of speaking skills perceived

by Quy Nhon University 3rd-year English majors?

2 What are the challenges of online learning of speaking skills perceived

by Quy Nhon University 3rd-year English majors?

3 What are the differences in perceptions between the two majors?

1.4 Scope of the study

This study aims to inspect the students’ perceptions of online learning of speaking skills at the university level Thus, the questionnaire and the interview were used to collect data from 100 3rd-year English majors at Quy Nhon University, including 50 English Teacher Education majors and 50 English Language majors participating in the survey and 10 students (5 from English Language majors and 5 from English Teacher Education majors) taking part in the interview

1.5 Significance of the study

The findings of the study may provide a profound understanding of the benefits and challenges regarding online learning of speaking skills at Quy Nhon University as well as tertiary institutions in general When there have been a lot of different viewpoints from teachers and students about mandatory online courses during the social distancing period, analyzing and shaping the future of online learning in the university context is supposed to offer educators useful information so that local and national education may be implemented in a better and effective way

As a result, various strategies and solutions may be done to enhance the benefits and address the challenges faced by university English majors This

is not only a great help for colleges and universities in the period of Covid-19 but also for those institutions that plan to carry out distance education, which has been becoming a trend in the new age of technology and communication where online learning as well as similar forms play a significant role in learners’ learning experience

1.6 Definitions of important terms

1.6.1 Online learning

Urdan and Weggen (2000, p 8) describe “online learning” as web-based learning, internet-based learning, virtual learning, cyberlearning or net-based learning, which is also referred to as a subset of distance education Basic manipulations of online learning courses include “text and graphics of the course, exercises, testing, and record-keeping” while more complex ones include animations, simulations, audio and video sequences, peer and expert discussion groups, online mentoring, linking to material on the web, and communication with corporate education records (Urdan and Weggen, 2000, p 8)

1.6.2 Speaking skills

Speaking, according to Richards (2006, p 28), is defined as displaying communicative ability by engaging in meaningful dialogue and maintaining communication Speaking can be characterized as the most basic form of human communication (Celce-Murcia, 2003, as cited in Tunc, 2021, p 21)

1.6.3 Context of online learning at Quy Nhon University

According to the regulations on the management and organization of online learning approved by the rector of Quy Nhon University on August 6th, 2021:

• Online teaching system is an online teaching software system and

information technology infrastructure (hereinafter referred to as online teaching technical infrastructure) to manage and organize teaching through the Internet environment, including online learning software, online learning management system, online learning content management system

• Online teaching is a teaching activity organized on online teaching

systems

• Online teaching to support face-to-face teaching is the form of

online teaching that performs part of the lesson content of the university’s curriculum in the training program to support the face-to-face teaching of that lesson at the university

• Online teaching to replace face-to-face teaching is the form of online

teaching implementing the entire contents of the lesson in the training program and replacing the face-to-face teaching of that lesson at the university

1.7 Structure of the thesis

The thesis is presented in five chapters: Introduction, Literature Review, Methodology, Findings and Discussion, Conclusion and Implications

Chapter 1, Introduction, presents the rationale, which introduces the reasons why the researcher chose to conduct the study, the aim and objectives, the research questions, the scope, the significance, the definition of important terms and the structure of the thesis

Chapter 2, Literature Review, examines several underlying theoretical constructs that framed this study It also examines the relevant literature regarding 1) online learning, 2) online learning of speaking skills, 3) the context of online learning at QNU and 4) related studies on the implementation of online learning, especially speaking skills

Chapter 3, Methodology, explains the research methods Firstly, it presents the research approach Secondly, it describes the participants Thirdly, it introduces the research instruments used to collect data Lastly, this chapter comes to an end with the procedure to conduct the study

Chapter 4, Findings and Discussion, reports the results of the study First

of all, the reliability of the instruments is introduced Then, the information collected from the questionnaire is analyzed Finally, the data from the interview is analyzed in order to give an in-depth explanation of the findings

of the study

Chapter 5, Conclusion and Implications, concludes the report of the study First, it summarizes the main findings of the study Then, it suggests the research implications Finally, the limitations of the study and the suggestions for future research make the last part of this chapter

CHAPTER 2: LITERATURE REVIEW

This chapter presents the main concepts and terms building the theoretical foundation of the study In this chapter, online learning, online learning of speaking skills and the context of online learning at Quy Nhon University are written and explained in detail Finally, previous related works conducted by other researchers are reviewed in terms of their focuses and findings

2.1 Online learning

2.1.1 The overview of online learning

2.1.1.1 Definitions of online learning

Different definitions of online learning have been used in studies AlHamad et al (2014, p 7) see online learning as an advantage since it allowed students to study at home Dabbagh and Bannan-Ritland (2005, as cited in Van and Thi, 2021, p 3) identify the physical presence of teachers and students in physical classrooms at a set time, with teachers’ linear teaching methods being replaced by online learning, which is all dynamic, unbound, and the practice of pedagogical active learning and learner-centered approach (Browne, 2005, p 58) Other researchers classify online learning based on the flexibility of the classes (Atack, 2003, p 294; Fish, 2017, p 20; Horspool and Lange, 2012, p 75; Platt et al., 2014, p 490), the convenience with and without family issues and/or health problems (Dyrbye et al., 2009, p 42; Kokko et al., 2015, p 64) and the expansion and popularity (Landrum et al., 2021) From a different perspective, Urdan and Weggen (2000, p 8) describe “online learning” as web-based learning, internet-based learning, virtual learning, cyberlearning, or net-based learning, which is also referred to

as a subset of distance education Basic manipulations of online learning

courses include “text and graphics of the course, exercises, testing, and record-keeping while more complex ones include animations, simulations, audio and video sequences, peer and expert discussion groups, online mentoring, linking to material on the web, and communication with corporate education records (Urdan and Weggen, 2000, p 8) As a result, online learning focuses on both online learning content and the obvious use of technology to deliver relevant and successful lessons Allen and Seaman (2007, p 4) identify the four primary types of learning based on the quantity

of online content given Traditional learning sees no contribution of supplied content (0%), but a Web-facilitated strategy allows for a percentage of 1% to 29% delivered online content Blended or hybrid learning is described as transferring 30% to 79% of learning information online, while online learning

is defined as transferring more than 80% of the learning process electronically Figure 1 illustrates the situation:

Figure 1 The proportion of online content delivered in different kinds of learning -

Allen and Seaman (2007, p 4)

Campbell (2004, as cited in Van and Thi, 2021, p 2) claims that the emphasis of online learning in higher education is on students’ metacognitive

• 0%

Traditional

• 1-29%

facilitated

growth, such as reflective and collaborative learning Furthermore, it is desired to achieve unplanned subject knowledge and learners’ self-directedness to optimize incidental learning and boost performance

2.1.1.2 Opportunities and barriers to implementing online learning

Several research investigating perspectives of online learning implementation in language learning contexts have been published in recent years Studies on the implementation of online learning in Taiwan (Pituch and Lee, 2006, p 223), Hong Kong (Lam et al., 2011, p 1381), Oman (Tanveer,

2011, pp 5-6) and Egypt (Gamal et al., 2011, p 2) show that the vast majority

of students have ready access to web-enabled personal computers and web features, as well as their digital devices They also make extensive use of digital and web aspects in their daily life, whether for communication or to build social networks Tanveer (2011, p 1) finds that online learning allows students to be more autonomous, provides a variety of activities, promotes intrinsic motivation to learn, helps introvert students interact more effectively, allows students to gain meaningful study experience and time management skills, and allows teachers to have a more student-centered form of learning Despite its importance, online learning does have some disadvantages According to Ku and Lohr (2003), one of the most commonly mentioned disadvantages of online learning is the technological difficulties students have when they try to use the Internet The issues include frequent internet connection disruptions, delayed loading, and software and hardware incompatibilities Furthermore, Keller and Cernerud (2002, p 65) suggest that the most visible flaws in the use of online learning are inconsistent usage of online learning across courses, technological issues, excessive reliance on computers, and a lack of human interaction

2.1.2 Online learning in Vietnam during the Covid-19 pandemic

Since the emergence of the Internet in the twentieth century, online learning has existed in Vietnam However, due to the Ministry of Education and Training’s (MOET) implementation of online education in Vietnam, its popularity among students has only recently exploded In addition, as a result, numerous colleges and high schools have begun to use this type of learning in various ways, depending on their educational goals When the Coronavirus pandemic hit Vietnam and the rest of the world, the spirit of “continuing to learn despite school closure” (Nha, 2020) spurred educators and students to try online learning while also combating the Covid-19 pandemic It is possible that the quarantine period in Vietnam during the first quarter of 2020 was the first time that all students had access to online education This is essentially a means of combating the virus, but it has nonetheless opened a new door for Vietnamese education Chat rooms, polls, quizzes, discussion boards, and presentations can all be used to help students attain their learning objectives simply and constructively Most institutions use Microsoft Teams, Google Meet, Zoom, Skype, and other learning management systems Employing online learning is becoming increasingly important since it provides practical reasons for all stakeholders to have on-time implementations, particularly to support online learning in the digital age

2.1.3 Computer-mediated communication (CMC)

When we talk about computer-mediated communication, we are talking about it in the sense of an umbrella word that encompasses computer-based training, informatics, and human-to-human communication in the form of email and computer conferences, according to (Collins and Berge, 1996, p 3)

In computer-based instruction, the computer (whether networked or not) takes

on the role of patient instructor or tutor, generally on a one-to-one basis and

with highly structured and pre-prepared course materials The computer is used in informatics to access data from its own data storage media or, in a networked situation, from remote databases such as online public-access library catalogues or external file servers and archives, using client applications such as World Wide Web browsers

Computer conferencing is a focus within CMC This can be accomplished through email and mailing lists, as well as computer conferencing systems We use the word “computer conference” in a broad sense to refer to a wide range of computer-mediated human-to-human interactions

2.1.3.1 The advantages and disadvantages of CMC

The benefits of computer conferencing, according to Collins and Berge (1996, p 5), include communicating with other students and the instructor from a distance rather than studying alone It is possible to create a virtual community that provides support and encouragement while also encouraging sharing among participants, which can aid in overcoming the isolation of remote places Students can be asked to join the conference with guest

“lecturers”, which allows them to interact directly with specialists in their fields It can be quite convenient because it is theoretically as close as the nearest phone or modem connection Computer conferencing can take place at any time and from any location

According to Collins and Berge (1996, p 5), the difficulties in acquiring stable access to a networked computer are the first downsides of computer conferencing Students may not see a fair return on their investment due to high learning curves and time commitments Technical help is essential because numerous computer and software setups may or may not communicate with one another And just because a student has used

computers in the course of their studies does not mean they understand how to utilize telecommunications software, that they know how to upload and download files, or that they know how to make folders in their electronic mail program to store incoming messages The email looks to be fleeting and ubiquitous, and convincing participants to accept conference contributions as

“real” and “important” can be difficult Students in online conferences must pace themselves, remember to log in regularly, and attend to their course activities, whereas students in place-based classrooms are used to setting aside a portion of their lives for travel and attendance in planned classroom sessions

To put it simply, social context cues are lacking in conferences, which might pose issues because humans are accustomed to the high bandwidth of face-to-face conversations Misunderstandings can happen rapidly and resolving them can be difficult and time-consuming Those who cannot normally communicate in a face-to-face classroom can do so in the relative anonymity of internet conferencing

2.1.3.2 Social media and video conferencing as tools for online learning

During the Covid-19 outbreak, independent study is among the most prevalent and important ways to learn a language Learning language skills, particularly speaking skills, is a hallmark of 21st-century learning for academic and employability objectives One of the features is the ability to apply ICT knowledge, particularly technical expertise, to language acquisition (Koh et al., 2017, p 3) Educators should increase their capacity to be more creative in their use of technology to meet the requirements of their students

in a variety of disciplines Teaching and learning should not be limited to the classroom; both instructors and students should use technology to make language learning materials available Online learning may provide

fascinating learning possibilities for learners by creating and maintaining supportive learning environments, fostering learning communities, giving consistent input on time, and employing the best technologies to produce the proper information Ain and Mustafa (2015, p 152) assert that learners are not bored when participating in online learning activities During the Covid-

19 pandemic, higher education institutions are rapidly turning to online learning tools to replace traditional teaching methods

Learners like using social media platforms like Facebook, WhatsApp, Instagram, and YouTube to practice English (Ghounane, 2020, p 38) On these social networking sites, students from all over the world can engage and debate a variety of topics (Musa et al., 2015, p 154) Learners can study not only the standard form of the language but also its variants, thanks to the usage of mobile-mediated communication Learners prefer to use Facebook for academic purposes, according to Azeez Al-Jumaili et al (2017, p 10), because the chat functions and other communicating elements are regarded as user-friendly According to Faryadi (2017, p 5), Facebook helps students improve their language proficiency and comprehension skills His findings also suggest that Facebook fosters English language learning by enhancing Malaysian learners’ attitudes, confidence, contentment, motivation, and perceptions of gaining English speaking skills According to Low and Warawudhi (2016, p 938), Facebook, as well as educator-learner interaction, can enhance students’ interest and attitudes toward studying English Out-of-class activities allegedly increase student involvement in their studies, and Facebook can be an effective tool for teaching speaking skills to a large class

of mixed-ability learners Furthermore, according to Dizon (2015, p 13), Facebook has the potential to improve language education and increase communication beyond classroom boundaries Its simplicity allows students

to communicate both synchronously and asynchronously, as well as reduces anxiety among students who are hesitant to use the second language

2.1.4 The role of the instructor/ teacher in an online classroom

Many criteria are required for successful online learning, which Collins and Berge (1996, pp 8-9) divide into four categories: pedagogical, social, managerial, and technical Not all of these roles must be fulfilled by the same person In fact, they may be extremely rare The roles are briefly described here

• Pedagogical (intellectual; task) - One of the most significant

responsibilities of an online discussion instructor/moderator/tutor is to act as

an instructional facilitator The instructor shares their expertise and insights and uses questions and probes to elicit replies from students, focusing conversations on key concepts, principles, and skills The instructor can prepare students to try moderating the conference for themselves by modelling suitable online behavior

• Social - Successful online teaching also requires the creation of a

welcoming, social environment that promotes learning Promoting human relationships, affirming and recognizing students’ contributions, providing opportunities for students to develop a sense of group cohesiveness, maintaining the group as a unit, and in other ways assisting members to work together in a shared purpose are all critical to the success of any conferencing activities

• Managerial (organizational; procedural; administrative) - This role

includes establishing the conference’s agenda and pacing, including the discussion’s objectives, timeframe, procedural procedures, and decision-making standards Meta-comments can be used to address issues such as context, norms, or agenda, clarity, irrelevance, and information overload Successful conference facilitation requires unobtrusively directing the pace

and direction of the conference conversation without suffocating the participants

• Technical - The instructor must first become familiar and proficient

with the technology before ensuring that the conference participants are also comfortable with the system and software The instructor’s ultimate technical goal is to make technology transparent When this is completed, the student may focus on the academic work at hand

2.1.5 Teachers and students’ perceptions of online learning

2.1.5.1 Teachers and students’ motivations and attitudes towards online learning

Some contradicting outcomes from related studies emerge, and they are about teachers’ and students’ perceptions and attitudes toward the effectiveness and execution of emergency online English teaching While some English teachers believe that switching to emergency online teaching can maintain the quality of language instruction and help students improve their language skills, others are skeptical On the bright side, research has shown that teachers value the utility and simplicity of online teaching platforms and learning management systems as an alternative to maintaining education during moments of crisis, such as with the Covid-19 (Rahayu and Wirza, 2020, p 399; Rifiyanti, 2020, p 35) One of the aspects teachers value

is that they take on new roles as remote instructors during the pandemic and gain experience teaching online, while also expanding their technical knowledge to integrate pedagogical and content knowledge, which is an important component of teacher competencies (Lie et al., 2020, p 834) Apart from teaching entirely online, English language teachers praise blended learning, which they say is successful and promote self-directed learning (Aji

et al., 2020, p 638; Dahmash, 2020, p 226)

Students prefer emergency online learning over English teachers throughout the world, but some research reveals inconsistencies (Deli and Allo, 2020, pp 8-9; Karim and Hasan, 2020, p 13-14) These studies reveal that students value learning English online during the pandemic because of the flexibility and autonomy it provides, as well as the confidence

it offers Students, on the other hand, find online learning to be motivating Not only does the interactive course environment help them enhance their language skills, but it also helps them increase their ICT competence (Aji et al., 2020, pp 642-644) Social media aids the students’ ability to adjust to online learning by helping to focus on the online learning community, in which they recreated linguistic content using free online resources and engage in social interaction with their classmates and teachers (Krishan et al.,

2020, p 8; Mustadi et al., 2021, p 8) Another aspect that students like is that online learning is suited for visually impaired individuals learning English at home (Hamid, 2020, p 337)

2.1.5.2 Students’ barriers to online learning in different contexts

Barriers can be defined as roadblocks that prevent students from achieving their learning objectives (Henderikx et al., 2019, pp 187-188) A wide range of research has been conducted to explore online learning’s impediment factors, based on regional characteristics, types of learners, local educational legislation, or technological progress in a certain region Learners’ difficulties in reading, writing, typing skills, technical problems with computers, feeling of isolation, family issues, interaction, lack of time, insufficient academic background, workplace issues and lack of support from family and friends or the workplace, insufficient technology background, computer and/or internet issues, and lack of instructor presence are synthesized as online learning barriers by Henderikx et al (2019, p 189)

Furthermore, the findings of Henderikx et al (2019, pp 194-199)‘s empirical investigation reveal issues with students’ responsibility for learning, a lack of time, poor course material, a lack of enthusiasm, and poor instructional quality, and/or family challenges

Muilenburg and Berge (2005, p 35) outline eight barriers: (1) social interaction, (2) administrative/instructional challenges, (3) time and study assistance, (4) learner motivation, (5) technical issues, (6) cost and Internet access, (7) technical skills, and (8) academic skills Ardichvili (2008, p 549) discovers different results by naming the barriers from learners’ perspectives

as (1) interpersonal factors – e.g fear of criticism and fear of misleading others; (2) procedural factors – i.e lack of clarity on the best way to share, etc.; (3) technological factors – i.e lack of technological aptitude; and, unlike other studies, the researcher discovers the impact of (4) cultural factors – e.g saving face, in-group orientation, etc

Al-Senaidi et al (2009, p 580) uncover many challenges in distant learning by evaluating the viewpoints of faculty or participants with teaching roles, including (1) lack of equipment, (2) lack of institutional support, (3) disbelief of ICT advantage, (4) lack of confidence, and (5) lack of time Interestingly, Bacow et al (2012, pp 20-21) discover some significant barriers, including (1) the fear of losing their faculty status, and (2) the increased time commitment required to prepare for an online exam

2.2 Online learning of speaking skills

2.2.1 Speaking skills

2.2.1.1 Definition of speaking skills

Speaking skill is seen as something that most EFL and ESL students require (Richards, 2008, p 19) Speaking, according to (Richards, 2006, p 4),

is defined as displaying communicative ability by engaging in meaningful dialogue and maintaining communication Speaking can be characterized as the most basic form of human communication When speaking, the emphasis

is on sustaining oral communication (Celce-Murcia, 2003, as cited in Tunc,

2021, p 21) Speaking is an interactive activity that promotes emotional intelligence (Bora, 2012, p 2097) and social interaction (Yule, 1989, p 167)

In this sense, speaking can be said to promote interpersonal ties when done correctly during social interaction (Ounis, 2017, p 96) Acceptable language involves the capacity to display the ability to say appropriate things based on the context (Richards, 1990, p 73)

According to several scholars, another crucial property of speech is that

it is transactional (Basturkmen, 2003, p 30; Nunan, 1991, p 39) When someone utilizes language primarily to express information, this is referred to

as the transactional side of speaking (Richards, 1990, p 73) In other words, the transactional side of speaking is concerned with sending a message, but the interactional side is concerned with the process of listening (Thornbury and Slade, 2006, p 20) Speaking has numerous roles, according to (Kingen,

2000, p 219), including descriptive, narrative, instructive, and explanatory Furthermore, some scholars place a premium on oral discourse, which necessitates the use of specific idioms and methods, as well as repetition and rephrasing Other significant aspects of speaking include pronunciation, stress, intonation, and the use of words, all of which, when utilized correctly, can make speaking more successful (Turk, 1985, pp 87-88) Similarly, Harmer (2007, p 343) says that by using intonation and emphasis, such as displaying interest or taking something seriously or not, one can make one’s purpose or intention evident to others The use of gestures, as well as taking turns while speaking, are other significant elements of speaking (Cornbleet and Carter, 2001, p 27; Harmer, 2007, pp 346-347) One of the most difficult

tasks for students is speaking Speaking competence also entails the ability to communicate not only verbally but also nonverbally Speakers must consider

a variety of factors when speaking, which is why speaking is the most challenging of the four skills

2.2.1.2 Components of speaking skills

The elements of the speaking skills are summarized as follows:

One of the characteristics of speaking skills is pronunciation When students speak, pronunciation is the method they produce the spoken words clearly (Kline, 1989, p 69) Mastery of a list of sounds or isolated words does not equate to mastery of English pronunciation Instead, it boils down to mastering and practicing the unique English method of making a speaker’s ideas understandable (Gilbert, 2008, p 1)

The second component of speaking skills is grammar The study of how words join to produce sentences is known as grammar The essential rules and structure of the language, including clear and correct sentence formation and suitable word forms, are referred to as grammar (Batko and Rosenheim, 2004,

p 24)

The third component of speaking skills is vocabulary According to Turk (1985, pp 87-88), vocabulary is the most significant aspect of a language, particularly in speaking; also, understanding a large number of vocabularies will make it simpler to communicate our ideas, feelings, and thoughts both orally and in writing The vocabulary in spoken language is usually common, and it is utilized in ordinary conversation to grasp what is being said

The fourth component of speaking skills is fluency Fluency is crucial in speaking, according to (Pollard, 2008, p 16) The ability to talk communicatively, fluently, and accurately is defined as fluency Fluency usually refers to the ability to speak fluently and without interruption

The final component of speaking skills is comprehension Comprehension is defined by (Cohen et al., 2000, p 15) as the ability to see and comprehend stretches of discourse, as well as to formulate representations

of sentence meaning As a result, it can be inferred that comprehension refers

to the speakers’ understanding of what they are saying to the listeners to avoid misleading information; also, it serves to make it simple for the listeners to catch the details of the person speaking

2.2.1.3 Speaking skills in foreign language teaching and learning

Many students’ ordinary conversations demonstrate that speaking is still

an unmet need in the language classroom As a language teacher, the researcher frequently hears students say things like this: “I comprehend a lot

of what I hear in English, but when I have to speak, I feel like I can’t say anything.” or pessimistic statements like “I’ve studied English for years and yet can’t speak it I’m afraid I’ll never be able to communicate in English.” Thornbury (2005, p 1) gives the following examples from the perspective of teachers: “My students always say that they want more speaking, but I don’t know how to teach it, apart from giving them lots of useful expressions” or

“my business students are good at giving presentations, but they can’t have even the simplest presentations How can I help them improve?” These assertions by teachers and students lead to an assumption that speaking is an underappreciated skill in the language classroom in many ways They also reflect some of the usual difficulties that teachers confront while attempting to teach speaking (Thornbury, 2005, p 1)

Speaking is a neglected language practice in many classrooms Many language teachers and students consider speaking to be one of the most difficult skills to master when teaching or learning a foreign language

“Learning to talk in a foreign language is often considered to be one of the

most difficult aspects of language learning for the teacher to help the student with” - Brown and Yule (1985, p 25) write Similarly, Thornbury (2005, p 28) asserts that most language learners find speaking difficult

2.2.2 Challenges facing learners in the online learning of speaking skills during the Covid-19 pandemic

Learners’ lack of confidence and communication during online classes has made it far more difficult for them to properly say or utter the words (Sayuti et al., 2020, p 1874) Because they are uncertain, reluctant, and afraid

of making mistakes, learners have difficulties expressing themselves They frequently lack appropriate vocabulary and practice, making fluent English communication challenging (Nur Syafiq et al., 2021, p 50) Learners become anxious when they are deprived of language because they are unable to speak Even if they have something to say, they are unable to do so for fear of making grammatical mistakes and being ridiculed by their peers (Meinawati

2020, p 693) Learners are frequently placed in situations where they must acquire languages on their own during the Covid-19 epidemic, according to (Adedoyin and Soykan, 2020, p 6) As a result, they fail to understand and conquer the obstacle

Psychological factors influence learners’ engagement in English Language

Learning (Sison and Bautista, 2021, p 263) The lack of effective connection with educators is a significant issue with online learning (Ariyanti, 2020, p 171) Learners require two-way communication which can be difficult to have Because they are continually confronted with a computer, learners feel discouraged to learn in such situations (Toquero, 2020, p 5) They rarely have time for online learning since exploring their understanding of the subject takes too much time Regardless of the fact that online learning is a tough process, it needs activities such as recording, reading, memorizing, and consuming internet-based learning resources, particularly for English oral presentations or speaking assessments (Simamora, 2020, p 100) This is a circumstance in which students must adapt quickly; more precisely, it is a situation in which students must learn quickly (Pace et al., 2020, p 2) Those who are unable to adapt owing to the inadequate interpretation of subjects acquired, particularly the English language, are unable to submit assignments on time due to poor internet access and are unable to complete them, as well as the dread of losing marks can make them stressed (Aboagye et al., 2020, p 4)

Furthermore, amid the Covid-19 pandemic, learners find online learning

to be boring without guidance and support from friends, family, schools, government, and policymakers (Allam et al., 2020, p 654) As a result, individuals lose interest in learning and drive to do so Some students acknowledge that they do not have a favorable learning environment at home, and that being obliged to undertake household chores during the lockdown has a bad impact on their studies, leaving them dejected and despondent (Mishra et al., 2020)

Physical problems, such as eye pressure, are also frequent among students and can make them feel unpleasant during the studying process (Octaberlina and Muslimin, 2020, p 8) Learner engagement and pleasure are

crucial parts of the online learning process for academic advancement, particularly in second language learning (Chung et al., 2020, p 56) When teachers respond quickly and communicate with students, they are more likely

to participate in online teaching and learning This is the sequence of events that will lead to the desired teaching and learning outcomes

2.3 Previous related studies

Rinekso and Muslim conducted the first reviewed study in 2020, titled

“Synchronous Online Discussion: Teaching English in Higher Education amidst the Covid-19 Pandemic” The study attempted to shift the focus by investigating EFL university students’ perceptions and concerns about the usage of synchronous online discussion for instruction Students responded positively to the use of synchronous online conversation, according to the data They thought that synchronous online conversation was a useful online teaching modality since it allowed for easy task negotiation, task planning, viewpoints, and questions and answers They could also develop their critical thinking and writing skills, as well as receive social assistance Meanwhile, bad internet access and task misunderstandings became a problem Finally, the researchers proposed that more research into online learning in English language instruction be conducted In this pandemic condition, asynchronous online learning and e-learning may be intriguing issues to consider

Baron‘s prior work, “Students’ Perception on Online Application in Speaking Skill”, was completed in 2020 The goal of this study was to find effective online programs for learning English that met the demands of students Zoom and Google Hangouts Meet was a popular video program, according to the data While the website Youtube was an intriguing web tool for English-speaking learning, the social media platform WhatsApp was simple to utilize in English-speaking learning The study’s goal was to boost

teachers’ inventiveness while using the online program The findings implied that future studies should devote more time to observing the use of online learning media in order to maximize the level of efficacy in learning outcomes Furthermore, research that might be continued to use online learning media in integrated English learning skills is recommended

In 2020, the International Journal of Linguistics, Literature, and Translation (IJLLT) published the third previous study reviewed Hamouda conducted the study, which was titled “The Effect of Virtual Classes on Saudi EFL Students’ Speaking Skills” The goal of the research was to look into the effects of virtual classrooms on English majors’ speaking skills as well as their attitudes toward them Because of the virtual classes, there were statistically significant differences between the two groups in pronunciation, fluency, comprehension, grammar, and vocabulary in favor of the experimental group The virtual approach looked to be a more fruitful tool since the experimental group’s mean score (30.36) was significantly greater than the control group’s mean score (20.37) Students had generally good opinions toward using virtual classrooms, according to the results of the questionnaire and the interview, particularly because they considered it beneficial in enhancing their speaking skills “The effectiveness of virtual classes on developing students’ communicative skills”, “The effectiveness of virtual classes on developing students’ writing skills”, “Using virtual classes for oral communication in English as a Foreign Language”, and “The effectiveness of virtual classes on teaching problem-solving” are what the researcher suggested for future research

Ariani and Tawali performed the fourth related study in 2021, titled

“Problems of Online Learning During the Covid-19 Pandemic in Speaking for Professional Context Class” During the Covid-19 scenario, this study looked

into students’ issues with online learning in speaking for professional contexts

As demonstrated in the current study, the research findings revealed a variety of issues for learners In the Speaking for Professional lesson, a total of 5 issues arose during online learning The first issue was with using YouTube videos as a source of learning materials The second issue was dealing with the students’ inability to elaborate on the lecturer’s topics during an online lesson The third issue was the students’ approach to completing the lecturer’s project or assignment The fourth issue was dealing with the constraints of students’ access

to ZOOM Meetings Students’ learning equipment and support facilities were also cited as the fifth issue that students encountered when participating in online learning during the Covid-19 epidemic

The fifth article to be reviewed is “Benefits and Barriers of Online Speaking Practice: A Case Study in the United Arab Emirates” In the year

2021, AlOkaily conducted this research The study used a mixed-method approach to analyze students’ perceptions of the assignments to discover the benefits and drawbacks of such assignments Through error detection and self-correction, students’ perceptions of their speaking skills, fluency, self-confidence, teamwork, peer learning, and autonomy improved The obstacles,

on the other hand, can be divided into three categories: technological, motivational, and cultural values Although the findings were specific to this situation, the study added to the body of knowledge about the usage of asynchronous voice recording web technologies in the Middle East, particularly in terms of cultural values as a barrier It also gave an example of how to use such tools in practice The conclusions of this study applied only

to female students who were taught by a female instructor In other settings, such as male students taught by a male teacher, male students taught by a female instructor, a mixed-gender class, or different geographical or societal

locations, different outcomes might arise

In 2021, Nhat et al conducted the sixth study which is reviewed,

“Factors of Acceptance and Use of Urgent Online Learning During the Covid-19 Pandemic among Third-year Students Taking an English Course at the University of Danang, Vietnam” Its goal was to look at the aspects that influence how people think about and accept online learning Students’ motivation, self-efficacy, and cognitive engagement all declined after switching to online learning, but their capacity to adapt to new technologies improved dramatically They claimed the Covid-19 crisis was not yet over, and if we wanted our students to continue to have excellent higher education experiences, we must address their wants and practical needs They discovered the causes affecting the perception of acceptability and the usage

of educational technology platforms for urgent online learning by third-year students, during the period of social distance based on the findings and results acquired during the research They then recommended some ways to assist universities, colleges, lecturers, and students in overcoming some of the challenges that come with online learning

The seventh work analyzed is “Tertiary Students’ Perspectives on Online Learning During Emergency Remote Teaching in the Context of Covid-19: A Case Study” Ha and Canh conducted it in 2021 Their findings were intended to demonstrate the benefits and drawbacks of online video-conferencing sessions that incorporate several modalities in language teaching and learning The majority of participants preferred offline learning over ERT, according to the findings of this study Some indicated that while they tolerated ERT implementation in other courses, they did not tolerate it in English When it came to the characteristics that influence students’ language learning engagement, digital readiness stood out The participants stated that

they were initially hesitant to adjust to ERT, but that they eventually became more comfortable Because of convenience sampling and limited sample size, the findings of this study could not be extrapolated to a large extent Furthermore, the location was limited to a Vietnamese university with a focus

on second language instruction More studies should be conducted with more students from diverse universities Gaining perspectives from academics and students at various levels of schooling would also be beneficial

“Vietnamese Students’ Acceptance of Using Video Conferencing Tools

in Distance Learning in the Covid-19 Pandemic” is the title of the eighth study This research was carried out in 2020 by An et al During the Covid-

19 pandemic, external factors influenced students’ acceptance of VCTs, according to this study External factors such as subject norm and computer playfulness had a significant impact on most TAM components, according to the findings Furthermore, students’ perceived utility of VCTs in distance learning was found to be positively influenced by output quality Although the study generated some intriguing findings that helped to describe students’ adoption of e-learning systems, it also had several shortcomings To begin with, the snowball sampling technique used in this study could not be applied

to every student A more general finding could be expected if additional sampling approaches were used in future investigations Second, because this study primarily looked at public institutions in Vietnam, the findings only revealed a trend of public rather than private institutions Third, the Covid-19 setting was not included in the research model used to assess the direct effects

of students’ attitudes and behaviors

In 2021, Van and Thi conducted the ninth study Its title is “Student Barriers to Online Learning Prospects in Vietnam in the Context of the Covid-19 Pandemic” In addition to the six kinds of barriers established by